scholarly journals Meaning of the derivative as a rate of change through a graphic argumentation. A case with Chilean students

2022 ◽  
Vol 2159 (1) ◽  
pp. 012016
Author(s):  
A Pinto-Vergara ◽  
D Soto ◽  
C Gaete-Peralta
Keyword(s):  
High School Students ◽  
Qualitative Methodology ◽  
Rate Of Change ◽  
Frames Of Reference ◽  
Specific Situation ◽  
School Students ◽  
Temperature Changes ◽  
Straight Line ◽  
Life Phenomena

Abstract From the socio-epistemology perspective, the teaching of the derivative is problematized due to the lack of reference frameworks that give variational meanings to the derivative and allow its construction by means of graphical arguments. The objective of this research was to analyze the construction of meanings of the derivative, as a rate of change, that Chilean students developed through a graphic argumentation in a specific situation of variation. In order to respond to the stated objective, a qualitative methodology was used, consisting of a case study, where a situation of variation was designed with the purpose of promoting the analysis of temperature changes in specific everyday life phenomena. This design was applied to ten Chilean high school students interested in studying engineering. As a result of the research, it was obtained that the participants, through a graphic argumentation, understood the slope of a straight line as a rate of change of temperature regarding time. It was concluded that this research provides elements for the construction of frames of reference that signify the derivative, as a rate of change, in situations of variation, valuing the graphic arguments and functional justifications that emerged from the students.

Asian American Dropouts: A Case Study of Vietnamese and Chinese High School Students in a New England Urban School District

2009 ◽  
Vol 7 (1) ◽  
pp. 83-104 ◽  
Author(s):  
Phitsamay Uy
Keyword(s):  
High School ◽  
High School Students ◽  
New England ◽  
Asian American ◽  
Dropout Rates ◽  
School Students ◽  
Study Support ◽  
Asian American Student ◽  
K 12

In the world of K–12 education, the growing numbers of dropouts are a major concern. This article examines the dropout rates of Chinese and Vietnamese high school students. Using logistic regression analysis, this article examines the influence of ethnicity, gender, and socioeconomic status (SES) on dropout rates. The distinct contribution of this analysis lies within the intraethnic comparisons within the Asian American student population and its use of longitudinal data. The results of the study support existing research that gender and SES are related to dropout rates. Moreover, an interesting interaction between ethnicity and SES exists.

scholarly journals Students' Learning Experiences with the  Web 2.0 Tool MyPortfolio: a Case Study of One High School Classroom

2021 ◽  
Author(s):  
◽  
Rochelle Alison Duke
Keyword(s):  
High School ◽  
High School Students ◽  
School Environment ◽  
Approaches To Learning ◽  
Digital Environment ◽  
School Students ◽  
Study Approach ◽  
Similar Vein ◽  
The Way

<p>Portfolio learning has been utilised in education for many years and a natural development in today's digital environment has been the move from paper to electronic portfolios (e-portfolios). The development of e-portfolios in New Zealand has also been driven by two forces- the emerging view that e-portfolios can be an effective way to support constructivist approaches to learning and help develop students into 'lifelong learners' ; and the beliefs about today's digital environment and the way in which students should and do operate within this. In many ways, e-portfolio research is a relatively young field of study and much of the research that has been conducted has occurred in the tertiary environment and related to the perceptions of the instructor or technologist. In an attempt to add depth to current e-portfolio research, this study made use of a mixed-methods, descriptive case study approach in order to focus on the perceptions of a group of high school students and the way in which they experienced using the e-portfolio application MyPortfolio for the first time. Key findings of this study focus on the way in which students experienced using MyPortfolio and the fact that although it is often claimed that e-portfolio tools can be effective in helping developing reflective thinking in students, overall, the students in this study predominately saw MyPortfolio as a tool to organise and process knowledge rather than something that could help them to engage in 'deep learning'. The experiences and perceptions of the students in this study also challenged ideas about how much students want to use ICT within the school environment and this study suggests that increased use of ICT can lead to students missing the social interaction that usually occurs within the classroom. In a similar vein, the students in this study also challenged the idea of the 'digital native' and their experiences suggest that, as with any area of learning, students' skills with using ICT varied greatly. The way that the students in this study made use of MyPortfolio also demonstrates the fact that although e-portfolio tools such as MyPortfolio offer students the opportunity to engage in reflective learning, they do not necessarily undertake this naturally. Finally, the findings of this study highlight the role of the teacher in supporting effective use of ICT for learning.</p>

scholarly journals Why Do the Students Do Disruptive Behavior in English Classroom? A Case Study On Senior High School Students in One of the Small Town in Indonesia

