scholarly journals Olympic Gold

2019 ◽  
Vol 41 (1) ◽  
pp. 39-39
Author(s):  
Daniel Rabinovich
Keyword(s):  
High School ◽  
High School Students ◽  
Eastern Europe ◽  
School Students ◽  
Knowledge And Skills ◽  
Chemical Knowledge ◽  
First Time

Abstract The International Chemistry Olympiad (IChO) is an annual worldwide competition for high school students in which their chemical knowledge and skills are tested through a series of theoretical and practical problems. The first IChO was held in Prague in 1968 with three teams of six students representing Czechoslovakia, Hungary, and Poland. Humble beginnings perhaps, but interest in the IChO rose quickly and, by 1980, a total of 52 competitors from 13 countries attended the 12th IChO, held for the first time outside Eastern Europe, in Linz, Austria. Participation expanded steadily in the ensuing years and 186 students from 47 countries were present at the 30th IChO in Melbourne, Australia, in 1998.

THE DEVELOPMENT OF ALGORITHMIC CULTURE AND PROGRAMMING CULTURE OF STUDENTS IN PROFILE CLASSES WHILE STUDING THE BASIS OF PROGRAMMING IN C++

2020 ◽  
pp. 24-33
Author(s):  
K. V. Rozov
Keyword(s):  
High School ◽  
High School Students ◽  
Educational Process ◽  
Writing Programs ◽  
School Students ◽  
Knowledge And Skills ◽  
C Programming ◽  
And Mathematics ◽  
Basic Level ◽  
Special Control

The article presents the structure, content and results of approbation of the C++ programming course developed for the 10th grade students of physics and mathematics profile and implemented as part of the academic subject “Informatics”. The aim of the course is to develop in the student not only knowledge and skills in programming, but also his algorithmic culture and programming culture as important qualities of a potential IT-specialist. This is facilitated by special control of educational process by the teacher, which consists in monitoring the activities of students in writing programs and timely correction of this activity. The assessment of the level of development of student algorithmic culture and programming culture relative to the basic level of their formation (when mastering the basics of algorithmization and programming in the 9th grade) was carried out on the basis of a number of criteria presented in the article. The results of approbation showed that the specially organized teacher activity makes it possible to increase the level of algorithmic culture and programming culture of high school students when studying the basics of programming in C++.

scholarly journals Identity profiles and digital engagement among Finnish high school students

2018 ◽  
Vol 12 (1) ◽  
Author(s):  
Rasmus Mannerström ◽  
Lauri Hietajärvi ◽  
Joona Muotka ◽  
Katariina Salmela-Aro
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Competence ◽  
School Students ◽  
Identity Exploration ◽  
Ict Use ◽  
Digital World ◽  
Digital Engagement ◽  
First Time ◽  
Identity Task

Developing a stable personal identity is considered a more precarious task in today’s society than hitherto. Skilful digital engagement may, however, constitute a valuable asset in necessary identity exploration and commitment. Applying a person-oriented approach, we examined for the first time how identity profiles are associated with digital engagement, operationalized as digital competence, gaming seriousness, type of internet activity and excessive ICT use. After controlling for gender, life satisfaction and parental SES, this study of a Finnish high school sample (N = 932) revealed that adolescents with future commitments and some exploration of options (achievement, searching moratorium) were the most advanced in digital skills and, in the former case, least prone to excessive ICT use. By contrast, adolescents desperately trying to solve the identity task (ruminative moratorium) scored highest on friendship-driven internet activity and excessive ICT use, whereas diffused individuals had the weakest digital competence. No differences between the profiles emerged regarding gaming and interest-driven internet activity. The results suggest that the digital world and related devices are purposeful tools for shaping and maintaining healthy identity commitments.

DRINKING AND DRIVING AMONG HIGH SCHOOL STUDENTS IN BAC GIANG PROVINCE AND BINH THUAN PROVINCE

2016 ◽  
pp. 92-98
Author(s):  
Minh Tam Nguyen ◽  
Assailly Jean-Pascal
Keyword(s):  
High School ◽  
High School Students ◽  
Alcohol Consumption ◽  
Young People ◽  
Drinking And Driving ◽  
School Students ◽  
Key Words Alcohol ◽  
Cross Sectional ◽  
Typical Day ◽  
First Time

