scholarly journals Digital collaborative learning: identifying what students value

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 74 ◽  
Author(s):  
Claire Hemingway ◽  
Catrina Adams ◽  
Molly Stuhlsatz
Keyword(s):  
Secondary School ◽  
Student Attitudes ◽  
Online Community ◽  
Cognitive Apprenticeship ◽  
Mentoring Programs ◽  
Authentic Science ◽  
School Students ◽  
Student Responses ◽  
Student Teams ◽  
Apprenticeship Model

Digital technologies are changing the learning landscape and connecting classrooms to learning environments beyond the school walls.  Online collaborations among students, teachers, and scientists are new opportunities for authentic science experiences.  Here we present findings generated on PlantingScience (www.plantingscience.org), an online community where scientists from more than 14 scientific societies have mentored over 14,000 secondary school students as they design and think through their own team investigations on plant biology.  The core intervention is online discourse between student teams and scientist mentors to enhance classroom-based plant investigations.  We asked: (1) what attitudes about engaging in authentic science do students reveal, and (2) how do student attitudes relate to design principles of the program? Lexical analysis of open-ended survey questions revealed that students most highly value working with plants and scientists.  By examining student responses to this cognitive apprenticeship model, we provide new perspectives on the importance of the personal relationships students form with scientists and plants when working as members of a research community. These perspectives have implications for plant science instruction and e-mentoring programs.

EFFECTIVENESS OF COGNITIVE APPRENTICESHIP MODEL ON METACOGNITIVE SKILLS OF SECONDARY SCHOOL STUDENTS IN KERALA.

2021 ◽  
pp. 72-74
Author(s):  
Deepa Varghese
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Procedural Knowledge ◽  
Evaluation Research ◽  
Cognitive Apprenticeship ◽  
Control Group ◽  
Metacognitive Skills ◽  
School Students ◽  
Apprenticeship Model ◽  
Experimental Group

The main purpose of the study is to nd out the effectiveness of cognitive apprenticeship model on metacognitive skills of secondary school students of kerala state. The investigator compared the effectiveness of Cognitive apprenticeship model over existing constructivist method on Metacognitive skills of secondary school students under the components such as Procedural knowledge, Declarative knowledge ,Conditional knowledge ,Planning ,Monitoring and Evaluation .Research design used for the study was pretest –posttest nonequivalent group design. The analysis of the pre test mean scores of the experimental group and control group showed no signicant difference in their initial academic abilities and metacognitive skills. After using cognitive apprenticeship model for experimental group and constructivist method for the control group, it is found that the experimental group was better in performance than control group. It is found that cognitive apprenticeship model, had a signicant effect on the metacognitive skills.

scholarly journals Metacognition, systems thinking, and problem-solving ability in school-based agriculture, food, and natural resources education

2020 ◽  
Vol 1 (1) ◽  
pp. 38-47
Author(s):  
Aaron McKim ◽  
Robert McKendree
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Systems Thinking ◽  
Secondary School Students ◽  
School Students ◽  
Problem Solving Skills ◽  
Student Responses ◽  
School Based ◽  
Significant Relationships ◽  
Natural Resources Education

Problems within agriculture, food, and natural resource (AFNR) systems are increasingly complex, expanding the need for students to develop problem-solving abilities alongside an understanding of their own thinking. In this effort, we explored the problem-solving abilities, metacognition, and systems thinking of current AFNR secondary school students. A descriptive correlational study design was employed. Data were collected via an online, Qualtrics survey. Student responses on the metacognition, systems thinking, and problem-solving ability survey items suggested opportunities for increased focus on these areas throughout their educational experience. In addition, statistically significant relationships between metacognition and systems thinking and systems thinking and problem-solving ability reinforced the importance of these topics within AFNR Education. Recommendations emerging from this work include additional emphasis on metacognition, systems thinking, and problem-solving skills within secondary school AFNR classrooms; utilization of specific strategies to increase systems thinking; operationalizing specific strategies to increase metacognitive knowledge and metacognitive regulation; along with a cross-cutting recommendation for teachers to make their thinking more explicit during instruction to increase metacognition, systems thinking, and problem-solving skills among learners.

