Formation of secondary school students’ information culture in the context of digital transformation of biological education

This paper examines the possibilities within the digital transformation of biology education, especially for the formation of senior students information culture. Genesis disclosure of the information culture concept within the framework of bibliographic, philosophical and pedagogical approaches allowed us to reveal the following tendency: the dynamically changing information world determines the evolution of such a multicomponent phenomenon as information culture. The paper presents the methodology implementation for the formation of secondary school students information culture by means of mobile technologies in the context of blended learning in the system of modern biological education. Criteria and indicators have been determined that make it possible to judge the level of information culture formation within the framework of cognitive, axiological and technological components. The paper analyzes the results of a pedagogical experiment, which finally allowed to state that the developed model of the formation of modern secondary school students information culture by using mobile learning technologies and the organizational and pedagogical conditions for its implementation contribute to the achievement of positive dynamics of indicators and improve the quality of biological education in a secondary school.

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EXPLORING LOWER-SECONDARY SCHOOL STUDENTS’ IMAGES AND OPINIONS OF THE BIOLOGIST

Journal of Baltic Science Education ◽

10.33225/jbse/17.16.855 ◽

2017 ◽

Vol 16 (6) ◽

pp. 855-872

Author(s):

Daihu Yang ◽

Minghui Zhou

Keyword(s):

Secondary School ◽

Secondary School Students ◽

Biological Activities ◽

Biology Education ◽

Lower Secondary School ◽

Previous Approach ◽

School Students ◽

Research School ◽

The Past ◽

Educational Implications

In the past decades much research on the image of the scientist has been conducted, but the image of the specific scientist who does biological work, namely, the biologist, is under researched. Without this aspect of research school biology education may operate nowhere near to promoting the growth of students’ appropriate image of the biologist. Drawing on previous approach, this research presents students’ images of the biologist by administering a Draw Biologist Test (DBT) to 121 lower-secondary school students from the 7th, 8th and 9th grades. Findings indicate that when compared with the images elsewhere, the lower-secondary school students exhibit similar patterns regarding gender, teamwork and general attitude, but tend to include more descriptors of white lab coat, tidy hairstyle, microscope, other ethnicities, serious looking, practical activities and indoor contexts, fewer descriptors of knowledge and technology symbols and less gloomy side of biological work. It is suggested that school biology education should mitigate the gendered image of the biologist, duly expose students to more theoretical and outdoor biological activities, value cooperation and collaboration as well as transform students’ positive attitude into future engagements. Key words: lower-secondary school, Draw Biologist Test, image of biologist, educational implications.

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Investigating Iraqi EFL Secondary School Students' Perceptions towards Using Mobile Language Learning Technique

International Linguistics Research ◽

10.30560/ilr.v4n2p25 ◽

2021 ◽

Vol 4 (2) ◽

pp. p25

Author(s):

Nisreen Kadhim Khdair

Keyword(s):

Secondary School ◽

Language Learning ◽

Information Technologies ◽

Secondary School Students ◽

English Language ◽

Language Teaching ◽

Mobile Technologies ◽

School Students ◽

Learning And Teaching ◽

Learning Technique

Changes in mobile technologies, developments in information technologies and telecommunication, computers programs and expansion of mobile market, likewise have inspired people to make use of these “anytime” and “anywhere” technologies in second language teaching. Use of mobile devices in language teaching has been the focus of language learning studies since language learning necessitates interaction and autonomy which are the key concepts in mobile assisted language learning for learners. The research aims at investigating Iraqi EFL secondary school students' perceptions towards using mobile language learning technique. To achieve the aim of the present research, a sample of 40 secondary school students were chosen randomly from many schools . To fulfill the aim of the study, the questionnaire of students consists of (17) items. After the analysis of the data, the findings indicated that the vast majority of students had had used their mobile phones to study English. Also, they expressed their welcome towards using this technology to study English in the future. It is recommended to promote the use of mobile learning devices, and encourage students to use mobile as a means of learning and teaching English language in various stages of education.

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Use of Mobile Technologies in the Process of Information Technologies Training in the Secondary School

Ukrainian Journal of Educational Studies and Information Technology ◽

10.32919/uesit.2017.04.01 ◽

2017 ◽

Vol 5 (4) ◽

pp. 1-13 ◽

Cited By ~ 1

Author(s):

Kateryna Osadcha ◽

Angelica Babich

Keyword(s):

