Natural-sciences education in secondary school in the USSR and Russia: History, trends, and challenges of modernization

2013 ◽  
Vol 83 (6) ◽  
pp. 1185-1203
Author(s):  
G. V. Lisichkin ◽  
I. A. Leenson
Keyword(s):  
Secondary School ◽  
Natural Sciences

Development of Mathematics in Secondary Schools of the United States

1934 ◽  
Vol 27 (6) ◽  
pp. 281-295
Author(s):  
F. L. Wren ◽  
H. B. McDonough
Keyword(s):  
Higher Education ◽  
United States ◽  
High School ◽  
Public Education ◽  
Secondary School ◽  
The United States ◽  
Natural Sciences ◽  
Foreign Languages ◽  
Equal Division ◽  
Elementary And Secondary Education

Prior to the latter part of the nineteenth century the energies of those interested in public education had been primarily directed toward the completion of the educational ladder. Elementary, secondary, and higher education had been placed under public control and to a large extent was financed by public taxation. In 1893 the Committee of Ten reported to the National Educational Association in favor of enriching the course of study in grades below the high school through the introduction of various subjects such as algebra, geometry, foreign languages, and natural sciences but their recommendations made no provisions for adapting these subjects to the abilities and needs of the children of the lower grades. During the early stages this movement for reorganization centered around the approximate equal division of time devoted to elementary and secondary education. The idea of dividing the six-year secondary school into junior and senior departments did not become a prominent one until the latter part of the first decade of the twentieth century.

scholarly journals APPLYING ICT IN NATURAL SCIENCE EDUCATION WITHIN TEACHING PRACTICE: THE PRESENT SITUATION AND DETERMINING FACTORS

2007 ◽  
Vol 4 (3) ◽  
pp. 5-12
Author(s):  
Palmira Pečiuliauskienė
Keyword(s):  
Science Education ◽  
Secondary School ◽  
Natural Science ◽  
Teaching Practice ◽  
Learning Experience ◽  
Educational Practice ◽  
Present Situation ◽  
Natural Sciences ◽  
Pedagogical Practice ◽  
Natural Science Education

Applying ICT in teaching practice is little researched. The studies focusing on the subjective factors of ICT application in educational practice of natural sciences are very rare. The investigation may include motivation for pedagogical work, the need for continuing studies, different experiences of applying ICT etc. The problem of research has been determined by such preconditions as the present situation of applying ICT teaching natural sciences during pedagogical practice and subjective factors determining the latter educational phenomenon. The goal of research is to analyse the use of ICT in natural science education concerning the subjective factors defining this educational phenomenon. The object of research is ICT application in natural science education. The techniques of literature analysis, questioning and mathematical statistics have been applied to conduct research. 300 students carrying on teaching practice in natural sciences have been surveyed. The following subjective factors marking ICT application in educational practice of natural sciences have been established: the sex, learning experience gained in secondary school, the character of entering the university, the outlooks for future studies and motivation for pedagogical job. The number of male rather than female students using ICT in educational practice in natural sciences is gradually increasing. The students having previous experience gained in the last two years of studies in upper secondary school more frequently and efficiently apply ICT in practice. Professional motivation for pedagogical job has no relations with applying computers in educational practice. Key words: educational practice, natural science.

scholarly journals Mathematical Calculations within Physics Lessons and Their Popularity Among Learners

2020 ◽  
Vol 13 (4) ◽  
pp. 204-211
Author(s):  
Petr Emanovský ◽  
Dalibor Gonda
Keyword(s):  
Science Education ◽  
Secondary School ◽  
Teaching Experience ◽  
Semantic Differential ◽  
School Science ◽  
Natural Sciences ◽  
Teaching Process ◽  
Exploration Tool ◽  
And Gender ◽  
Primary And Secondary School

Mathematics is an important nature exploration tool used by all natural sciences. So it is usual that mathematical calculations are part of school science education. But how are these calculations perceived by the learners themselves? What are their attitudes to this part of the teaching process? The answer to this question is important for any teacher who seeks to improve her/his teaching experience. The paper deals with the research of learners´ attitudes towards using mathematical calculations within physics lessons. Semantic differential for the sample of 230 primary and secondary school pupils was used in order to determine their attitudes towards this aspect and investigate the influence of grade and gender on the attitudes. The analysis of acquired data shows slightly negative learners´attitude to the mathematical calculations and some particular differences between grades and genders.

scholarly journals Introduction of Research Master Students in the Problems of the Organization of Learning Activities in the Secondary School (Based on the Natural Sciences)

2015 ◽  
Vol 20 (3) ◽  
pp. 121-132 ◽  
Author(s):  
V.A. Guruzhapov ◽  
S.P. Sanina
Keyword(s):  
Secondary School ◽  
Research Training ◽  
Natural Sciences ◽  
Learning Activities ◽  
Educational Activity ◽  
Future Research ◽  
Master Program ◽  
Training Activities ◽  
Training Specialist ◽  
Pedagogical Research

The article focuses on the designing of disciplines, based on the competence and activity approach to the content and methods of training of future teachers in the research psycho-pedagogical master’s program. Particular attention is paid to the creation of problematic situations, in which research master students find themselves in the position of supervisors examining the educational activity. The authors provide examples of how students perform expert-analytical tasks based on analysis of training activities developed in the theory of developmental education by Davydov scholar school. There are samples of test items to assess how students have learned the content of the discipline, as well as to determine their ability and willingness to perform professional activities. These tasks were performed by master students as well as developing training teachers in elementary school and secondary school teachers. Testing the «Design and research of learning activities in the science lessons in secondary school» course allows us pre argue that psycho-pedagogical research master program allows to train future research training specialist using professional tasks related to expertise and design of training activities. Master students reach an acceptable level of competence for the performing the expert-analytical tasks. We propose to discuss if natural-scientific training of master students is one of the conditions for full cooperation between future research training specialist and teachers in order to improve the education of adolescents in the field of natural sciences.

