استخدام مدخل العلم و التكنولوجيا و المجتمع و البيئة ( STSE ) في تدريس الجغرافيا لتنمية مهارات التفكير المستقبلي و الوعي بأبعاد استشراف المستقبل لدي طلاب المرحلة الثانوية = Using Science , Technology , society and Environment ( STSE ) Approach in Teaching Geography to Develop Future Thinking Skills and Awareness of Dimensions of the Future Outlook for Secondary School Students

This study aims to identify the effectiveness of participation in a blog for extra-curricular activities for developing the critical thinking skills of third secondary students in Jeddah. The sample consisted of (100) students from several schools in Jeddah, Saudi Arabia randomly selected and divided into (50) experimental group, (50) control group. The study used the Semi-experimental method and conducted the Watson and Glaser test for critical thinking. The results of the study showed that there were statistically significant differences (0.05) among the experimental group (individual and cooperative) For the officer in the brother Bar dimensional test critical thinking skills for the benefit of the experimental group because of its effect for the use of a typical blog (single, cooperative).

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STEM-aspiraties en studiekeuze in het secundair onderwijs in Vlaanderen: de intersectie van gender en etniciteit

Tijdschrift Sociologie ◽

10.38139/ts.2021.09 ◽

2021 ◽

pp. 117-140

Author(s):

Lore Van Praag ◽

Roslyn Arlin Mickelson ◽

Peter A.J. Stevens ◽

Mieke Van Houtte

Keyword(s):

Secondary School ◽

Ethnic Minority ◽

Secondary School Students ◽

Stem Careers ◽

Structured Interviews ◽

School Students ◽

Science Technology ◽

Engineering Mathematics ◽

Lower Status ◽

Stem Career

This article explores why some Flemish secondary school students’ study choices are content-wise not in line with their career aspirations and, to some extent, follow gender and ethnic patterns. We use 83 semi-structured interviews, conducted with students in academic and technical tracks in three Flemish secondary schools. Compared to female pupils, male pupils are more likely to enrol in lower status tracks whose curricular substance prepares them for a STEM career (Science, Technology, Engineering, Mathematics). Ethnic majority female pupils seem to adjust their study choices better to their aspirations, or the other way round. However, especially when changing track or field of study, ethnic majority female pupils are more likely to adapt their aspirations consistent with gender norms. While ethnic minority female pupils are more likely than ethnic majority female pupils to have STEM aspirations, their goals do not always seem to correspond with the study choices they have made. Additionally, perceived discrimination and family aspirations further impact both study choices and aspirations of ethnic minority pupils. Gendered study recommendations and choices, favouring male pupils in STEM careers, especially make that female pupils make study choices that are in terms of curriculum not always in line with their aspirations.

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Life Skill Integrated Science-PBL Module to Improve Critical Thinking Skills of Secondary School Students

Universal Journal of Educational Research ◽

10.13189/ujer.2020.080737 ◽

2020 ◽

Vol 8 (7) ◽

pp. 3085-3096

Author(s):

Nurdiyah Lestari ◽

K. Ivo Basri ◽

St. Muthmainnah Yusuf ◽

S. Suciati ◽

Mohammad Masykuri

Keyword(s):

Critical Thinking ◽

Secondary School ◽

Secondary School Students ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Life Skill ◽

School Students ◽

Integrated Science

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Validating an instrument to investigate students’ conception of Salt hydrolysis

Journal of Disruptive Learning Innovation (JODLI) ◽

10.17977/um072v1i12019p1-6 ◽

2019 ◽

Vol 1 (1) ◽

pp. 1

Author(s):

Isnatul Husniah ◽

Habiddin Habiddin ◽

Muhammad Sua’idy ◽

Nuryono Nuryono

Keyword(s):

Data Collection ◽

Secondary School ◽

Teaching And Learning ◽

Secondary School Students ◽

School Students ◽

High Category ◽

Public Secondary School ◽

The Future ◽

Development And Validation

This paper outlines the development and validation of a Four-tier instrument in the topic of salt hydrolysis (FTISH). The instrument was developed by using the procedure of FTDICK instrument as published by Habiddin & Page (2019). This study was a part of other separates studies conducted by other groups of researchers including Devita, Habiddin & Suaidy (2019) (in press). This study involved 127 students in total and data collection were carried out two times involving 64 students in the first data collection and 63 students in the second one. The participants of both groups were public secondary school students from Malang. The FTISH consists of 23 questions. The results show that the validity of the questions ranged between 0.263 and 0.745. The reliability of the instrument was 0.80 and falls in the high category. The future implementation of the instrument to support the teaching and learning of salt hydrolysis are also discussed.

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