Video Production to Introduce Everyday Life to Foreign Friends by Secondary School Students as a Means of Media Education

The teaching of chemistry in Serbia as a separate subject dates from 1874. The first secondary-school chemistry textbooks appeared in the second half of the 19th century. The aim of this paper is to gain insight, by analysing two secondary-school chemistry textbooks, written by Sima Lozanic (1895) and Mita Petrovic (1892), into what amount of scientific knowledge from the sphere of chemistry was presented to secondary school students in Serbia in the second half of the 19th century, and what principles textbooks written at the time were based on. Within the framework of the research conducted, we defined the criteria for assessing the quality of secondary-school chemistry textbooks in the context of the time they were written in. The most important difference between the two textbooks under analysis that we found pertained to the way in which their contents were organized. Sima Lozanic?s textbook is characterized by a greater degree of systematicness when it comes to the manner of presenting its contents and consistency of approach throughout the book. In both textbooks one can perceive the authors? attempts to link chemistry-related subjects to everyday life, and to point out the practical significance of various substances, as well as their toxicness.

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Harness Soft Skills to Everyday Life: A Scientific Technique to Gain Success

International Journal of Innovative Technology and Exploring Engineering - Special Issue ◽

10.35940/ijitee.l2931.1081219 ◽

2019 ◽

Vol 8 (12) ◽

pp. 2141-2145

Keyword(s):

Secondary School ◽

Everyday Life ◽

Secondary School Students ◽

Soft Skills ◽

Real Life ◽

Employment Opportunity ◽

First Century ◽

School Students ◽

Senior Secondary School ◽

Senior Secondary

Twenty first Century skills comprise the skills and abilities that are required by every individual to attain success in life. These skills are also commonly known as Soft Skills and are not only a pre requisite for any employment opportunity but are also highly valued in any classroom or profession. Unfortunately, despite the huge importance laid on the development of these skills, there exists a gap between the skills required for the success in life and the skills harnessed in the classrooms. A study was undertaken to find out the attitude of the senior secondary school students and the application of the soft skills in their real life. The findings revealed that the attitude of the learners towards the acquisition of these skills is vagrant and so is their application of these skills in real life. The present study aims to find out if attitude of the senior secondary school students towards the soft skills is correlated to the application of these skills in the real life.

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PHYSICAL EDUCATION DURING THE PANDEMIC COVID-19IN THE OPINION OF SECONDARY SCHOOL STUDENTS

Zeszyty Naukowe Wyższej Szkoły Humanitas w Sosnowcu. Pedagogika ◽

10.5604/01.3001.0015.6500 ◽

2021 ◽

Vol 23 ◽

pp. 65-79

Author(s):

Grzegorz Godawa ◽

Paulina Rzewucka ◽

Marcelina Kalemba

Keyword(s):

Distance Learning ◽

Physical Education ◽

Secondary School ◽

Everyday Life ◽

Secondary School Students ◽

Teaching Techniques ◽

School Students ◽

Research Problems ◽

E Learning

The pandemic COVID-19 forced a change in everyday life. Adapting to the existing restrictions and recommendations also reformulated the implementation of educational tasks, including physical education lessons. This article presents the results of a study on physical education in the COVID-19 pandemic from the perspective of secondary school students. This research was conducted in March 2021. 302 secondary school students from Małopolska were involed in this project. The research problems concerned the evaluation of e-learning of physical education, the teaching techniques used by the teacher and the difficulties related to the participation of the respondents in distance learning of physical education

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Immersive experiences in 360° video for social youth engagement

Catalan Journal of Communication & Cultural Studies ◽

10.1386/cjcs_00029_1 ◽

2020 ◽

Vol 12 (2) ◽

pp. 225-237 ◽

Cited By ~ 1

Author(s):

Begoña Ivars-Nicolás ◽

Francisco-Julián Martínez-Cano ◽

Joan Cuadra-Martínez

Keyword(s):

Secondary School ◽

Secondary School Students ◽

The Other ◽

Video Production ◽

Youth Engagement ◽

Visual Medium ◽

School Students ◽

Sense Of Presence ◽

Visual Instrument ◽

Made In

Educational and cultural television is an audio-visual medium that seeks to bear an impact on the knowledge, the attitudes and the values of an audience. This text introduces the CREA TV platform as an informal educational and socializing audio-visual instrument and describes the development of the documentary Miguel Hernández 360° made in 360° video. Two objectives are pursued through this: first, to introduce 360° video production as a means to use format to engage the audience and to foster the assimilation of contents; on the other hand, to teach values. To identify its effects, this experience was tested with secondary school students. The results of the analysis suggest that this 360° video has an impact on the connection between the viewer and the story due to its immersive character and sense of presence during the viewing of the documentary, as well as on the understanding and assimilation of the information it contains.

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Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

European Journal of Psychological Assessment ◽

10.1027//1015-5759.18.3.214 ◽

2002 ◽

Vol 18 (3) ◽

pp. 214-228 ◽

Cited By ~ 17

Author(s):

Heinz Neber ◽

Kurt A. Heller

Keyword(s):

Secondary School ◽

Summer School ◽

Secondary School Students ◽

Social Cognitive ◽

Gifted Students ◽

School Program ◽

School Students ◽

Positive Effects ◽

Regulatory Strategies ◽

Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

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Ethnolinguistic Identity and Television Use in a Minority Language Setting

Journal of Media Psychology Theories Methods and Applications ◽

10.1027/1864-1105/a000071 ◽

2012 ◽

Vol 24 (4) ◽

pp. 135-142 ◽

Cited By ~ 5

Author(s):

Jake Harwood ◽

Laszlo Vincze

Keyword(s):

Secondary School ◽

Coping Strategies ◽

Secondary School Students ◽

Minority Language ◽

German Language ◽

Tv Viewing ◽

School Students ◽

Ethnolinguistic Vitality ◽

Ethnolinguistic Identity ◽

Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

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Smart Girls, Dumb Boys!?

Social Psychology ◽

10.1027/1864-9335/a000167 ◽

2014 ◽

Vol 45 (2) ◽

pp. 112-126 ◽

Cited By ~ 14

Author(s):

Martin Latsch ◽

Bettina Hannover

Keyword(s):

Secondary School ◽

Stereotype Threat ◽

Gender Stereotypes ◽

Secondary School Students ◽

Learning Goals ◽

School Students ◽

Compensatory Strategies ◽

Media Portrayal ◽

Stereotype Lift ◽

The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

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