scholarly journals Evaluation of the Chemistry Knowledge of Students Entering the ETH Zurich with a Moodle Quiz

2021 ◽  
Vol 75 (1) ◽  
pp. 89-97
Author(s):  
Markus T. Müller ◽  
Antonio Togni ◽  
Carlo Thilgen
Keyword(s):  
Organic Chemistry ◽  
Secondary School ◽  
School System ◽  
Chemical Engineering ◽  
Health Sciences ◽  
Natural Sciences ◽  
First Year ◽  
Pharmaceutical Sciences ◽  
First Year Students ◽  
Fall Semester

The basic chemistry knowledge of first-year students in the disciplines Chemistry, Biology, Pharmaceutical Sciences, and Health Sciences and Technology has been evaluated within the first three weeks of the Fall semester with a Moodle-based quiz at ETH Zurich. It consists of 37 small problems testing the knowledge that ETH students entering the lecture courses General Chemistry 1 (Inorganic Chemistry) (AC1) and Organic Chemistry 1 (OC1) should ideally have. An initial set of questions was developed by Bernhard Jaun (ETH Zurich) in 2007, it was combined with questions from an evaluation created in 2015 by Markus Müller (secondary school II teacher). The results of a total of 925 students who took part in the 2016 and 2017 evaluations are presented. It was found that 80% of the students of Chemistry, Chemical Engineering and Interdisciplinary Natural Sciences (AC1 course) and 70% of the students of Biology, Pharmaceutical Sciences, and Health Sciences and Technology (OC1 course) scored ≥60%. Students who took the focus course (Schwerpunktfach) Biology and Chemistry at the SEK II level (Swiss school system) performed on average 13–18% better and with a smaller standard deviation than other students. No significant differences were observed with regard to gender or the region in which the qualification for university entrance was obtained.

scholarly journals Earth Sciences Teaching Difficulties in Secondary School: A Teacher’s Point of View

2019 ◽  
Vol 9 (3) ◽  
pp. 243
Author(s):  
Radouan Chakour ◽  
Anouar Alami ◽  
Sabah Selmaoui ◽  
Aâtika Eddif ◽  
Moncef Zaki ◽  
...  
Keyword(s):  
Earth Sciences ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Natural Sciences ◽  
Point Of View ◽  
The Other ◽  
School Teachers ◽  
Continuous Training ◽  
Points Of View ◽  
The Relationship

The teaching of Earth Sciences (ES) is particularly delicate and seems to be problematic for both learners and Moroccan teachers for multiple reasons. Based on this observation, this study aims at identifying the difficulties related to the teaching of ES by exploring the points of view of the Moroccan teachers toward this field. As an investigative tool, we used a questionnaire and semi-directive interviews with nearly 122 secondary school teachers of Life and Earth Sciences (LES). The results of our survey revealed that the major difficulties that hinder the teaching of natural sciences are mainly related to the teachers’ university studies. Most of them had training in biology as well as in the relationship that the natural sciences maintain within time and space, the limited abstraction capacity of unmotivated learners, and the inadequacy of their prerequisites in these sciences. On the other hand, they were aware of the demotivating geological knowledge taught to the learners and the lack of initial and continuous training for teachers, especially for those who specialized in natural sciences.

scholarly journals EDUCATIONAL TECHNOLOGY TO FORM THE BASICS OF SOCIAL WORLDVIEW

2021 ◽  
Vol 13 (3) ◽  
pp. 35-44
Author(s):  
N.V. Yurevich ◽  
◽  
T.A. Kozlova ◽  
Keyword(s):  
Educational Technology ◽  
Secondary School ◽  
Education Reform ◽  
Social Intelligence ◽  
Natural Sciences ◽  
Educational Process ◽  
Educational Activity ◽  
Modern Concept ◽  
School Students ◽  
The World

Based on theoretical and experimental research on the problems of education reform in the context of humanitarization of education, the authors elaborate and present a model of educational technology used to reform the activities in humanitarization of educational process, to create a flexible effective system at secondary school with the focus on teaching natural science disciplines. The theoretical study shows that humanization and humanitarization of education as a holistic system does not have a mechanism to implement social and pedagogical technologies and does not have a driver to realize this educational concept. This fact led to the development of educational technology aimed to form the basics of social worldview. The authors offer possible solutions for the problem by uncovering the pedagogic potential of natural sciences’ disciplines in forming the basic social determinants, namely, social competence and social intelligence of the students of secondary school. The main methods used are: the method of philosophical and subject expansion of natural sciences’ disciplines as a resource to form and develop social intelligence in the context of humanitarization of natural sciences, and statistical analysis to process the quantitative results of the pedagogical experiment. The development of a model of the author's technology is based on ecological approach to the research and design of educational environments. The methods of organizing educational technology that form the foundations of social worldview and paradigm of social thinking in modern conditions of scientific and technical progress are presented. The experimental data show that the organization of educational process of the secondary school students (7–11 forms) according to the model of social and pedagogical technology provides the increase of the level of quality of educational activity that satisfies the educational demand and meets the requirements of Federal Educational Standards of Russian Federation are present in the work. The authors considered the achievements of natural sciences from the point of view of the search for a public ideal. They made recommendations on the application of new scientific approaches, on the introduction of new interpretations, concepts of physical and natural-scientific outlooks. The developed educational technology contributes to the change of thinking paradigm, addressing the problem of authentic understanding of the world. This socio-pedagogical technology contributes to the creation of interdisciplinary interaction and interpenetration of the scientific and humanitarian understanding of the world within the framework of the modern concept of natural sciences.

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