Background: Alcohol consumption and driving after drinking have become major public health problems worldwide. Time of first getting drunk is becoming earlier among young people and alcohol has become an important risk factor for injuries, especially traffic injuries among the youth. Objective: To assess the patterns of alcohol consumption and drink-driving behaviour of high school students aged from 15-18. Methods: A cross-sectional descriptive study was conducted among 2,625 high school students in 2 provinces of Bac Giang and Binh Thuan. Results: The average age of first time drinking was 14.4, the average age of first time getting drunk was 15.5. The proportion of students drinking in the past year was 25.9%, of which in Binh Thuan province was 17.6% and that in Bac Giang province was 33.2%. Among students who drank before, 80% of them reported of consuming from 1 to 2 drinks, while 8.6% reported consuming 3 or 4 drinks on a typical day when drinking. The reported rate of drink-driving among these students was 12.1%. Conclusion: Alcohol consumption and driving after drinking among high school students are alarming in Vietnam. The findings suggest an urgent need for a multi-sectorial approach to curtail drink driving among high school students in Vietnam as well as a need of developing an accessible model in the community to support young people to limit the drinking and drink-driving behavior. Key words: alcohol consumption, drink-driving, student

Connecting Research to Teaching: Teaching Trigonometric Functions: Lessons Learned from Research

2008 ◽  
Vol 102 (2) ◽  
pp. 144-150
Author(s):  
Keith Weber
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Curriculum ◽  
Secondary Mathematics ◽  
Lessons Learned ◽  
Trigonometric Functions ◽  
High School Mathematics ◽  
School Students ◽  
Newtonian Physics ◽  
First Time

Trigonometry is an important subject in the high school mathematics curriculum. As one of the secondary mathematics topics that are taught early and that link algebraic, geometric, and graphical reasoning, trigonometry can serve as an important precursor to calculus as well as collegelevel courses relating to Newtonian physics, architecture, surveying, and engineering. Unfortunately, many high school students are not accustomed to these types of reasoning (Blackett and Tall 1991), and learning about trigonometric functions is initially fraught with difficulty. Trigonometry presents many first-time challenges for students: It requires students to relate diagrams of triangles to numerical relationships and manipulate the symbols involved in such relationships. Further, trigonometric functions are typically among the first functions that students cannot evaluate directly by performing arithmetic operations.

An Evaluation of Behavioral Intent in Appalachian Youth Participating in a CROPS Curriculum

2019 ◽  
Vol 25 (1) ◽  
pp. 25-36 ◽  
Author(s):  
Stacy K. Vincent ◽  
Joan M. Mazur ◽  
Tori E. Summey ◽  
Kang Namkoong ◽  
Alex P. Byrd
Keyword(s):  
High School ◽  
High School Students ◽  
Agricultural Education ◽  
Student Attitudes ◽  
Safety Information ◽  
School Students ◽  
Socialization Process ◽  
Perceived Knowledge ◽  
Knowledge And Skills ◽  
Curriculum Intervention

Abstract. In an effort to change unsafe tractor operating behaviors among Appalachian youth resulting from practices and habits learned through a socialization process (termed an “apprenticeship of observation”), this study implemented a four-part intervention in high school agricultural education classes that included implementation of a cost-effective rollover protective structure (CROPS) curriculum. The curriculum included farm safety information, specific NIOSH plans for CROPS construction, and procedures for CROPS installation on unprotected tractors. In this exploratory study, pre- and post-assessments were conducted using theory of planned behavior (TPB) constructs to measure changes in four factors that influence changes in learner behavior: learner attitude, perceived social norms, behavioral control, and perceived behavioral intention. Students’ perceived knowledge and skills gained through the intervention were also measured because they are integral components in assessing the effectiveness of a curriculum intervention. Participants (N = 83) were high school students from seven schools in three states in the Appalachian region. Findings revealed statistically significant differences in student attitudes toward the use of life-saving CROPS and in perceived knowledge and skills gained through the curriculum implementation. The CROPS curriculum can be an effective intervention effort for addressing the social and behavioral effects of farm youths’ apprenticeships of observation by creating more positive attitudes and learning outcomes among youth at risk for tractor rollover fatalities. Recommendations are provided for expanding the applications of the curriculum intervention and the TPB constructs. Keywords: Agricultural education, Appalachia, Behavior, Rollover protection, Tractor fatality, Youth.

scholarly journals Fast Eating Is Associated with Increased BMI among High-School Students

Nutrients ◽  
2021 ◽  
Vol 13 (3) ◽  
pp. 880
Author(s):  
Petter Fagerberg ◽  
Evangelia Charmandari ◽  
Christos Diou ◽  
Rachel Heimeier ◽  
Youla Karavidopoulou ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
School Lunch ◽  
Mean Difference ◽  
Eating Rate ◽  
School Students ◽  
Individual Level ◽  
Large Correlation ◽  
Z Scores ◽  
First Time

