LA SABIDURÍA Y EL ARTE DE VIVIR EN OCTAVO CURSO. EXPERIENCIAS DE LOS MAESTROS DEL PROYECTO “PHILOSOPHIZING THE DIALOGOS WAY”.

haser ◽

10.12795/haser/2021.i12.03 ◽

2021 ◽

pp. 75-106

Author(s):

Guro Hansen Helskog ◽

Michael Noah Weiss

Keyword(s):

Secondary Schools ◽

Research Methods ◽

Philosophical Dialogue ◽

Upper Secondary ◽

8Th Grade ◽

Upper Secondary Schools

This paper discusses teachers` self-reported experiences from participating in a Dialogos philosophizing project over five months, from the perspective of wisdom development. The project involved teachers from 13 upper secondary schools in a municipality in Scandinavia. They were given a course on philosophy and rhetoric over four workshops with five weeks in between. Moreover, they were themselves supposed to facilitate 20 philosophical dialogue sessions with their own 8th grade students during the project. The research methods used were participative observation and analysis of teachers` meta-reflection notes after the last workshop. The paper concludes with that the project did seem to enhance teachers`wisdom. According to the teachers, the students had also become much more reflected due to the project.

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Designing Better Mobile Collaborative Laboratories for Ecology Field Work for Upper Secondary Schools

2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education ◽

10.1109/wmute.2012.20 ◽

2012 ◽

Cited By ~ 2

Author(s):

Daniel Spikol ◽

Nuno Otero

Keyword(s):

Secondary Schools ◽

Field Work ◽

Upper Secondary ◽

Upper Secondary Schools

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A quantitative investigation of the effects of new generation vs traditional upper secondary schools in Cambodia through the lens of STEM transfer model

International Journal of Comparative Education and Development ◽

10.1108/ijced-03-2021-0025 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Sovansophal Kao

Keyword(s):

Secondary Schools ◽

Attitudes Toward Science ◽

Content Type ◽

Math Teachers ◽

Upper Secondary ◽

New Form ◽

K 12 ◽

New Generation ◽

Upper Secondary Schools ◽

Practical Implications

PurposeThis study aimed to examine the effects of Cambodia's New Generation Schools (NGS), as compared to their traditional counterparts, in enhancing the seven constructs: (1) science and math achievement, (2) science and math self-efficacy, (3) science and math outcome expectations, (4) attitudes toward science, (5) interactive science and math lessons, (6) support from science and math teachers and (7) encouragement and support in science from family.Design/methodology/approachThe two observations data was collected using self-rated questionnaire from 301 11th graders from five upper secondary schools located in three provinces of Cambodia. Independent sample t-test, Analysis of Covariance (ANCOVA) and dependent sample t-test were used to analyze the repeated measures data.FindingsThe study revealed that students from the NGS exhibited statistically higher scores for most constructs, especially for attitudes toward science. However, when controlling for the differences in the first observation data, the significant effects of the three constructs have been neutralized. Moreover, though there was an increase in science activities outside school, there was a negative trajectory in the other two sub-constructs of attitudes toward science and support from science and math teachers, both in NGS and traditional schools.Practical implicationsThese findings point some practical implications for enhancing the effectiveness of the two school types and further research.Originality/valueThere is heavy investment in new form of schools across the world to enhance students' learning and academic achievement in science and math in K-12 and to promote their interest in STEM in higher education. However, there is little document on the effectiveness of this new form of school, particularly in the Cambodian context.

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