scholarly journals Development and Practice of an Educational Program with an Environmental Education Point of View Including an Activated Sludge Experiment in Upper Secondary School Basic Biology; Focusing on the Decomposers

2021 ◽  
Vol 62 (2) ◽  
pp. 403-413
Author(s):  
Yoshihiro KIDO ◽  
Satoshi ICHIKAWA
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Activated Sludge ◽  
Educational Program ◽  
Point Of View ◽  
Upper Secondary School ◽  
Upper Secondary ◽  
Basic Biology

scholarly journals Selostuksesta tulkintoihin: aineistojen esittäminen lukiolaisten historian esseissä

Virittäjä ◽  
2019 ◽  
Vol 123 (3) ◽  
Author(s):  
Hilkka Paldanius
Keyword(s):  
Secondary School ◽  
Point Of View ◽  
Appraisal Theory ◽  
Upper Secondary School ◽  
Contextual Knowledge ◽  
History Teaching ◽  
School History ◽  
Upper Secondary ◽  
Sliding Scale ◽  
Disciplinary Literacies

Artikkelissa selvitetään tiedonalakohtaisten tekstitaitojen viitekehyksessä, miten lukiolaisten historian esseissä rekontekstualisoidaan aineistona olevia historiallisia -dokumentteja ja miten dokumentteja selostavat ja niitä tulkitsevat esitykset eroavat toisistaan. Aineistona on 52 lukion kurssikokeen yhteydessä kirjoitettua esseetä, joiden tehtävänanto edellyttää aineistojen hyödyntämistä vastauksen perustelussa. Tutkimuksen teoreettisena ja metodologisena viitekehyksenä ovat systeemis-funktionaalinen kieliteoria ja siihen pohjautuva suhtautumisen teoria. Tutkimuksen analyysiyksikön rajauksessa hyödynnetään projektion käsitettä, ja analyysin kohteeksi on valittu sellaiset projektiot, joissa tiedon lähteeksi osoitetaan aineistona olevat dokumentit. Tutkimuksen perusteella dokumenttien esittämisen tavat voidaan nähdä jatkumona, jonka toisessa päässä ovat tiukemmin dokumentin muotoa noudattavat ja toisessa päässä kauempana dokumentin sisällöstä olevat projektiot. Historian tekstitaitojen kannalta kiinnostavia ovat tulkintaa osoittavat esitykset, joissa projektion muotoilu voi kieliä kirjoittajan historian osaamisesta. Projektioiden muotoilussa näkyy myös se, että tehtävänantoon kuuluu useampia dokumentteja, joita tulkitaan suhteessa toisiinsa. Kuvadokumenttia projisoidaan tekstidokumenteista poikkeavalla tavalla, sillä jo pelkkä dokumentin sisällön esittäminen vaatii kirjoittajalta kuvan selostamista omin sanoin. Monissa dokumenttia projisoivissa esityksissä on suhtautumisen ilmauksia, jotka esittävät dokumentit faktuaalisina ja tekstiin rakentuvan kirjoittajaäänen ajattelua tukevina lähteinä, mikä voi olla ongelmallista historian tekstitaitojen kannalta. Dokumenttien esittämisen tavoissa yksittäisillä sananvalinnoilla voi olla merkitystä sille, millaisen kuvan esitys rakentaa kirjoittajan historian osaamisesta. Niinpä historian opetuksessa olisikin tärkeää panostaa aineistojen esittämisen opetteluun, jotta tällä tiedonalalla tärkeät tekstitaidot kehittyisivät.   From reporting to interpretation: Representation of source texts in upper-secondary school history essays In the framework of disciplinary literacies, the article examines how historical documents are recontextualised in upper-­secondary school history essays and explores the differences between narrative and more interpretative presentations. The data studied consists of 52 essays, in which students were asked to use source texts to support their arguments. The theoretical and methodological framework of the article is based on systemic–functional language theory and appraisal theory. The concept of projection is utilized for defining the analytical unit. The analysis focuses on projections in which such documents are cited as the source for presentations. The analysis shows that the ways of representing source documents can be seen on a sliding scale: at one end of the scale are projections that barely modify (if at all) the content and form of the source text, and at the other end are projections in which the original meaning of the source is modified. Also, small differences in wording can reveal a contextual knowledge of history. For instance, projections recontextualising a political cartoon are exceptional because a picture cannot be quoted as a paraphrase, and hence representing the content of the document requires the writer to use his/her own wording. From the point of view of appraisal theory and engagement, many projections represent source documents as factual and as therefore endorsing the author’s thoughts, which can be seen as problematic from the point of view of historical thinking. ­Paying attention to source-based writing in history teaching could enhance the student’s learning of the various literacies of a given topic.

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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