Fast self-reported eating rate (SRER) has been associated with increased adiposity in children and adults. No studies have been conducted among high-school students, and SRER has not been validated vs. objective eating rate (OBER) in such populations. The objectives were to investigate (among high-school student populations) the association between OBER and BMI z-scores (BMIz), the validity of SRER vs. OBER, and potential differences in BMIz between SRER categories. Three studies were conducted. Study 1 included 116 Swedish students (mean ± SD age: 16.5 ± 0.8, 59% females) who were eating school lunch. Food intake and meal duration were objectively recorded, and OBER was calculated. Additionally, students provided SRER. Study 2 included students (n = 50, mean ± SD age: 16.7 ± 0.6, 58% females) from Study 1 who ate another objectively recorded school lunch. Study 3 included 1832 high-school students (mean ± SD age: 15.8 ± 0.9, 51% females) from Sweden (n = 748) and Greece (n = 1084) who provided SRER. In Study 1, students with BMIz ≥ 0 had faster OBER vs. students with BMIz < 0 (mean difference: +7.7 g/min or +27%, p = 0.012), while students with fast SRER had higher OBER vs. students with slow SRER (mean difference: +13.7 g/min or +56%, p = 0.001). However, there was “minimal” agreement between SRER and OBER categories (κ = 0.31, p < 0.001). In Study 2, OBER during lunch 1 had a “large” correlation with OBER during lunch 2 (r = 0.75, p < 0.001). In Study 3, fast SRER students had higher BMIz vs. slow SRER students (mean difference: 0.37, p < 0.001). Similar observations were found among both Swedish and Greek students. For the first time in high-school students, we confirm the association between fast eating and increased adiposity. Our validation analysis suggests that SRER could be used as a proxy for OBER in studies with large sample sizes on a group level. With smaller samples, OBER should be used instead. To assess eating rate on an individual level, OBER can be used while SRER should be avoided.

PDK Connection: Heritage News

2021 ◽  
Vol 102 (7) ◽  
pp. 70-71
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Knowledge And Skills ◽  
Teaching Careers ◽  
Distinguished Educator ◽  
Developing Knowledge

Educators Rising has launched a program to train Massachusetts high school students to work as interns in local K-8 schools while developing knowledge and skills to prepare them for teaching careers. PDK International spotlights Educators Rising student officer Hannah Pardee, scholarship winner Braxton Michel, and distinguished educator member Glenn Cason.

scholarly journals Literature Review: Authentic Assessment in Vocational High Schools

2018 ◽  
Vol 7 (4.33) ◽  
pp. 191
Author(s):  
Nafisa Firmania ◽  
Putu Sudira ◽  
Asnul Dahar Minghat
Keyword(s):  
High School ◽  
High School Students ◽  
Student Learning ◽  
Learning Outcomes ◽  
Authentic Assessment ◽  
Student Learning Outcomes ◽  
Vocational High School ◽  
School Students ◽  
Knowledge And Skills ◽  
Vocational High Schools

Assessment is an activity that must be done in each lesson. Educational assessment is the process of gathering and processing information to determine the achievement of student learning outcomes. A good assessment must be carried out both in the learning process and in the final learning outcomes. The teaching and learning process in Vocational High Schools includes an explanation of science or study subjects and practice. With the complexity of learning in the Vocational High School, the assessment that is applied must be appropriate and can include the assessment of students as a whole. The assessment applied at the Vocational High School at this time is authentic assessment, where the assessment assesses three aspects of each student. The three aspects namely knowledge assessment, skills assessment and attitude assessment. Authentic assessment measures the overall student learning outcomes because this assessment assesses the progress of student learning not just the end result of student learning. Vocational high school students are prepared to work, therefore not only knowledge and skills must be invested because attitude is more important than both aspects. In other words, vocational high school students must be able to balance their knowledge and skills and be accompanied by a good attitude in each process.  

scholarly journals REVITALIZING RESEARCH IN THE JUNIOR HIGH SCHOOL PROGRAM: INPUTS FOR CURRICULUM DEVELOPMENT AND FACULTY DEVELOPMENT PROGRAM

2021 ◽  
Vol 7 (1) ◽  
pp. 35
Author(s):  
Gilbert Santos Arrieta ◽  
Arlyne C. Marasigan
Keyword(s):  
High School ◽  
High School Students ◽  
Faculty Development ◽  
Junior High School ◽  
Junior High ◽  
Development Program ◽  
Faculty Development Program ◽  
School Students ◽  
Knowledge And Skills ◽  
Least Action

The study aims to find out the experiences and observations of teachers in teaching Research to Junior High School students. In particular, it wants to identify what needs to be enhanced in the research curriculum and faculty development program, particularly in terms of the knowledge and skills of research teachers and the other teachers in the junior high school department. It found out that students consider research a difficult subject that makes them less interested. Research theories and concepts appropriate for junior high school must be identified for curriculum revision. Teachers believed that they need to enhance their knowledge and skills and gain more experience in writing to become creative and confident research teachers. For teachers to be actively engaged in research, they have to be provided with training and workshops related to research and be strongly encouraged to do at least action research. The faculty development program may also include creating research mentors and the provision of opportunities for publication

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