scholarly journals A Study of Current Status and Problems about Science Education at Elementary School, Lower Secondary School and Upper Secondary School, based on Science Learning Experience of Physics Major University Students

2010 ◽  
Vol 51 (1) ◽  
pp. 129-135
Author(s):  
Yasuhumi KAWAMURA ◽  
Yasuhiro NAKAMURA ◽  
Tokuya INOUE
Keyword(s):  
Elementary School ◽  
Science Education ◽  
Secondary School ◽  
Science Learning ◽  
Learning Experience ◽  
Current Status ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Based ◽  
Upper Secondary

Identity in adolescence and emerging adulthood: relationships with emotional and educational factors

2013 ◽  
Vol 44 (3) ◽  
pp. 266-276 ◽  
Author(s):  
Konrad Piotrowski
Keyword(s):  
Identity Development ◽  
Secondary School ◽  
Secondary School Students ◽  
Identity Crisis ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Identity Statuses ◽  
Upper Secondary ◽  
Shame And Guilt

Abstract In the processual approach to identity, the role of the interaction between subjective and contextual factors in the process of its development is emphasized. Based on the model of Luyckx et al. (2008) relationships between identity and educational context, as well as the tendency to experience shame and guilt were analyzed.. 821 people aged from 14-25 and belonging to six educational groups: (1) lower secondary school, (2) basic vocational school, (3) technical upper secondary school, (4) general upper secondary school, (5) post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) and (6) university, took part in the research. Two questionnaires were used: The Dimensions of Identity Development Scale (DIDS), to allow the measurement of the five dimensions of identity postulated by Luyckx et al (2008) and The Personal Feelings Questionnaire-2 (PFQ-2, Harder, Zalma, 1990) to measure of the shame and guilt proneness. The results show that general upper secondary school students in terms of the dimensions of identity are closer to lower secondary school students rather than to their peers from technical and vocational schools. Among general upper secondary school students not only was a higher intensity of an identity crisis observed, but also a strong tendency to experience shame and guilt. Among lower secondary school students and general upper secondary school students, people with diffusion and moratorium as identity statuses prevailed, while in the remaining groups the achievement and foreclosure identity were observed more frequently. A general relationship was also observed, namely, a greater tendency to experience shame was associated with a higher intensity of an identity crisis.

International Mathematical Education: The Mathematics Program in Japanese Secondary Schools

1966 ◽  
Vol 59 (6) ◽  
pp. 577-583
Author(s):  
Howard F. Fehr
Keyword(s):  
Secondary School ◽  
Liberal Arts ◽  
Vocational Training ◽  
Mathematics Curriculum ◽  
Fine Arts ◽  
Mathematical Education ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
Upper Secondary ◽  
Mathematics Program

In Japan, education is compulsory for all children for the first nine school years, of which the first six years are elementary, and the last three years are the lower secondary school. Admission to the subsequent three-year upper secondary school is by examination, and usually 30 to 40 percent of the ninth-year students pass the examination and enter the upper secondary school. The branches of the upper secondary school are liberal arts, vocational training, and music and fine arts, all of which prepare students for university or higher study. This report is concerned with the mathematics curriculum at the lower secondary and the senior high school levels.

scholarly journals Att utveckla elevers förmåga att formulera undersökningsbara frågor i naturvetenskap: Mangling av en didaktisk modell

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Sara Planting-Bergloo ◽  
Maria Andrée ◽  
Josefin Reimark ◽  
Emma Henriksson ◽  
Sebastian Björnhammer ◽  
...  
Keyword(s):  
Science Education ◽  
Secondary School ◽  
School Science ◽  
Upper Secondary School ◽  
Scientific Investigations ◽  
Video Recordings ◽  
Upper Secondary ◽  
Epistemological Analysis ◽  
Support Students ◽  
Ultimate Purpose