ICT and Language Learning at Secondary School

2011 ◽  
pp. 84-100 ◽  
Author(s):  
Diane Huot ◽  
France H. Lemonnier ◽  
Josiane Hamers
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Learning Environments ◽  
Student Attitudes ◽  
School Students ◽  
Systematic Assessment ◽  
French And English ◽  
Research Questions ◽  
English Students

This chapter presents the key findings of a longitudinal study conducted with secondary school students over a period of five years to determine whether the use of ICT has an influence on the learning of L1 French and L2 English, on students’ motivation and attitudes, and on the quality of their written work. Three research questions were framed to provide (i) a description of the process of integrating ICT; (ii) measurements of student attitudes and motivation in relation to school, to learning and to ICT; and (iii) a systematic assessment of written work in French and English. Students in four learning environments were observed. Results include indications that, for students in the experimental environment, ICT use is closely linked to the pedagogical context; motivation and attitudes remain more stable than in the control groups; the texts they produce are significantly longer and contain more complex clauses.

Using Secondary School Students’ Perceptions to Develop a Structural Model for Attitude to Christianity

2000 ◽  
Vol 1 (1) ◽  
pp. 248-266 ◽  
Author(s):  
Jeffrey P. Dorman ◽  
Campbell J. McRobbie
Keyword(s):  
Secondary School ◽  
Classroom Environment ◽  
Student Attitudes ◽  
Structural Equation ◽  
Secondary School Students ◽  
Goodness Of Fit ◽  
Structural Model ◽  
Equation Modeling ◽  
Religious Behavior ◽  
School Students

Over the past 30 years, independent lines of research in the fields of classroom environment and student attitudes to Christianity have been conducted. This research brought these two fields together by hypothesizing a model for the relationship among age, gender, students’ perceptions of religion classroom environment, students’ religious behavior and attitudes to Christianity. Responses from 815 Australian Catholic secondary school students on four attitude to Christianity scales, four classroom environment scales and the religious behavior of students and their parents were analyzed. Confirmatory factor analysis was used to validate the structure of the classroom environment and attitude to Christianity measures. Goodness of fit indices obtained from structural equation modeling revealed that the hypothesized model was a satisfactory fit to the data. Statistically significant path coefficients for the influence of students’ religious behavior and students’ perceptions of the religion classroom environment on students’ attitude to Christianity were found.

scholarly journals Effects of Peer Education on Attitudes of Secondary School Students Towards the Course of Physical Education and Sports

2018 ◽  
Vol 6 (4a) ◽  
pp. 45
Author(s):  
Mustafa Karadağ ◽  
Resul Ağirtaş ◽  
Atilla Pulur
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Student Attitudes ◽  
Quantitative Data ◽  
Peer Education ◽  
Attitude Scale ◽  
Control Group ◽  
School Students ◽  
Significant Difference ◽  
Experimental Group

