scholarly journals Trial Implementation of Science Classes Using Mutual Evaluation Sheets and Science Class Research at an Upper Secondary School—Focusing on Improved Motivation to Learn—

2015 ◽  
Vol 56 (3) ◽  
pp. 285-297
Author(s):  
Hiroshi IIDA ◽  
Kenichi GOTO
Keyword(s):  
Secondary School ◽  
Upper Secondary School ◽  
Science Class ◽  
Motivation To Learn ◽  
Upper Secondary ◽  
Science Classes ◽  
Mutual Evaluation ◽  
Trial Implementation

scholarly journals A Discretionary Toolkit: Reasoning When Teaching Controversial Issues in Norwegian Upper Secondary School

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Silje Andresen
Keyword(s):  
Secondary School ◽  
Professional Competence ◽  
Classroom Observations ◽  
Controversial Issues ◽  
Upper Secondary School ◽  
Science Class ◽  
Religion And Ethics ◽  
Social Landscape ◽  
Upper Secondary ◽  
Upper Secondary Schools

Using a toolkit approach in combination with the concept of street-level bureaucracy and theories of discretion, this article has empirically investigated the resources that influence teachers’ discretionary reasoning when teaching controversial issues. The analysis has been based on 32 classroom observations at two upper secondary schools in Oslo, Norway, in one Religion and Ethics and one Social Science class, and interviews with 16 teachers who taught the same subjects. The results have shown that professional competence, professional and personal values, and relationships with pupils worked as a toolkit of resources that teachers could draw upon when making discretionary judgments in different contexts. A better understanding of teachers’ use of discretionary reasoning may enable curriculum developers and policymakers to support teachers in the complex social landscape of teaching controversial issues.

Assessing motivation to learn chemistry: adaptation and validation of Science Motivation Questionnaire II with Greek secondary school students

2015 ◽  
Vol 16 (2) ◽  
pp. 237-250 ◽  
Author(s):  
Katerina Salta ◽  
Dionysios Koulougliotis
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Self Determination ◽  
Upper Secondary School ◽  
Motivation To Learn ◽  
Age Group ◽  
Lower Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Science Motivation

In educational research, the availability of a validated version of an original instrument in a different language offers the possibility for valid measurements obtained within the specific educational context and in addition it provides the opportunity for valid cross-cultural comparisons. The present study aimed to adapt the Science Motivation Questionnaire II (SMQ II) for application to a different cultural context (Greece), a different age group (secondary school students) and with a focus on chemistry learning. Subsequently, the Greek version of Chemistry Motivation Questionnaire II (Greek CMQ II) was used in order to investigate Greek secondary school students' motivation to learn chemistry for the first time. The sample consisted of 330 secondary school students (163 boys–167 girls), of which 146 were in lower secondary school (14–15 years old) and 184 were in upper secondary school (16–17 years old). Confirmatory factor analyses provided evidence for the validity of Greek CMQ II, as well as for configural, metric and scalar invariance, thus allowing meaningful comparisons between groups. The five motivation components of the original instrument namely grade motivation, career motivation, intrinsic motivation, self-efficacy, and self-determination were confirmed. Gender-based comparisons showed that girls had higher self-determination relative to the boys irrespective of the age group. In addition, girls in lower secondary school had higher career and intrinsic motivation relative to the boys of the same age group. Age-based comparisons showed that lower secondary school students had higher grade motivation relative to upper secondary school students.

scholarly journals Being Able to Stay or Learning to Stay: a Study of Rural Boys’ Educational Orientations and Transitions

2021 ◽  
Author(s):  
Anna-Maria Stenseth ◽  
Unn-Doris K. Bæck
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Rural Areas ◽  
Qualitative Interviews ◽  
Geographical Location ◽  
Further Education ◽  
Upper Secondary School ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Educational Orientations

AbstractThis study explores the influence of geographical location on young pupils’ educational orientations and their transition from lower to upper secondary school; it pays particular attention to the voices of male youths from a rural area. More specifically, it investigates the interplay between gender and geographical contexts and the significance of these factors in understanding the processes associated with educational orientations. Margaret Archer’s framework is used to analyse how pupils’ agency is constrained and/or enabled by objective structures. The data material consists of qualitative interviews with 18 pupils transitioning from lower to upper secondary school in Norway. Each of the pupils was interviewed twice: first when they were in their last year of lower secondary education, and then during their first year of upper secondary education. The findings show that pupils consider geographical locations when making decisions about further education and work. In addition, they believe that education beyond compulsory schooling benefits their life in the rural areas. However, unlike their urban counterparts, pupils from rural areas appear to have a more constraining transition to upper secondary education. Through the analyses in this article, it becomes clear that both geographical location and gender are key factors for understanding processes connected to education.

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