En viktig målsättning för naturvetenskaplig undervisning är att utveckla förmågan att formulera undersökningsbara frågor. Syftet med den här studien är att undersöka hur undervisning som utformats med hjälp av metoden Question Formulation Technique (QFT) kan stödja utveckling av elevers förmåga att formulera naturvetenskapligt undersökningsbara frågor.  QFT är en modell för att utveckla elevers förmåga att formulera och värdera sina egna frågor i allmänhet. I studien prövas QFT i en svensk skolkontext och inom ramen för naturvetenskaplig undervisning. Studien genomfördes som en interventionsstudie i gymnasieskolan och inom ramen för kursen Gymnasiearbete. I kursen ska eleverna genomföra en egen naturvetenskaplig undersökning. QFT användes för att utforma undervisning som del av introduktionen till kursen. Data består av videoinspelningar av elevsamtal från undervisning som har analyserats utifrån ett pragmatiskt ramverk med organiserande syften och praktisk epistemologisk analys. Resultaten visar vilka närliggande syften som etableras i elevernas samtal om undersökningsbara frågor i undervisningen: (A) att producera så många frågor som möjligt, (B) att bedöma vilka frågor som är mest relevanta, (C) att kategorisera frågor, (D) att hitta och specificera ett undersökningsobjekt och (E) att planera för att genomföra en undersökning. Slutsatsen är att QFT kan fungera som stöd för lärares planering av undervisning om naturvetenskapligt undersökningsbara frågor under förutsättning att läraren aktivt stödjer eleverna i att uppmärksamma centrala kvaliteter avseende undersökningsbarhet och genom att binda samman närliggande syften med det övergripande syftet.  In English An important goal for science education is to develop students’ ability to formulate questions of inquiry. The aim of this study is to investigate if science teaching designed from the method “Question Formulation Technique” (QFT) can support the development of this ability. QFT is a model for developing students' ability to phrase and evaluate questions in general which has been developed in a US context. In this study QFT is used in a Swedish context and within upper secondary school science education. The study is an intervention study where QFT was used as part of the introduction to Diploma work in the final year of upper secondary school. During the diploma work students are expected to conduct their own scientific investigations. The data consists of video recordings of student conversations while working with the formulation of questions for inquiry as part of a research lesson designed using QFT. Data was analyzed using a pragmatic approach of combining practical epistemological analysis (PEA) and organising purposes. The results show that five proximate purposes were established in the student conversations while the students engaged in formulating and refining questions of inquiry based on the QFT model. The five proximate purposes were: (A) to produce as many questions as possible, (B) to assess which questions are most relevant, (C) to categorize questions, (D) to find and specify the object of inquiry and (E) plan to conduct an inquiry. In conclusion, QFT can support the planning of teaching in relation to the ultimate purpose regarding how to formulate and refine questions of inquiry provided that the teacher actively participates to support students in connecting the established proximate purposes with the ultimate purpose. Fulltext in Swedish.

scholarly journals ASSESSING UPPER-SECONDARY SCHOOL STUDENTS’ INTERDISCIPLINARY UNDERSTANDING OF ENVIRONMENTAL ISSUES

2021 ◽  
Vol 20 (5) ◽  
pp. 811-826
Author(s):  
Yu Lan ◽  
Shaohui Chi ◽  
Zuhao Wang
Keyword(s):  
Science Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Environmental Issues ◽  
Assessment Instrument ◽  
Upper Secondary School ◽  
School Students ◽  
Modeling Framework ◽  
Upper Secondary ◽  
Interdisciplinary Assessment

Science educators have highlighted the need to develop students to integrate knowledge across science disciplines to address real-world issues. However, there has been little research about the development of interdisciplinary assessment instruments. In this research, the instrument that measures the level of upper-secondary school students’ interdisciplinary understanding of environmental issues was developed and validated based upon Wilson’s Construct Modeling framework. After a pilot testing, the revised assessment instrument of interdisciplinary understanding covering five typical environmental problems comprised 14 multiple-choice questions and four constructed-response questions. Five hundred twenty-three eleventh graders, including 279 boys and 244 girls from mainland China, made up the research sample. The partial credit Rasch analysis has verified the reliability and validity of the interdisciplinary understanding instrument. In addition, the results of cluster analysis revealed that over half of the students could use some partially accurate scientific concepts and principles from two or more disciplinary perspectives to deal with a specific environmental issue. The validated instrument can provide insights for assessing and developing upper-secondary school students’ interdisciplinary understanding in science education. Keywords: Environmental Issues, Interdisciplinary Assessment, Interdisciplinary Understanding, Rasch Measurement Model, Science Education

scholarly journals Et kvalifisert utdanningsvalg for dagens ungdom: Resultater fra et innovasjons-samarbeid mellom en ungdomsskole, en videregående skole og en bedrift

2021 ◽  
Vol 11 (1) ◽  
pp. 71-96
Author(s):  
Sylvi Thun ◽  
Linn Thøring ◽  
Lisbeth Øyum
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Cognitive Theory ◽  
Education Programme ◽  
Practical Experience ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Industrial Company

The purpose of this article is to investigate how an innovative collaboration between one lower secondary school, upper secondary school and industrial company can contribute to a more informed educational choice (vocational vs. programme for specialisation in general studies) among today’s youths. Eight lower secondary school students, five upper secondary school students, one employee in the participating industrial company, one teacher from lower secondary school, one from upper secondary school together with the section leader for vocational education programme (upper secondary school) have been interviewed. Thematic analysis has been used to analyse the data. The theoretical perspectives undertaken are self-determination theory and social-cognitive theory. Findings highlight that the study’s innovative collaboration gives youths an essential insight into the future school- and work practices. During the collaboration, the youths learn about the competence needs for future work life, and gain knowledge about their own learning potentials. Practical experience, new ways of collaboration, work centred communication, engaging and challenging training situations, experience of meaning, together with responsibility taking for own and other’s learning contribute to a more qualified education choice. We find that the pupils in lower secondary school experienced this innovative collaborative practice to produce more autonomous than controlled motivation, and more positive outcomes in terms of both behavioural, cognitive and affective dimensions of learning, at school.

