Fostering 21st Century Skills in Student-Centered Engineering Education at the Secondary School Level: Second Evaluation of The Learning Office

2019 ◽  
Author(s):  
Dominik Dolezal ◽  
Alexandra Posekany ◽  
Lisa Vittori ◽  
Gottfried Koppensteiner ◽  
Renate Motschnig
Keyword(s):  
Secondary School ◽  
Engineering Education ◽  
21St Century ◽  
21St Century Skills ◽  
School Level ◽  
Student Centered ◽  
Secondary School Level

scholarly journals Person-Centered Learning using Peer Review Method – An Evaluation and a Concept for Student-Centered Classrooms

2018 ◽  
Vol 8 (1) ◽  
pp. 127 ◽  
Author(s):  
Dominik Dolezal ◽  
Alexandra Posekany ◽  
Christoph Roschger ◽  
Gottfried Koppensteiner ◽  
Renate Motschnig ◽  
...  
Keyword(s):  
Secondary School ◽  
Computer Science ◽  
Peer Review ◽  
Peer Assessment ◽  
Teacher Assessment ◽  
Assessment Process ◽  
School Level ◽  
Online Questionnaire ◽  
Student Centered ◽  
Secondary School Level

Using peer assessment in the classroom to increase student engagement by actively involving the pupils in the assessment process has been practiced and researched for decades. In general, the literature suggests using peer review for project-based exercises. This paper analyzes the applicability of peer assessment to smaller exercises at secondary school level and makes recommendations for its use in computer science courses. Furthermore, a school pilot project introducing student-centered classrooms, called “learning office”, is described. Additionally, a concept for the implementation of peer assessment in such student-centered classrooms is outlined. We introduced two traditional secondary school classes consisting of a total of 57 students to the peer assessment method within the scope of the same software engineering course. The peer students assessed two of 13 exercises using the Moodle workshop activity. The students evaluated these two exercises using an anonymous online questionnaire. At the end of the course, they rated each of the 13 exercises regarding their learning motivation. Overall, the anonymous feedback on the peer review exercises was very positive. The students not only obtained more feedback, but also received it in a timelier manner compared to regular teacher assessment. The results of the overall rating of all 13 exercises revealed that the two peer reviewed exercises have been rated significantly better than the other eleven exercises assessed by the teacher. Evidence therefore suggests that peer review is a viable option for small- and medium-sized exercises in the context of computer science education at secondary school level under certain conditions, which we discuss in this paper.

scholarly journals Project Based Learning (PjBL) Learning Model with STEM Approach in Natural Science Learning for the 21st Century

2021 ◽  
Vol 4 (1) ◽  
pp. 1161-1167
Author(s):  
Ika Rahmania
Keyword(s):  
Secondary School ◽  
Human Resources ◽  
21St Century ◽  
Science Learning ◽  
Learning Model ◽  
Project Based Learning ◽  
School Level ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Secondary School Level

The writing of this paper aims to discuss the learning of PjBL with the STEM approach to science learning in the face of the demands of the 21st century. The science learning model that is in accordance with the STEM approach is one of the Project Based Learning learning models. The STEM learning model with STEM approach is project-based learning by integrating STEM fields that can provide students with opportunities for contextual learning through complex activities such as exploring planning learning activities, implementing projects collaboratively, and ultimately producing a product outcome. The purpose of this paper will also describe the concept of STEM and the implementation of the STEM approach to science learning. The method used in this paper is a literature review by selecting several articles and journals regarding the STEM approach and its implementation in junior secondary education. In addition, a basic curriculum competency study of 2013 was conducted at the junior high school level that could be integrated into the STEM approach. The results of the study show that some basic competencies at the junior secondary school level in science learning can be integrated with the STEM approach in the form of activities to familiarize the STEM approach in the classroom and the provision of projects to students. Thus the implementation of the STEM approach at the junior secondary school level in science learning can be done in Indonesia in order to prepare competent human resources in facing the challenges of the 21st century. The Pjbl approach and STEM can shape students into human resources who are capable of critical and creative thinking, systematic and logical so as to be able to meet 21st century human resource standards and be able to face increasingly complex global challenges.