2019 ◽  
Vol 3 (2) ◽  
pp. 130-141
Author(s):  
Anida Fadhilah Jati ◽  
Endang Fauziati ◽  
Agus Wijayanto
Keyword(s):  
High School ◽  
High School Students ◽  
Disruptive Behavior ◽  
Learning Process ◽  
Senior High School ◽  
School Students ◽  
English Classroom ◽  
Teaching Learning ◽  
Senior High School Students

A conducive learning situation is essential in learning English. However, one problem that usually disturbs the learning situation is the appearance of disruptive behavior. Students' disruptive behavior is an inappropriate behavior conducted by students during the learning process which turns the classroom into unconducive. Exactly, there are several factors contribute to the occurrence of disruptive behavior in the English lesson, especially on senior high school students. Thus, the current study was a case study aimed to investigate several causes of students' disruptive behavior in English teaching-learning process in the classroom. The subjects of this study consisted of an English teacher and a class of twelfth-grade students in a small town in Indonesia. The data were collected using observation and interview. The result of this study showed that students' disruptive behavior in the English classroom was caused by internal factor and external factor. Feeling boredom, feeling anxiety, and seeking attention were internal factor that became the occurrence of disruptive behavior. While fatigue was the external factor that causes the emergence of students' disruptive behavior in the English teaching-learning process in the classroom.             Keywords Disruptive Behavior, English Classroom, Senior High School Students, Teachers’ Management

scholarly journals Understanding Students’ Perspectives on Teachers’ Personality

2021 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Muhamad Taufik Hidayat
Keyword(s):  
High School Students ◽  
Soft Skills ◽  
Structured Interview ◽  
Learning Motivation ◽  
School Students ◽  
Policy Makers ◽  
Hard Skills ◽  
Efl Teachers ◽  
Senior High School Students

Teacher’s personal trait is critical because it may ominously affect students’ motivation in learning. However, some teachers remain unaware of its significance. It was evident in the students’ statements stating that they often had to learn with moody teachers who, as a result, ruined their learning motivation. The present study aims to explore the students’ perspectives on the EFL teacher’s personalities that influence the students’ motivation. To achieve the objective, the study utilized case study design in which the data were collected through semi-structured interview conducted to six senior high school students. The data were then analyzed by following Miles and Huberman’s (1994) framework. The results showed that all respondents shared agreement on the teacher’s personalities that they prefered. They felt happy and motivated when they learned with humble, friendly, kind, caring, patient, and humorous teachers. The results of this study may help the EFL teachers consider their personality as one of the vital aspects that could affect the students’ learning motivation. EFL teachers should pay more attention to their attitudes towards the students. In addition, the results suggest that policy makers should formulate rules that encourage teachers to not only focus on their hard skills but also their soft skills such as good personalities.  

scholarly journals Comparing Different Pedagogical Techniques to Teach Spelling at a Saudi High School: A Case Study

2019 ◽  
Vol 7 (1) ◽  
pp. 36
Author(s):  
Saad Althobaiti ◽  
Tariq Elyas
Keyword(s):  
High School ◽  
Saudi Arabia ◽  
High School Students ◽  
Research Method ◽  
Male Students ◽  
School Students ◽  
Repeated Practice ◽  
Post Test ◽  
The Common

<p><em>This study investigates whether teaching spelling to high school students using different techniques, i.e. copy, cover, compare and flip folder, would improve students’ spelling. Additionally, it explores students’ opinions and perceptions towards these techniques. The research conducted in Granada high school in Makkah, Saudi Arabia. Thirty-six male students participated in this study whose levels according to the course book were assumed to be B1 in the Common European Framework of Reference for Languages (CEFR). In this study, a mixed research method was used where data was analyzed quantitatively and qualitatively. The first group was taught using copy cover and compare method (CCC), which emphasizes repeated practice when errors occur in students spelling, whereas the second group was trained using the flip folder technique which is a combination of visual, auditory, and kinesthetic techniques that were believed to enhance memorization. A post-test was utilized immediately after the intervention and the results showed that the CCC group outperformed the Flip Folder group. </em></p>

Sign in / Sign up

Export Citation Format

Share Document