GIREP Community on teaching / learning quantum physics in secondary school

This paper aims to investigate the “sense” of appropriation of the iPad use by teachers in a professional secondary school. As iPads are increasingly employed in the teaching process in classroom the authors intend to understand how the process of teachers' appropriation of iPad use is perceived as a learning tool. Through the analysis of focus groups with teachers, they intend to detect changes in the sense of appropriation of the iPad in classroom during a school year. The findings of their study allow to identify facilitating and hindering elements that support the process of teachers' appropriation of iPads and open further spaces to investigate the role of new technologies in teaching/learning contexts.

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Tanzanian Secondary School Learners’ Beliefs about EFL Learning, Teaching and Testing: Exploratory Account

Journal for the Study of English Linguistics ◽

10.5296/jsel.v6i1.13234 ◽

2018 ◽

Vol 6 (1) ◽

pp. 66

Author(s):

Zelda Elisifa Sam

Keyword(s):

Secondary School ◽

Language Learning ◽

Language Teaching ◽

Data Gathering ◽

Language Assessment ◽

Communicative Language Teaching ◽

National Language ◽

Language Curriculum ◽

Efl Learners ◽

Teaching Learning

The current study explored EFL secondary school learners’ beliefs about language teaching, learning and testing in Tanzania. Specifically, it sought to find out the EFL learners’ beliefs about language assessment, explore the EFL learners’ beliefs about language learning and establish degree of EFL learner variability in their beliefs about language teaching. The study involved 48 secondary school learners, 36 (75%) males and 12 (25%) females. From these 20 (all boys) (50%) were from a private secondary school in Temeke and the rest (16 boys and all 12 girls) from another secondary school in Kinondoni District, Dar es Salaam, Tanzania. Data were collected via a questionnaire, which was one and only tool for data gathering and it consisted of 25 items, five on language assessment, 9 on language teaching and 11 on language learning to which the respondents were asked to react and register their level of agreement about pre –developed assertions. Findings showed that while the learners differed in their beliefs about language teaching, a grand majority shared a belief about primacy of grammar teaching and on role of teacher in error correction and disfavoured communicative language teaching. The same was the case for language assessment where the most shared belief was testing grammar and correcting errors. It is concluded that these set of beliefs are hinged upon years of grammar-focussed teaching in Tanzania which still characterize language teaching in Tanzania despite the introduction of communicative language teaching approach in the national language curriculum more than ten years ago.

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Teachers of secondary school as Democracy Coaches: Study of their conceptions during their initial formation

SHS Web of Conferences ◽

10.1051/shsconf/20184801003 ◽

2018 ◽

Vol 48 ◽

pp. 01003 ◽

Cited By ~ 1

Author(s):

Mario Ferreras-Listán ◽

José Antonio Pineda-Alfonso ◽

Elena Guichot-Muñoz

Keyword(s):

Secondary Education ◽

Secondary School ◽

Learning Environments ◽

Citizen Participation ◽

Educational Settings ◽

Initial Formation ◽

Knowledge And Skills ◽

Teaching Learning ◽

Democratic Learning ◽

Educational Field

This study has been developed within the framework of a European Erasmus + project called ELEF†. The aim of this project is to develop, implement, evaluate and replicate innovative democratic learning environments. With this purpose, the Democracy Coaches are trained as agents of citizen participation and generators of democracy, both in educational centres and in informal educational settings. In this context, and during various training sessions, the Democracy Coaches work with the knowledge and skills they need to acquire. This paper focuses on the study and analysis carried out on the concepts expressed by these teachers of secondary education during their training. In order for them to become democracy coaches in the formal educational field, we address concepts such as democracy, citizenship and the most appropriate teaching-learning methodology for illustrating these concepts and competences, bearing in mind that they should educate citizens with full awareness of their rights and duties.

