scholarly journals The contribution of empathy-based pedagogy in global citizenship education: Kazakhstani context

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Natalya Hanley
Keyword(s):  
Secondary School ◽  
Strong Evidence ◽  
Citizenship Education ◽  
Secondary School Students ◽  
Research Study ◽  
Global Citizenship ◽  
Critical Discussion ◽  
School Students ◽  
Global Issues ◽  
Cultural Features

This article is based on a research study that implemented an empathy-based pedagogy (EBP) in three schools in Kazakhstan with the aim of understanding how secondary school students can learn about global issues and what challenges the teachers faced. It reflects on findings which provide strong evidence that walking in the shoes of other people encouraged the students to participate in critical discussion, deepen their knowledge and become emotionally engaged with global issues. It also explores some of the challenges created by conceptual confusions related to the cultural features within Kazakhstani society.

scholarly journals Un estudio sobre el uso de CAS como caja negra para el aprendizaje de factorizaciones A study on the use of CAS as a black box for the learning of factorization

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Abigail González Maldonado ◽  
Mario Sánchez Aguilar
Keyword(s):  
High School Students ◽  
Secondary School ◽  
Secondary School Students ◽  
Research Study ◽  
Research Question ◽  
Black Box ◽  
Mathematics Students ◽  
Mathematical Software ◽  
Lower Secondary School ◽  
School Students

ResumenEn este artículo se reporta una investigación en la cual se intenta averiguar si los estudiantes pueden adquirir habilidades necesarias para realizar factorizaciones algebraicas, utilizando software matemático. Para contestar la interrogante de la investigación, se aplicaron actividades a estudiantes de nivel secundaria y bachillerato, donde debían calcular factorizaciones algebraicas con ayuda del software GeoGebra, posteriormente se les pedía que buscaran patrones en los resultados que arrojaba el software para poder generar una factorización general. Después de analizar los resultados de la experimentación se encontró́ que los estudiantes son capaces de producir factorizaciones algebraicas generales, aunque presentan ciertas dificultades. Este trabajo cierra haciendo una discusión de las implicaciones que pueden tener los resultados encontrados.AbstractThis paper describes a research study focused on finding out if mathematics students can acquire skills necessary to perform algebraic factorizations by using mathematical software. To answer the research question, a group of lower secondary school students and high school students were involved in mathematical activities where there should calculate algebraic factorizations using the software GeoGebra, then they were asked to look for patterns in the results generated by the software in order to produce a general factorization. After analyzing the results of the experimentation, it was found that students are able to produce general algebraic factorizations, but some of them have some difficulties in doing so. This work is closed by a discussion of the implications of the research results.

scholarly journals Young people confronting the challenge of reading and interpreting a digital world

2021 ◽  
Vol 14 (2) ◽  
pp. e905
Author(s):  
Jordi Castellví Mata ◽  
Breogán Tosar Bacarizo ◽  
Antoni Santisteban Fernández
Keyword(s):  
Secondary School ◽  
Digital Media ◽  
Citizenship Education ◽  
Digital Literacy ◽  
Cognitive Skills ◽  
Secondary School Students ◽  
Literacy Programs ◽  
School Students ◽  
Daily Lives ◽  
Digital World

Critical citizenship education must consider the global and digital context in which we live. Digital media and global processes have a decisive influence on people’s daily lives. However, digital literacy programs rarely go beyond teaching technological skills. Similarly, critical thinking approaches to education focus on developing cognitive skills, omitting the weight of values and emotions in decision making. This research analyses Spanish secondary school students’ narratives and reflections about two publications on Twitter that present biased information to encourage undemocratic attitudes. The results show that most students are far from being critical of the information they read on the internet, and they easily fall into the trap of defending undemocratic discourses.

Global Citizenship of Secondary School Students in Bangkok, Thailand

2018 ◽  
Vol 27 (3) ◽  
pp. 77-89
Author(s):  
Pawinyaphat Woraphan ◽  
Kittikoon Rungruang
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Global Citizenship ◽  
School Students

scholarly journals How Higher Secondary School Students Perceive The Neet Examination: A Quantitative Report

2021 ◽  
Vol 9 (4) ◽  
pp. 275-279
Author(s):  
K Arunkumar ◽  
T Malliga
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Random Sampling ◽  
Secondary School Students ◽  
Research Study ◽  
Negative Attitude ◽  
Sampling Technique ◽  
Attitude Scale ◽  
Survey Method ◽  
School Students

The present study tries to determine the attitude towards the NEET examination among higher secondary school students in Erode District. The survey method is applied for this research study. 350 higher secondary students were selected as a sample by using a stratified random sampling technique. NEET Attitude Scale, which is constructed and standardised by Nithya (2017), was used for this study. This study found that Higher secondary school students studying in Erode district had neither a positive nor negative attitude towards the NEET examination.

scholarly journals Chilean Graders’ Behaviors and Perceptions of a Foreign Language Reschooling Program Towards Verbal Feedback on Pronunciation

