scholarly journals Scientific Literacy of Secondary School Students’ Related the Global Warming Subject

2019 ◽  
Vol 1387 ◽  
pp. 012048
Author(s):  
A Rusilowati ◽  
Supriyadi ◽  
P Dwijananti ◽  
E A N Khabibah
Keyword(s):  
Global Warming ◽  
Secondary School ◽  
Scientific Literacy ◽  
Secondary School Students ◽  
School Students

scholarly journals Exploring Levels of Secondary School Students’ Knowledge: Global Warming, Acid Rain, and Ozone Layer Depletion

2021 ◽  
Author(s):  
Didem Karakaya Cirit ◽  
Selçuk Aydemir
Keyword(s):  
Global Warming ◽  
Secondary School ◽  
Secondary School Students ◽  
Environmental Problems ◽  
Ozone Layer Depletion ◽  
School Students ◽  
Global Environmental Problems ◽  
Global Environmental ◽  
Significant Difference ◽  
8Th Grade

The aim of this study was to investigate the levels of secondary school students’ knowledge about three Global Environmental Problems: Global Warming, Acid Rain, and Ozone Layer Depletion. 638 7th grade (N=316) and 8th grade (N=322) students enrolled in five different secondary schools participated in this study. The survey method was used to determine the levels of students’ knowledge of three global environmental problems. In this study, drawings (separate for each topic) and open-ended questions specific to all three topics were used as data collection tools. The data obtained from drawings and open-ended questions were analyzed together and assessed based on three knowledge categories (informed view, transitional view, and naïve view). The results indicated that the levels of secondary school students’ knowledge about three global environmental problems were low. It was also found that they held various misconceptions and their knowledge levels on each topic were close to each other. The results of the Pearson Correlation indicated that there was a significant relationship between the levels of secondary school students’ knowledge about only GW and OLD, but a weak correlation. The results of MANOVA indicated that there was a significant difference in the mean scores of students’ knowledge of GW from 8th to 7th-grade students, while there was a significant difference in favor of 8th-grade students with respect to the topics of AR and OLD.

scholarly journals Virtual Platforms in Social Networking Sites for Climate Change Education

2012 ◽  
Vol 2 (3) ◽  
pp. 342
Author(s):  
Hasan Aydin ◽  
Md. Mokter Hossain
Keyword(s):  
Climate Change ◽  
Global Warming ◽  
Secondary School ◽  
Social Networking ◽  
Social Networking Sites ◽  
Secondary School Students ◽  
School Students ◽  
Climate Change Education ◽  
The Social ◽  
The World

Due to the aberrant nature of global weather in recent years, climate change has become an important issue in the national and international forums. This paper discusses a way of building intercultural virtual platforms in the social networking sites to coordinate the secondary school students and teachers from diverse corners of the world on a common platform where they can disseminate their voices on climate change issues.   Keywords: Social networking, Climate change education, and Global warming

scholarly journals Exploring Levels of Secondary School Students’ Knowledge: Global Warming, Acid Rain, and Ozone Layer Depletion

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Didem Karakaya Cirit ◽  
◽  
Selçuk Aydemir ◽  
Keyword(s):  
Global Warming ◽  
Secondary School ◽  
Secondary School Students ◽  
Environmental Problems ◽  
Ozone Layer Depletion ◽  
School Students ◽  
Global Environmental Problems ◽  
Global Environmental ◽  
Significant Difference ◽  
8Th Grade

The aim of this study was to investigate the levels of secondary school students’ knowledge about three Global Environmental Problems: Global Warming, Acid Rain, and Ozone Layer Depletion. 638 7th grade (N=316) and 8th grade (N=322) students enrolled in five different secondary schools participated in this study. The survey method was used to determine the levels of students’ knowledge of three global environmental problems. In this study, drawings (separate for each topic) and open-ended questions specific to all three topics were used as data collection tools. The data obtained from drawings and open-ended questions were analyzed together and assessed based on three knowledge categories (informed view, transitional view, and naïve view). The results indicated that the levels of secondary school students’ knowledge about three global environmental problems were low. It was also found that they held various misconceptions and their knowledge levels on each topic were close to each other. The results of the Pearson Correlation indicated that there was a significant relationship between the levels of secondary school students’ knowledge about only GW and OLD, but a weak correlation. The results of MANOVA indicated that there was a significant difference in the mean scores of students’ knowledge of GW from 8th to 7th-grade students, while there was a significant difference in favor of 8th-grade students with respect to the topics of AR and OLD.

scholarly journals Perspectives Related to Socio-Scientific Issues According to the Scientific Attitude Points of Secondary School Students

2021 ◽  
Vol 8 (2) ◽  
pp. 197-213
Author(s):  
Filiz EVRAN ACAR
Keyword(s):  
Secondary School ◽  
Scientific Literacy ◽  
Social Life ◽  
Power Plants ◽  
Secondary School Students ◽  
Attitude Scale ◽  
Scientific Attitude ◽  
School Students ◽  
Qualitative And Quantitative ◽  
Scientific Attitudes

Individuals have different opinions and views on many socio-scientific issues such as stem cells, influenza vaccine, cloning, nuclear power plants, and organ transplantation that affect social life. Scientific attitudes and scientific literacy of individuals can affect their approach to socio-scientific issues. This research aims to reveal how 8th-grade secondary school students' opinions towards socio-scientific issues change according to their scientific attitudes. For this purpose, the "Scientific Attitude Scale" and "Socio-Scientific Issues Evaluation Form" were applied to the students. The study used a mixed research method that included both qualitative and quantitative data collection.The students' levels of scientific attitude were determined based on the quantitative findings of the study. The students were observed to have a moderate scientific attitude in general. According to their scientific attitude scores, students were divided into three groups: lower, moderate, and upper. The opinions of the students in the lower and upper groups on socio-scientific issues were analyzed based on both qualitative and quantitative findings. According to the findings, students who have a high scientific attitude have more awareness and opinions on socio-scientific topics than students who have low scientific attitude.

scholarly journals Maker Club in Pre-School

2020 ◽  
Vol 3 ◽  
Author(s):  
L. Freitas ◽  
A. Ferrás ◽  
C. Vaz ◽  
A. S. Fernandes ◽  
F. Torres ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
School Children ◽  
Scientific Literacy ◽  
Secondary School Students ◽  
Positive Change ◽  
School Students ◽  
Cost Of Materials ◽  
The Cost

The project allows pre-school children to develop the problematization of what they are learning and, in secondary school, students’ perspectives of cooperative in the development of scientific literacy. In this type of activity, children, with the help of high school students, deepen and consolidate behavioral values for life, thus enabling a positive change in their attitudes, in the way of believing, innovating, planning and persisting to conquer. Theactivities developed are accessible, both in approach and availability as well as in the cost of materials.

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.

Ethnolinguistic Identity and Television Use in a Minority Language Setting

2012 ◽  
Vol 24 (4) ◽  
pp. 135-142 ◽  
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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