Secondary School ◽

Mobile Devices ◽

Mobile Learning ◽

Information Technologies ◽

Learning Technologies ◽

Object Oriented Programming ◽

Mobile Technologies ◽

Software Project ◽

School Students ◽

8Th Grade

The article actualizes the problem of improving the process of teaching informatics in a secondary comprehensive school. It was noted that the technology of using mobile learning tools was covered by scientists J. Attewell, K. L. Buhaichuk, I. O. Zolotareva, V. V. Osadchyi, D. L. Revenaugh, A. M. Trush and others. V. O. Kuklev, Ye. D. Patrakin, A. A. Fedosieiev, B. Banister and others highlighted prospects and possibilities of mobile learning in their works. M. Yu. Novikov raised the question of possibility to use mobile technologies in the school curriculum of informatics in senior classes. However, the use of mobile technologies by secondary school students while studying informatics has been hardly covered in home researches. Having analyzed scientific methodological literature and the Internet resources there was generalized the experience of introducing mobile technologies into the process of teaching informatics in a secondary school. There were given the definitions of notions “mobile technologies”, “mobile learning technologies”, “mobile informational and communicative technologies”. The authors understand mobile technologies as learning technologies based on the use of mobile devices (Mobile phones, smart phones, communicators, pocket computers, tablet computers), mobile attachments (programs for mobile devices), services (receiving, storage, processing, search, transfer of data and others with the help of a mobile device), and mobile communication facilities (GSM, WAP, GPRS, Bluetooth, WiFi, IMax) in the process of learning. There was analyzed the existing program software for operational systems Windows 10 Mobile, Android, iOS intended for education. On the basis of this there were singled out mobile attachments to be used at informatics lessons from the 5th to the 9th grades according to curriculum topics. In particular, while learning the topic “Algorithms and their performers” to study basic algorithmic structures (sequence, repetition, branching, conditions, functions, cycles, repairing) it’s offered to use such mobile attachments as Coddy, Lightbot, Robozzle. In the 8th grade in order to make acquaintance with the programming environment and to study the ways of creating a software project, the topic “Basis of event-driven and object-oriented programming” should be learnt with the help of such programs as AIDE-IDE for Android Java C++, Java Editor, Pocket Code, Scratch, iBlocks Blocky, CB1 Blockly, MIT AI2 Companion. The authors draw to the conclusion that every topic in informatics in a secondary school can be learnt with the help of mobile attachments. Given examples of using mobile attachments (Robozzle Droid, «Kahoot!») at informatics lessons in the 6th and the 8th grade demonstrate various possibilities of mobile software in studying informatics. Survey results of effectiveness of mobile technologies while learning informatics in a secondary school which were provided prove the reasons of using mobile technologies at informatics lessons and while doing home tasks.

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SECONDARY SCHOOL STUDENTS’ ABILITY TO WORK WITH THE TASKS DESIGNED FOR BIOLOGY OLYMPIAD

Journal of Baltic Science Education ◽

10.33225/jbse/21.20.827 ◽

2021 ◽

Vol 20 (5) ◽

pp. 827-839

Author(s):

Matěj Novák ◽

Jan Petr ◽

Ditrich Tomáš

Keyword(s):

Secondary School ◽

Secondary Students ◽

Secondary School Students ◽

Statistical Evaluation ◽

Biology Education ◽

Ability To Work ◽

School Students ◽

Learning Tasks ◽

Multiple Comparison Test ◽

Average Success Rate

For the possibility of using competitive tasks from the Biology Olympiad (BiO), either directly or after certain adaptations for everyday teaching tasks in the teaching process, it was aimed to determine if students could work meaningfully with them. The success of 2nd-year secondary school students (n = 113) in solutions of tasks (n = 5) designated for BiO was compared with the solutions by the regional round BiO´s participants. One-way analysis of variance and Tukey´s multiple comparison test were used for the statistical evaluation of the data. The research shows that secondary school students achieved an average success rate of 47.58 ± 12.51 % and BiO participants 62.69 ± 9.86 %. Within the results of all selected tasks, at least someone of the class of the secondary students achieved similar results in each of the tasks as BiO participants. That indicates that secondary school students were able to work meaningfully with BiO tasks which confirmed students' eligibility for work with these tasks. Keywords: biology education, Biology Olympiad, difficulty of tasks, learning tasks, science education

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Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

European Journal of Psychological Assessment ◽

10.1027//1015-5759.18.3.214 ◽

2002 ◽

Vol 18 (3) ◽

pp. 214-228 ◽

Cited By ~ 17

Author(s):

Heinz Neber ◽

Kurt A. Heller

Keyword(s):

Secondary School ◽

Summer School ◽

Secondary School Students ◽

Social Cognitive ◽

Gifted Students ◽

School Program ◽

School Students ◽

Positive Effects ◽

Regulatory Strategies ◽

Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

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Ethnolinguistic Identity and Television Use in a Minority Language Setting

Journal of Media Psychology Theories Methods and Applications ◽

10.1027/1864-1105/a000071 ◽

2012 ◽

Vol 24 (4) ◽

pp. 135-142 ◽

Cited By ~ 5

Author(s):

Jake Harwood ◽

Laszlo Vincze

Keyword(s):

Secondary School ◽

Coping Strategies ◽

Secondary School Students ◽

Minority Language ◽

German Language ◽

Tv Viewing ◽

School Students ◽

Ethnolinguistic Vitality ◽

Ethnolinguistic Identity ◽

Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

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Smart Girls, Dumb Boys!?

Social Psychology ◽

10.1027/1864-9335/a000167 ◽

2014 ◽

Vol 45 (2) ◽

pp. 112-126 ◽

Cited By ~ 14

Author(s):

Martin Latsch ◽

Bettina Hannover

Keyword(s):

Secondary School ◽

Stereotype Threat ◽

Gender Stereotypes ◽

Secondary School Students ◽

Learning Goals ◽

School Students ◽

Compensatory Strategies ◽

Media Portrayal ◽

Stereotype Lift ◽

The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

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