2019 ◽  
Vol 23 (3) ◽  
pp. 1-18
Author(s):  
Sebastián Calisto-Miranda ◽  
Mabel Ortiz-Navarrete
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Research Study ◽  
Structured Interview ◽  
Verbal Feedback ◽  
School Students ◽  
Future Studies ◽  
Field Note ◽  
The Individual

This research study aims to provide graders of an EFL reschooling program with individual verbal feedback and analyze their behaviors and perceptions towards the intervention. This study follows an action research design conducted during three sessions in which 28 secondary school students had a dialogue with the teacher who commented on their pronunciation issues and provided with strategies in order to help them deal successfully with pronunciation issues. A field note and a semi-structured interview were used to collect data. The field note was used during the dialogue to observe students’ behavior towards the feedback; the semi-structured interview was implemented after the intervention in order to describe their perceptions towards the methodology and its effect on their learning process. Thematic analysis was used to identify certain patterns of meanings; the analysis showed findings leading to the conclusion that students felt more comfortable when facing speaking activities because of the practice and repetition during the individual verbal feedback stage. Future studies could include peer feedback, because this verbal feedback may be enhanced if students work in pairs. This type of strategy may favor discussion and clarification of doubts.

scholarly journals INVESTIGATING SECONDARY STUDENTS’ CRITICAL THINKING: A CASE OF PUBLIC SCHOOLS

2021 ◽  
Vol 9 (3) ◽  
pp. 1278-1287
Author(s):  
Muhammad Zafar Iqbal ◽  
Jahan Ara Shams ◽  
Tariq Javed ◽  
Uzma Rao ◽  
Nighat Ara
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Secondary School Students ◽  
Research Study ◽  
Rural School ◽  
Female Students ◽  
Research Approach ◽  
School Students ◽  
Science Group ◽  
Gilgit Baltistan

Purpose of the Study: The purpose of this research study was to measure and compare critical thinking among secondary school students in a district of Gilgit-Baltistan. Methodology: Quantitative research approach was applied to study critical thinking. A sample of 400 students was selected through a convenient sampling technique to collect the data. Critical thinking was measured by applying an adapted tool (Sarigoz, 2012). Descriptive and inferential statistics were used to analyze the data. Main Findings: Findings of the study revealed that female students, rural school students, and science group students showed slightly higher critical thinking than male, urban, and arts group students. The results were consistent with earlier studies having higher critical thinking among female and science group students. However, the results were inconsistent with the earlier research studies having slightly higher critical thinking among rural school students than urban school students. The study revealed that there is a discrepancy in aligning critical thinking with teaching and learning activities in secondary school classrooms. Application of this study: The findings of the study help understand the level of male and female students' critical thinking at the secondary level. It will surely assist the teachers in designing their classroom activities and modifications in teaching methodologies for gender perspective. Novelty/Originality of this study: The study is original as not a single research study investigated the critical thinking of secondary school students in the region of district Ghizar in Gilgit-Baltistan.

scholarly journals The Use of Plotagon to Enhance the English Writing Skill in Secondary School Students

2019 ◽  
Vol 21 (1) ◽  
pp. 139-153 ◽  
Author(s):  
Derly Yuleith Guzmán Gámez ◽  
Johana Andrea Moreno Cuellar
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Research Study ◽  
Language Skills ◽  
School Students ◽  
Pedagogical Tool ◽  
English Writing ◽  
Public Secondary School ◽  
Writing Skill ◽  
Digital Stories

This paper reports on an action research study aimed at implementing Plotagon to enhance English writing skill. The study involved 18 students from 10th grade of a public secondary school in Colombia. The findings showed that the use of Plotagon promoted students’ motivation to write through an interactive and attractive interphase to create digital stories. Consequently, students created their own digital story working in pairs and as a result increased their vocabulary, improved their English writing skill and other language skills. The data collection tools (surveys, tests, journals, observations, and dialogs as students’ production) showed that Plotagon is a pedagogical tool that promotes students’ English writing in a fun and meaningful way.

scholarly journals Comparative analysis of career choices by students in Latvia and the UK

2018 ◽  
Author(s):  
Veronika Bikse ◽  
Inese Lūsēna - Ezera ◽  
Una Libkovska ◽  
Baiba Rivža
Keyword(s):  
Comparative Analysis ◽  
Secondary School ◽  
Career Choice ◽  
Secondary School Students ◽  
Research Study ◽  
Learning Experience ◽  
School Students ◽  
Theoretical Concepts ◽  
Occupational Interests ◽  
The Uk

The purpose of this research study is to examine theoretical findings and, based on them, to identify the career choice factors that affect Latvian and UK secondary school students’ occupational interests. The research was based on the theoretical concepts of the occupational interests, and the data gained from a survey of Latvian and UK secondary school students. The results of the research indicate that the most essential factors that help individuals to choose a career is to understand their own interests and explore their own capabilities. Also, learning experience and parents' advice is important for them. The occupational interests of the students, who were interviewed, are not harmonized with the demand in the economy.

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