scholarly journals BIOLOGY CONTENT AND CLASSROOM EXPERIENCE AS PREDICTORS OF CAREER ASPIRATIONS

2020 ◽  
Vol 19 (2) ◽  
pp. 317-332 ◽  
Author(s):  
Andrej Šorgo ◽  
Andreja Špernjak
Keyword(s):  
Secondary School ◽  
Career Aspirations ◽  
Sem Analysis ◽  
General Interest ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Basic School ◽  
Negative Predictor

In Slovenia, as in many other countries, interest in seeking careers in science, technology and engineering-related disciplines is low, which can be recognized as a problem. The influence of general interest in biology, the content, and teaching of Biology in 9-year basic school (age 14 -15) and general upper-secondary schools (age 15 – 18) on the career aspirations of students was explored. Based on structural models built on the responses of 522 general upper secondary school students from Slovenia, it was revealed that the corresponding constructs (1) The content of Biological disciplines; (2) The Biology content taught in 9-year basic school; (3) The Biology content taught in general upper secondary school; (4) The teaching of lower secondary school Biology; and (5) The teaching of general upper secondary school Biology--are only weak predictors, if at all, of career aspirations in 15 different career streams. The greatest predictive power is a general interest in biological topics. However, the influence of the content of school curricula and corresponding teaching is a weak and even negative predictor of career aspirations in some cases. Keywords: biology teaching, career aspirations, lower secondary school Biology, SEM analysis, upper secondary school Biology.

Type of social participation and identity formation in adolescence and emerging adulthood

2013 ◽  
Vol 44 (3) ◽  
pp. 277-287
Author(s):  
Małgorzata Rękosiewicz
Keyword(s):  
Secondary School ◽  
Emerging Adulthood ◽  
Identity Formation ◽  
Social Participation ◽  
Secondary School Students ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Transitive Orientation

Abstract This paper presents the results of empirical research that explores the links between types of social participation and identity. The author availed herself of the neo-eriksonian approach to identity by Luyckx et al. (2006) and the concept of social participation types (Reinders, Butz, 2001). The study involved 1,665 students from six types of schools: lower secondary school (n=505), general upper secondary school (n=171), technical upper secondary school (n=187), specialized upper secondary school (n=214), university (n=252), and post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) (n=336). The results of the research, conducted with the use of Dimensions of Identity Development Scale (DIDS) and Social Participation Questionnaire (SPQ-S 1 and SPQ-S 2), indicate that transitive orientation increases with age and that, consequently, the frequency of assimilation and integration types of social participation tends to be higher in emerging adulthood in comparison with adolescence. The study showed that general upper secondary school students, contrary to their colleagues from technical and specialized upper secondary schools, did not differ in terms of transitive and moratorium orientation levels from lower secondary school students. The hypothesis about the relationship between transitive orientation and commitment scales was confirmed, whereas the hypotheses concerning the links between exploration scales and both dimensions of social participation were not validated.

scholarly journals MATHEMATICAL LITERACY PROFICIENCY DEVELOPMENT BASED ON CONTENT, CONTEXT, AND PROCESS

2020 ◽  
Vol 78 (1) ◽  
pp. 80-101
Author(s):  
Jailani Jailani ◽  
Heri Retnawati Heri Retnawati ◽  
Nidya F. Wulandari ◽  
Hasan Djidu
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Theory Approach ◽  
Upper Secondary School ◽  
Mathematical Literacy ◽  
Lower Secondary School ◽  
School Students ◽  
Literacy Proficiency ◽  
10Th Grade ◽  
Upper Secondary

The literacy proficiency development is one of concerns in education generally, so is in mathematics education as well. The growth of literacy proficiency is one of the issues in education, because it is very important to problem solving skills in students' real life. This research aimed to describe the growth of lower secondary school and upper secondary school students’ mathematical literacy proficiency in Yogyakarta Special Region province, Indonesia. Three mathematical literacy proficiency aspects were examined in the research, namely content, process and context. It was an exploratory descriptive research with cross-sectional type research design. The population was 1,001 lower secondary school and upper-secondary school students ranging between 13 and 16 years old. They were selected using the combination of stratified and the cluster random sampling technique. A test consisting of 30 items, was adopted from the existing PISA test items used to collect the data in the research. The main data analysis was conducted by estimating students’ ability through the item-response theory approach. The results showed that the mathematical literacy proficiency of the students based on content, context, and process was still low. In the content and context domain, there was progress from 8th grade to 9th, from 9th grade to 10th grade. In the process domain, the development of students' abilities on formulate showed relatively the same results for 8th, 9th, and 10th were around 500, and in the employ and interpret process domain, there was a development of abilities from 8th to 9th, and from 9th to 10th grade. Keywords: mathematics literacy proficiency development, domains based on PISA study.

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