scholarly journals Media as Medium in Colombian Education: How Media and ICT are Changing Communication and the Curriculum in the School

2011 ◽  
pp. 115
Author(s):  
Carolina Rodríguez Bohórquez ◽  
Nicolas Hine
Keyword(s):  
Public School ◽  
Secondary School ◽  
Media Literacy ◽  
Secondary School Students ◽  
School Students ◽  
Community Interest ◽  
Video Images ◽  
Set Up

We describe how secondary school students are engaged in designing school newspapers, broadcasting radio shows and using ICT in classrooms as opportunities for communication and learning. The central goal in this project was to set up the school dynamics where radio, newspaper, television, video, images and ICT ́s play the role of additional inputs and increase the community interest in literacy. We present some practical initiatives that demonstrate the possibilities of media literacy based activities in a public school in Bogota, Colombia.

scholarly journals THE IMPORTANCE OF MEDIA LITERACY AND TEACHING METHODS IN SECONDARY SCHOOLS OF LATGALE

2019 ◽  
Vol 2 ◽  
pp. 50
Author(s):  
Inga Kaļva-Miņina ◽  
Sandra Murinska
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Media Literacy ◽  
Teaching Methods ◽  
Secondary School Students ◽  
Essential Role ◽  
School Students ◽  
Literacy Activities

The article analyzes how students and teachers value media literacy and its activities, and which are the most appropriate methods and study subjects for implementing media literacy in schools. Based on the results of a survey of secondary school students and teachers, the role of media literacy in education is evaluated and solutions for media literacy activities introduced in schools are provided.The results of the survey show that students and teachers seem to be interested in the topic of media literacy, and although there is enough information, there are certain topics on which they would like to talk / learn more. Respondents also emphasize the essential role of practical activities in mastering the topic of media literacy.

scholarly journals A visual method based on Lewis dot electron structures (VISLEDS) for teaching inorganic formulation

2020 ◽  
Author(s):  
Abigail Jimenez
Keyword(s):  
Secondary School ◽  
Cognitive Load ◽  
Secondary School Students ◽  
Chemical Compounds ◽  
School Students ◽  
Visual Method ◽  
Set Up ◽  
Visual Description ◽  
First Time ◽  
Theory Framework

Chemistry is usually seen as a difficult subject for secondary school students. One topic they struggle is when they face chemistry formulation for the first time. The concept of oxidation number is difficult for them. The level of abstraction required is still developing in their minds. We must help them visualise it, to understand bonding and, finally, the symbolic representation of chemical compounds.We find in chemistry a visual description for bond formation: Lewis diagrams. They explicitly show molecular bonds as paired electrons. By using this simple idea, we can introduce formulation to secondary school students. Starting with binary chemical compounds, included in 3rd year of secondary schools in Spain, we can set up the foundations for their future chemistry studies. Of course, the difficulty must be progressively introduced.In this work, we show how a visual method based on Lewis diagrams improves the performance of students when writing formulae of binary chemical compounds. One important difference with current literature on how Lewis dot structures are used in education, is that, while they are usually presented as a learning goal, here we use them as a means to an end.Our results suggest that the improvement is higher for students with previous lower academic performance, low scores in linguistic competencies, and high scores in visual and artistic competencies. Most importantly, it does not worsen performance for students with high scores in linguistic competencies and low scores in visual and artistic competencies. Mathematical competencies do not seem to be so good predictors for students’ performance.Finally, within the Cognitive Load Theory framework, we show how cognitive working load, as well as an approximation of extraneous cognitive load, can be estimated by using information theory measures involving the mistakes students make.

scholarly journals Knowledge and perception of the role of water, sanitation and hygiene in containment of Ebola virus disease among secondary school students in Ibadan, Nigeria

2019 ◽  
Vol 9 (4) ◽  
pp. 635-643
Author(s):  
Faith I. Edoror ◽  
Elizabeth O. Oloruntoba ◽  
Shade J. Akinsete
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Ebola Virus ◽  
Virus Disease ◽  
Ebola Virus Disease ◽  
School Students ◽  
Hygiene Practices ◽  
Sanitation And Hygiene ◽  
Ibadan Nigeria

Abstract This study assessed the knowledge and perception of the role of water supply, sanitation and hygiene (WASH) in the containment of Ebola virus disease (EVD) among secondary school students in Ibadan, Nigeria. A cross-sectional study of 420 students from eight schools (public and private) in Ibadan was conducted. A semi-structured questionnaire and an observational checklist were used to collect data. Data were analysed using descriptive statistics, Chi-square test and logistic regression at 5% level of significance. Overall, 60% reported EVD was airborne. A majority (71%) of the respondents had good knowledge of EVD, while a majority (92%) had a good perception of the role of WASH in EVD containment. Class of respondents was significantly (p = 0.045) associated with knowledge of WASH. Although schools had satisfactory sanitary facilities, only a few (21%) sustained good hygiene practices at the end of the Ebola outbreak in Nigeria. Our findings revealed suboptimal knowledge on transmission of EVD, and unsustainable hygiene practices among secondary students post-Nigeria's EVD outbreak. High priority should be given to hygiene education among educators and students. Implementation of monitoring and evaluation of hygiene behaviour among secondary school students should also be a priority.

scholarly journals The role of motivation on secondary school students’ causal attributions to choose or abandon chemistry

2020 ◽  
Author(s):  
Diego Ardura ◽  
Ángela Zamora ◽  
Alberto Pérez-Bitrián
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Causal Attributions ◽  
The Other ◽  
Education Curriculum ◽  
School Students ◽  
The Family ◽  
The Right

The present investigation aims to analyze the effect of motivation on students’ causal attributions to choose or abandon chemistry when it first becomes optional in the secondary education curriculum in Spain. Attributions to the effect of the family and to the teacher and classroom methodology were found to be common predictors of the choice to all the students in the sample. However, our analyses point to a significant effect of the students’ motivation in other types of attributions. In the case of at-risk of abandonment students, specific causal attributions to the effect of friends and to the subject's relationship with mathematics were found. On the other hand, the effect of media was a significant predictor only in the case of highly-motivated students. Our study provides several suggestions for teachers, schools, and administrations to design counseling strategies to help students make the right choices.

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