The purpose of this study is to determine the changes in student attitudes towards the course of Physical Education and Sports as well as in students' development of skill as a result of using Peer Education in the course of Physical Education and Sports in secondary schools.The study was conducted with a total of 120 students, who studied in the 7th grade at Atatürk Secondary School located in the Province of Elazığ, District of Maden and at Cumhuriyet Secondary School located in the District of Sivrice, in the second term of 2015-2016 school year. The students in the sample group were divided into two 30-person groups, namely the control group and the experimental group. For heterogeneous selection of the students, the student selection was conducted by applying the Peer Educator Observation Form and the "Who is this?" Test in the classroom. The process was explained to the designated peer educators and their voluntary consent forms were obtained. "The Course of Physical Education Attitude Scale" was applied to all students before starting the process. After providing the students comprising the experimental group with the necessary information about peer education, the lessons were taught through the method of peer education. And in the control group, the course of physical education and sports was conducted through the traditional teaching methods. At the end of 4 weeks of application, "The Course of Physical Education Attitude Scale" was reapplied to both the experimental group and the control group.The attitude scale was applied twice, before and after the education. The qualitative data were obtained from the diaries of the physical education teachers and students. In the analysis of the data, for qualitative dimension, descriptive analysis, for quantitative data, %, frequency, for repetitive measurements, t test and one-way variance analysis were used. The SPSS (22) package program was used for the analysis of the quantitative data. The quantitative data were explained through tabulation. Again, the data obtained from observation forms were presented in the form of tables with their frequency and percentage values. Themes were obtained by coding the qualitative data.At the end of the research, the education received by the students in the experimental and control groups led to a significant difference in pre- and post-program attitude level in favor of the end-test. However, it was determined that being in different groups did not lead to a significant difference in students' attitude scores.

DIMENSIONS OF TIME USE ATTITUDES AMONG MIDDLE-HIGH SES STUDENTS

1987 ◽  
Vol 15 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Ephraim Ben Baruch ◽  
James Edward Bruno ◽  
L. Lolly Horn
Keyword(s):  
Secondary School ◽  
Time Use ◽  
Student Attitudes ◽  
Secondary School Students ◽  
Classroom Behavior ◽  
School Organization ◽  
School Dropouts ◽  
School Students ◽  
Economic Forces ◽  
The Moment

Time use attitudes (TUA) of students is an important, but often neglected variable that can assist teachers in their understanding of student classroom behavior. This study empirically examines( time use attitudes for a group of 353 elementary and secondary school students. Using factor analytic techniques, four major constructs or dimensions to student attitudes towards time were extracted. These constructs included views of time that might be considered as Instinctive – (time use as dictated by the moment or instincts), Traditional (time use as dictated by market or economic forces) and Integrated – (time use as dictated by feelings and combinations of all three). The finding that students present themselves in classrooms with heterogeneous perceptions of time, while the school organization operates within a homogeneous (Traditional) view of time, presents special problems for students. The study strongly suggests that teachers and administrators, become more aware of the differences in time use attitudes of students when designing instructional strategies and developing curriculum. Important school policies dealing with issues such as school dropouts, vandalism, truancy, and year round schools could also be based upon a consideration of how students view time.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

The Schoolwork Engagement Inventory

2012 ◽  
Vol 28 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Katja Upadaya
Keyword(s):  
Secondary School ◽  
Concurrent Validity ◽  
Structural Equation ◽  
Self Esteem ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Older Students ◽  
School Students ◽  
Factor Solution ◽  
Upper Secondary

This study introduces the Schoolwork Engagement Inventory (EDA), which measures energy, dedication, and absorption with respect to schoolwork. Structural equation modeling was used to assess the validity and reliability of the inventory among students attending postcomprehensive schools. A total of 1,530 (769 girls, 761 boys) students from 13 institutions (six upper-secondary and seven vocational schools) completed the EDA 1 year apart. The results showed that a one-factor solution had the most reliability and fitted best among the younger students, whereas a three-factor solution was most reliable and fit best among the older students. In terms of concurrent validity, depressive symptoms and school burnout were inversely related, and self-esteem and academic achievement were positively associated with EDA. Boys and upper-secondary-school students experienced lower levels of schoolwork engagement than girls and vocational-school students.

Ethnolinguistic Identity and Television Use in a Minority Language Setting

2012 ◽  
Vol 24 (4) ◽  
pp. 135-142 ◽  
Author(s):  
Jake Harwood ◽  
Laszlo Vincze
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Students ◽  
Minority Language ◽  
German Language ◽  
Tv Viewing ◽  
School Students ◽  
Ethnolinguistic Vitality ◽  
Ethnolinguistic Identity ◽  
Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

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