scholarly journals What Teachers learned from STEM Education Project: Case Study of High School Teachers

2019 ◽  
Vol 1340 ◽  
pp. 012072
Author(s):  
Wisanugorn Nammungkhun ◽  
Napaporn Yutthaisong ◽  
Wanphakorn Jumphonnoi
Keyword(s):  
High School ◽  
High School Teachers ◽  
Stem Education ◽  
School Teachers ◽  
Education Project

Implementing Experiential Learning in High School Agriculture and Forestry Curriculum: A Case Study in Guatemala

2020 ◽  
Vol 43 (4) ◽  
pp. 381-397
Author(s):  
Henry Quesada ◽  
Julieta Mazzola ◽  
Daniel Sherrard
Keyword(s):  
High School ◽  
Experiential Learning ◽  
High School Teachers ◽  
School Curriculum ◽  
Current Status ◽  
Training Methods ◽  
School Teachers ◽  
Case Study Methodology ◽  
Professional Development Training

Background: Design and training methods for instructors on integrating experiential learning continues to be a challenge in high school education. Purpose: This work reports on research concerning the current status, available resources, limitations, and capabilities of high school teachers implementing experiential learning in a technical and vocational high school curriculum in Guatemala. Methodology/Approach: Case study methodology was used to examine professional development training involving the implementation of experiential learning into an agriculture and forestry curriculum. The design of the training included a series of hands-on activities to enable teachers to identify barriers and drivers influencing experiential learning and the redesign of a course program. Findings/Conclusions: Teachers were able to identify resources and limitations affecting the implementation of experiential learning in their teaching program. The guidance and examples provided by the instructors were fundamental for the teachers to modify a standard course program that included significant experiential learning methodologies. Implications: Many high school teachers lack the training and knowledge necessary for integrating experiential learning. Furthermore, in many cases, they are required to follow a structured curriculum that at allows for minimal modifications. Teachers also recognize that courses that only include classroom activities are the most challenging for including experiential learning activities.

scholarly journals Proposing a Model for Evaluating the Effective Factors on Collaboration of the Learning Groups in Smart Schools (Case Study: Teachers’ View of the Smart High Schools in Tehran)

2010 ◽  
pp. 117-124
Author(s):  
Shafiepour Motlagh ◽  
Farhad Ali ◽  
Hossein Nazari
Keyword(s):  
High School ◽  
Data Collection ◽  
High School Teachers ◽  
Group Learning ◽  
Learning Motivation ◽  
School Teachers ◽  
Learning Groups ◽  
Effective Factors ◽  
Academic Year

The aim of the present study wasto propose a model to evaluate the effective factors on cooperation of the learning groups in smart schools. The study is correlational descriptive. The population of the study includes the total number of smart high school teachers of Tehran in the academic year 2011-2012. Sampling has been multistage clustering. A number of 360 of the teachers were selected randomly for conducting the research. Three researcher-designed questionnaires were used as data collection instruments: 1) The questionnaire of the effective factors on cooperation of the learning groups (α =0.93); 2) The questionnaire of learning motivation (α = 0.87); and 3) The questionnaire of collaboration factors in the learning groups (α = 0.83). The overall results of the study indicated that among the four studied factors, the direct effect coefficient of the preparing ground factor (0.692) had the greatest effect on collaboration of the learning groups in smart schools. The indirect effect of the mentioned factor also was the greatest based on the indices of the importance of group learning (0.415) and guidelines and strategies (0.300). According to the findings of the research, GFI index has been 0.95 and AGFI index 0.91 suggesting that the model has a rather desirable fitness.

scholarly journals HOTS-ORIENTED INDONESIAN LANGUAGE LEARNING IN SENIOR HIGH SCHOOL IN JAMBI

2020 ◽  
Vol 13 (2) ◽  
Author(s):  
Rustam Rustam ◽  
Rasdawita Rasdawita ◽  
Priyanto Priyanto
Keyword(s):  
High School ◽  
Language Learning ◽  
High School Teachers ◽  
Sampling Method ◽  
Group Discussion ◽  
Language Teachers ◽  
Text Learning ◽  
School Teachers ◽  
Academic Qualifications

The purpose of this research was to describe the competence of the high school teachers in Jambi in designing, implementing, and evaluating HOTS-oriented Indonesian Language learning. To answer this question, the concept of Indonesian Language learning was employed. This study used a qualitative design with case study technique. The data were comprised of the responses, learning process, and action conducted by the teachers. The respondents were selected using purposive sampling method by considering teacher’s academic qualifications. Data collection was performed through interview accompanied by focused group discussion (FGD), observation and document-ation. The results of this study showed that the Indonesian Language teachers had designed, implemented and evaluated students’ performance in HOTS-oriented Indonesian Language learning. Unfortunately, the teachers were less capable of synergizing the HOTS-oriented learning with pedagogical approaches, such as genre-based (text learning), scientificlearning and CLIL.

scholarly journals Analysing Dialogue in STEM Classrooms in Ecuador: A Dual Socioeconomic Context in a High School

2020 ◽  
Vol 9 (2) ◽  
pp. 194
Author(s):  
Lay-Wah Carolina Ching-Chiang ◽  
Juan Manuel Fernández-Cárdenas
Keyword(s):  
High School ◽  
Developing Countries ◽  
Transformative Learning ◽  
High School Teachers ◽  
Stem Education ◽  
School Teachers ◽  
Social Approach ◽  
Science Technology ◽  
Vice Chancellor ◽  
Science Classes

Science, Technology, Engineering and Maths education (STEM Education) is presented as a way to reduce marginalisation and promote inclusion in developing countries. This qualitative study aims to identify ways of reducing marginality and promoting inclusion through dialogic and transformative learning by high school teachers of the New Harvest School (NHS), particularly in STEM Education. Method: The study was carried out within the framework of the critical social approach identifying four characteristics of dialogism. The data comprised ethnographic observations of classes, and interviews with the selected teachers, the vice-chancellor and the administrator of the institution. Results: The dialogic characteristics of sequentiality, positioning, historicity and plurality were found in the science classes taught by the institution. Teachers have curricular knowledge capabilities regarding STEM education; however, recommendations were presented regarding the dialogic training that teachers should have, which made this study particularly relevant for improving teachers’ skills in this field. This article suggests options to create spaces for the use of educational dialogue and a liberating practice of education.

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