Analisis Kemampuan Penalaran Matematis Mahasiswa Calon Guru Matematika Sebagai Kajian Evaluasi

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Hanifah Nurus Sopiany
Keyword(s):  
High School Students ◽  
Secondary School ◽  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
Good Reason ◽  
School Level ◽  
Real Analysis ◽  
Reasoning Ability ◽  
School Students ◽  
Secondary School Level

Penalaran matematis menggunakan pola pikir logis dalam menganalisa suatu masalah yang nanti pada akhirnya akan ditandai dengan aktivitas menyimpulkan atas masalah tersebut. Seseorang yang memiliki penalaran yang baik, tentunya akan berhati-hati dalam bertindak dan memutuskan sesuatu. Materi-materi pada kalkulus merupakan materi yang ada pada tingkat sekolah menengah yang nantinya menjadi lahan mengajar mahasiswa calon guru matematika S-1. Kemampuan penalaran yang dikaji mempengaruhi pembelajaran mahasiswa kedepannya karena berlaku pada matakuliah lanjut, contohnya pada kemampuan pembuktian akan selalu digunakan pada matakuliah persamaan diferensial, struktur aljabar, analisis  vektor, analisis real, dll. Sedangkan sebagai calon guru yang nantinya mengajar pada tingkat sekolah menengah, maka kemampuan penalaran ini menjadi salah satu capaian pembelajaran matematika bagi siswa sekolah menengah, maka oleh karena itu guru yang mengajarnya haruslah memiliki kemampuan penalaran yang baik. Analisis kesalahan sangat penting untuk melakukan evaluasi dan refleksi pada struktur soal maupun pada perlakuan dalam pembelajaran dalam upaya memperbaiki kemampuan penalarannya.   Mathematical reasoning uses a logical mindset in analyzing a problem that will eventually be marked by concluding activity on the problem. Someone who has good reason, will certainly be careful in acting and deciding something. The material content on the calculus is the material that exists at the secondary school level which will become the field of teaching the prospective master of math teacher bachelor. The reasoning ability studied influences student learning in the future as it applies to advanced courses, for example in the ability of proof will always be used in the course of differential equations, algebraic structure, vector analysis, real analysis, etc. While as a teacher candidate who will teach at the secondary school level, then this reasoning ability becomes one of the achievements of mathematics learning for high school students, therefore teachers who teach it must have good reasoning ability. Error analysis is very important to evaluate and reflect on the problem structure as well as on the treatment in learning in order to improve the reasoning ability.

The utility of non-formal education in addressing the school dropout phenomenon : a case study of Asifundeni Secondary School in Makonde District Zimbabwe

2020 ◽  
Vol 1 (3) ◽  
pp. 41-69
Author(s):  
Francis Muchenje ◽  
◽  
Pedzisai Goronga
Keyword(s):  
Secondary School ◽  
Formal Education ◽  
Sampling Technique ◽  
School Dropout ◽  
School Level ◽  
Research Approach ◽  
Community Members ◽  
Group Discussions ◽  
Secondary School Level

The study sought to explore students' views on the utility of non-formal education in addressing the school dropout phenomenon at secondary school level. Qualitative research approach was adopted and a case study design was utilised. The population consisted of all the students in the non-formal programme at the school from which a sample of 11 students (2 male and 9 female) was selected through purposive stratified sampling technique. Data were gathered through structured in-depth interviews and focus group discussions. Non-formal education was seen to address the school dropout phenomenon by providing school drop outs with an opportunity to continue their education and hence becomes a form of empowerment. A number of challenges such as lack of adequate tuition in some subjects, lack of conducive learning environment as well as negative perception of non-formal education held by pupils in the formal stream and community members were identified. The study recommends that the Ministry of Primary and Secondary Education should review the staffing situation in schools to ensure the availability of teachers in the various subjects in the non-formal stream. Schools should make an effort to provide appropriate learning facilities for students in the nonformal stream. Furthermore, schools should conscientise their communities on the importance of non-formal education.

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