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Smart Teacher Smart Class Portal in Enhancing Secondary School English Teachers’ English Language Teaching Knowledge in Bangladesh

Journal of NELTA ◽

10.3126/nelta.v19i1-2.12087 ◽

2015 ◽

Vol 19 (1-2) ◽

pp. 147-157

Author(s):

SM Kamruddin Ropum ◽

Md Yasin Arafat

Keyword(s):

Secondary School ◽

Secondary Schools ◽

English Language ◽

Language Teaching ◽

Lesson Plan ◽

English Teachers ◽

English Language Teaching ◽

Teaching Knowledge ◽

Post Test ◽

Teaching Learning

Smart teacher smart class (STSC) is a portal developed by Dnet which contains curriculum, teachers’ guide, education policy, textbook, lesson plan, multimedia contents, and teaching-learning strategies on different subjects aiming to provide content and pedagogical support to the secondary school teachers in Bangladesh. Making an offline CD, the STSC portal is provided to the respective teachers of secondary schools Dnet works with. The regular use of the STSC portal helps the teachers to improve their knowledge about effective teaching-learning techniques. The study was designed as one group pre-test post-test quasi-experimental method to find the effect of STSC portal on secondary school English teachers’ English language teaching knowledge (ELTK). Twenty eight English teachers from 14 secondary schools were selected purposively to form the group and the tests were administered on them considering 6 months intervention (STSC portal) period. The test was adapted from Cambridge language teaching knowledge (TKT) test focusing on different ELT aspects. The tests scores of the teachers were categorized in 4 knowledge levels: limited, basic, deep and extensive. The findings of the study show that the STSC portal induces a significant improvement of the teachers’ ELTK. Most of the teachers showed better performances in the post-test than the pre-test. Moreover, significance (0.001) and effect size score (0.91) also depict a clear and large effect in enhancing teachers’ ELTK. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12087 Journal of NELTA, Vol 19 No. 1-2, December 2014: 147-157

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MIND MAPPING: A METACOGNITIVE APPROACH TO ELEVATE ACHIEVEMENT IN MATHEMATICS OF SECONDARY SCHOOL STUDENTS

International Journal of Research -GRANTHAALAYAH ◽

10.29121/granthaalayah.v9.i7.2021.4115 ◽

2021 ◽

Vol 9 (7) ◽

pp. 329-333

Author(s):

Anupam Sain ◽

Kusum

Keyword(s):

Secondary School ◽

Secondary School Students ◽

Mathematics Learning ◽

Basic Feature ◽

Human Mind ◽

Vital Role ◽

School Students ◽

Mind Mapping ◽

Learning Mathematics ◽

Teaching Learning

Metacognitive Strategies have always played a vital role in teaching learning process. Mathematical learning is solely based on these strategies. Several metacognitive approaches have been adopted by teachers to elevate the learning levels of students in mathematics. The basic feature of mathematics learning is to enable human mind to think logically. Mind mapping provides the students enough space to think about his thinking while learning mathematics. In this study the investigator aims find the answer for the question that how the learning levels of students can be augmented using Mind mapping as a metacognitive approach? For this an Experiment was conducted on secondary school students of Sangrur district in Punjab. This paper provides a brief overview of the study.

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Milq—Quantum Physics in Secondary School

10.1007/978-3-030-78720-2_3 ◽

2021 ◽

pp. 33-45

Author(s):

Rainer Müller ◽

Oxana Mishina

Keyword(s):

Secondary School ◽

Quantum Physics

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Dimensions of Creativity in Secondary School High-Ability Students

10.20944/preprints202104.0290.v1 ◽

2021 ◽

Author(s):

Núria Arís Redó ◽

Mª Ángeles Millán Gutiérrez ◽

José-Diego Vargas Cano

Keyword(s):

Secondary School ◽

Significant Relationship ◽

Creative Thinking ◽

Secondary School Students ◽

High Ability ◽

School Students ◽

Scientific Creativity ◽

Future Studies ◽

Teaching Learning ◽

High Ability Students

Abstract: Abstract: The objective of this article is to analyze the dimensions of creativity concerning students with high abilities. Firstly a review of the most relevant scientific contributions on creativity is carried out. Next the dimensions of creativity in secondary school students who have been previously identified as high- ability students are analyzed. Those abilities associated to di-vergent thinking were assessed by means of the Torrance Test of Creative Thinking [19]. The flu-ency, flexibility and originality dimensions were assessed with the Scientific-Creative Thinking Test (TPCC, [7]). The results obtained evidence that high-ability students achieve greater scores in both the figurative creativity and scientific-creativity dimensions. A significant relationship between creativity and high ability can therefore be established. This study is of an exploratory nature and the results obtained contribute to develop future studies in application of its findings in the teaching-learning process..

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