Choice of Science and Technology Subjects among Secondary School Students

2010 ◽  
Vol 22 (3) ◽  
pp. 191-198
Author(s):  
Christiana I. Oriahi ◽  
P.O. Uhumuavbi ◽  
L.I. Aguele
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Science And Technology ◽  
School Students

INTRODUCING SECONDARY SCHOOL STUDENTS INTO FOOD SCIENCE AND TECHNOLOGY RESEARCH

2018 ◽  
Author(s):  
Inmaculada Gómez ◽  
Miriam Ortega-Heras ◽  
María Dolores Rivero-Pérez ◽  
Mónica Cavia-Saiz ◽  
Pilar Muñiz ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Science And Technology ◽  
Food Science ◽  
Technology Research ◽  
School Students

scholarly journals Working with Young People at University of Porto

2012 ◽  
Vol 2 (1) ◽  
pp. 23
Author(s):  
Jose C. Marques ◽  
Maria T. Restivo
Keyword(s):  
Higher Education ◽  
Young People ◽  
Secondary School ◽  
Secondary School Students ◽  
Science And Technology ◽  
Font Size ◽  
Common Goal ◽  
School Students ◽  
The University

<span style="layout-grid-mode: line; font-family: &quot;Times New Roman&quot;; font-size: 10pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-GB">This work describes several initiatives of the University of Porto in Portugal and of its Faculty of Engineering, whose common goal is to attract young people to higher education in general, and to science and technology in particular. The U.Porto Annual Exhibition is briefly mentioned and Junior University is described in some detail. The Engineering Open Days and the EMPE Portal for secondary school students are also presented.</span>

scholarly journals Effects of Field Trip and Peer Tutoring Instructional Strategies on Students’ Science Process Skills Acquistion in Basic Science and Technology in Junior Secondary Schools in Osun State

2019 ◽  
pp. 1-12
Author(s):  
Simeon Olayinka Olajide
Keyword(s):  
Secondary School ◽  
Peer Tutoring ◽  
Basic Science ◽  
Secondary School Students ◽  
Science And Technology ◽  
Field Trip ◽  
Process Skills ◽  
School Students ◽  
Science Process Skills ◽  
Junior Secondary

The study investigated the effects of field trip and peer tutoring instructional strategies (as against the conventional method of teaching) on secondary school students’ science process skills (observation, classification, communication, measurement, inference and prediction) acquisition in Basic Science and Technology in Junior Secondary Schools (JSS) in Osun State. These were with a view to provide information on usability of the strategies to enhance the students’ development of science process skills through Basic Science and Technology lesson in Osun State classrooms. The study employed the pretest, post-test control group quasi experimental research design. The population for the study comprised all junior secondary school students in Osun State. The study sample consisted of 315 Junior Secondary II (JS II) students in nine intact classes selected from nine schools using simple random sampling technique. The instrument used for data collection was Science Process Skills Performance Test (SPSPT). Data collected were analysed using mean, standard deviation and Analysis of Covariance (ANCOVA). The results of the study showed that there was significant effect of the treatment (use of field trip and peer tutoring) on science process skills of secondary school students as follow: Observation (F=1.030, p<0.05), classification (F=3.529, p<.05), communication (F=1.326, p<0.05), measurement (F=6.623, p<0.05), inference (F=12.310, p<0.05) and prediction (F=21.210, p<0.05); with peer tutoring leading in observation, classification, communication and measurement skills of students in Basic Science and Technology with x̄=30.6000, x̄=31.3429, x̄=24.9429 and x̄=25.3714 while students exposed to field trip strategy, exhibited higher students’ inference and prediction skills in Basic Science and Technology with x̄=22.9714 and x̄=27.4847 respectively. The study concluded that field trip and peer tutoring instructional strategies are effective and innovative teaching methods in improving students’ science process skills acquisition in Basic Science and Technology in secondary schools in Osun State, Nigeria.

scholarly journals Factors Affecting Gender Equity in the Choice of Science and Technology Careers among Secondary School Students in Edo State, Nigeria

2016 ◽  
Vol 9 (10) ◽  
pp. 231
Author(s):  
Roseline O. Osagie ◽  
Azuka N. Alutu
Keyword(s):  
Secondary School ◽  
Gender Equity ◽  
Primary Schools ◽  
Secondary School Students ◽  
Science And Technology ◽  
School Level ◽  
School Students ◽  
Factors Affecting ◽  
Interest In Science ◽  
Edo State

<p class="apa">The study investigated the factors affecting gender equity in science and technology among senior secondary school students. The study was carried out at the University of Benin Demonstration Secondary School in Benin City, Edo State, Nigeria. One hundred and fifty students of average age 15 years in their penultimate year were administered the questionnaires for the study. The data for the study was collected from a survey instrument titled, “Career Determinants. Analysis of the data revealed that sex, parental, peer influences, social and cultural stereotyping were the major factors affecting gender inequity in the choice of careers in science and technology among secondary school students. Less than 40% of the girls indicated interest in science and technology subjects even though they had the ability. More than sixty-five percent of the boys indicated interest in science and technology subjects even though they were not academically prepared for them. It was therefore suggested that gender equity in science and technology could be fostered by designing a training program in science to build confidence and assertive skills in students at the junior secondary school level. Recommendations were also made that seminars should be conducted for parents and teachers in primary schools to desensitize stereotyping acquired through socialization processes and cultural practices.</p>

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

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
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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