scholarly journals Using a Replica of Leeuwenhoek's Microscope to Teach the History of Science and to Motivate Students to Discover the Vision and the Contributions of the First Microscopists

2009 ◽  
Vol 8 (4) ◽  
pp. 338-343 ◽  
Author(s):  
Lenira M.N. Sepel ◽  
Elgion L.S. Loreto ◽  
João B.T. Rocha
Keyword(s):  
Biological Sciences ◽  
Secondary School ◽  
History Of Science ◽  
Biology Education ◽  
School Level ◽  
Laser Pointer ◽  
Undergraduate Biology ◽  
Secondary School Level ◽  
History Of ◽  
Living Organisms

The history of science should be incorporated into science teaching as a means of improving learning and also to increase the students' understanding about the nature of science. In biology education, the history of microscopy deserves a special place. The discovery of this instrument not only opened a new and fantastic microworld but also led to the development of one unifying principle of biological sciences (i.e., cell theory). The microscopes of Leeuwenhoek and Hooke opened windows into the microworld of living organisms. In the present work, the knowledge of these themes was analyzed in a group of students beginning an undergraduate biology course. Our data suggest that the history of microscopy is poorly treated at the secondary school level. We propose a didactic activity using a replica of Leeuwenhoek's microscope made with Plexiglas and a lens obtained from a key chain laser pointer or from a broken CD drive. The proposed activity motivated students to learn about microscopy and helped them to appreciate scientific knowledge from a historical perspective.

The Agonal Principle of Russian Consciousness in the Concept of M.O. Koyalovich

2020 ◽  
Vol 58 ◽  
pp. 160-174
Author(s):  
Vitaliy Yu. Darenskiy
Keyword(s):  
Secondary School ◽  
Historical Consciousness ◽  
School Level ◽  
Russian History ◽  
Historical Science ◽  
Scientific Heritage ◽  
Specific Approach ◽  
Secondary School Level ◽  
Constitutive Principle ◽  
History Of

he article shows that M.O. Koyalovich demonstrated an amazing independence of thinking and thus made valuable synthesis formulations of Slavophil ideologies. He was the first to turn to the material of the history of Russian historical science with a specific approach showing the consistent maturing of Russian historical consciousness. This approach allowed M.O. Koyalovich to define the constitutive principle of Russian historical consciousness, - the principle of agonality, i.e. the struggle against the imposition of foreign views on Russian history. M.O. Koyalovich carries out the substantiation of his theory at three levels of the material analysis –the struggle of the southern Russian people against the Catholic Union; general definitions of Russian consciousness in the spirit of classic Slavophils; and the analysis of the history of Russian historical science. On the basis of Russian classical historiography texts Koyalovich showed the process of Russian historical consciousness formation in response to its suppression by foreign influences, which makes this analysis especially relevant nowadays. All this allows us to consider the scientific heritage of M.O. Koyalovich extremely valuable and requiring study already at the secondary school level.

Historically Speaking,— Using the history of mathematics in teaching on the secondary school level

1957 ◽  
Vol 50 (3) ◽  
pp. 220-224
Author(s):  
Herta T. Freitag ◽  
Arthur H. Freitag
Keyword(s):  
Secondary School ◽  
History Of Mathematics ◽  
School Level ◽  
Secondary School Level ◽  
History Of ◽  
The Universe

More than two thousand years ago, Pythagoras lectured on the power of number, meaning only integers and fractions. He reiterated again and again, “Number rules the universe; the essence of all things is number.” Then one day he evaluated the diagonal of a unit-sided square. Alas, there was no number as he understood number which gave an answer.

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.

scholarly journals Simple and efficient modifications of well known techniques for reliable growth of high-quality crystals of small bioorganic molecules

2014 ◽  
Vol 47 (4) ◽  
pp. 1435-1442 ◽  
Author(s):  
Denis A. Rychkov ◽  
Sergey G. Arkhipov ◽  
Elena V. Boldyreva
Keyword(s):  
Amino Acids ◽  
Secondary School ◽  
Organic Molecules ◽  
Poor Quality ◽  
Chemical Degradation ◽  
School Level ◽  
Chemistry Curriculum ◽  
High Quality ◽  
Small Organic Molecules ◽  
Secondary School Level

A number of modifications to traditional techniques are suggested in order to overcome problems that frequently arise when growing crystals from solution. These improvements, and their combination, help to avoid problems such as poor nucleation, the spontaneous precipitation of many poor-quality small powder-like crystals, crystals adhering to the crystallization vessel or to each other, and chemical degradation of the solution. The proposed techniques can be used to crystallize desirable metastable polymorphs reliably. None of the suggested methods demands the usage of any special or expensive equipment, or specific skills, and they can be implemented in the chemistry curriculum even at secondary school level. Examples are given for the crystallization of small organic molecules such as carboxylic acids, amino acids, pharmaceuticals etc., but the same techniques are applicable to other classes of compound.

Homework Emotion Management at the Secondary School Level: Antecedents and Homework Completion

2011 ◽  
Vol 113 (3) ◽  
pp. 529-560 ◽  
Author(s):  
Jianzhong Xu
Keyword(s):  
Emotion Regulation ◽  
Secondary School ◽  
Emotion Management ◽  
School Level ◽  
Individual Student ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Class Level ◽  
Secondary School Level ◽  
Homework Completion

Background/Context For many children, doing homework becomes an emotionally charged event and one of the most disappointing aspects of school life. It is surprising to note, however, that homework emotion management is noticeably absent from much contemporary homework literature. Purpose The primary propose of the present study was to propose and test empirical models of variables posited to predict homework emotion management at the secondary school level, with the models informed by (a) research and theory on emotion regulation and (b) findings from homework research that alluded to a number of factors that may influence homework emotion management. Another purpose of the present study was to examine whether homework emotion management is related to homework completion, one of the major outcome variables in the homework process. Research Design The study reported here used cross-sectional survey data. The participants were 1,895 students from 111 classes in the southeastern United States, including 1,046 eighth graders from 63 classes and 849 11th graders from 48 classes. Results Results from the multilevel analyses revealed that most of the variance in homework emotion management occurred at the student level, with grade level appearing as the only significant predictor at the class level. At the student level, the variation in homework emotion management was positively associated with teacher feedback, peer-oriented reasons for doing homework, arranging the environment, managing time, and monitoring motivation. Girls reported statistically significant higher scores in managing homework emotion than did boys. Follow-up analyses further revealed that homework emotion management was positively associated with homework completion. Conclusion As most of the variance in homework emotion management occurred at the student level rather than at the class level, homework emotion management was largely a function of individual student characteristics and experiences. The present study further suggests that monitoring motivation and managing time play a predominant role in homework emotion management (compared with other variables included in the present study). Consequently, there is a critical need to conceptualize these variables in the process of emotion regulation in general, and in homework emotion management in particular. In addition, there is a critical need for secondary schools to strategically engage students in the homework process to better manage their emotion while doing homework.

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