scholarly journals Determining the knowledge levels of secondary education students on tuberculosis before and after training

2021 ◽  
Vol 46 (4) ◽  
pp. 1369-1378
Author(s):  
Pınar ETİZ
Keyword(s):  
Secondary Education ◽  
Education Students ◽  
Before And After ◽  
Knowledge Levels

scholarly journals Young Students' Ability on Understanding and Constructing Geometric Proofs

2021 ◽  
pp. 121-133
Author(s):  
Matheou Argyrou Aphrodite ◽  
Panaoura Rita
Keyword(s):  
Secondary Education ◽  
Euclidean Geometry ◽  
Mathematical Proof ◽  
Logical Structure ◽  
Education Students ◽  
Mathematical Symbols ◽  
Before And After ◽  
Semi Empirical ◽  
The Impact ◽  
First Time

The present study investigated early secondary education students' ability to understand and to construct geometric proofs before and after the typical teaching of the Euclidean Geometry. At primary education the proof is related to reasoning, while at secondary education the formation of mathematical proof is introduced. Students' difficulties can be examined under the framework of a possible gap. The research tools which were constructed, aimed to investigate the impact of students' conceptions about the structure of proof (experimental, semi-experimental and formal) on their ability to construct geometric proofs and to identify errors on presented to them "proofs". There were two main phases of measurement, before and after the teaching of Euclidean Geometry for the first time at the early grades of secondary education. Results indicated that the majority of the students recognized the value of using mathematical symbols and the necessity of presenting a logical structure of the arguments in order to construct a proof, while at the same time many students preferred the semi-empirical proof as an acceptable form of a constructed mathematical proof. Additionally, results indicated that students had plenty of difficulties to solve tasks related to geometric proof which were presented to them verbally and without any figure. Based on the results of the present study the students' difficulties on studying and constructing geometric proofs are discussed in relation to the teaching practices of the concept of proof at the first grades of secondary education.

scholarly journals EFEKTIVITAS MODEL PEMBELAJARAN JIGSAW PADA KETERAMPILAN MENULIS BAHASA PERANCIS

2020 ◽  
Vol 20 (1) ◽  
pp. 121-131
Author(s):  
Tri Indri Hardini ◽  
Iim Siti Karimah ◽  
Adelya Erliani
Keyword(s):  
Research Result ◽  
Writing Skills ◽  
Posttest Score ◽  
Education Students ◽  
Writing Ability ◽  
Argumentative Text ◽  
Before And After ◽  
French Education ◽  
Positive Impression ◽  
Test Result

This research aims to describe student’s writing ability before and after using Jigsaw model, the effectiveness of Jigsaw model in improving writing skills, and the opinion of students. This study applies descriptive quantitative method in form of pre-experimental design. Instruments that are used in the form of tests and questionnaires. The sample of this research is 32 characteristics writing skill of 6th  semester French Education students. Based on the research result, the researcher can conclude that the students have been able to write the argumentative text nicely. The test result showed that the average test score after using the Jigsaw model is 8.9. It means, the average posttest score is higher than the average pretest score, up to 1.7%. Meanwhile, the results of the questionnaire show that students like writing but they find so much difficulty in making a writing or a text, and most students give a positive impression for the Jigsaw model.

scholarly journals Differences between psychological aspects in Primary Education and Secondary Education. Motivation, Basic Psychological Needs, Responsibility, Classroom Climate, Prosocial and Antisocial behaviors and Violence | Diferencias entre aspectos psicológicos en Educación Primaria y Educación Secundaria. Motivación, Necesidades psicológicas básicas, Responsabilidad, Clima de aula, Conductas antisociales y Violencia

2021 ◽  
Vol 14 (28) ◽  
pp. 9-18
Author(s):  
David Manzano Sánchez
Keyword(s):  
Secondary Education ◽  
Classroom Climate ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Primary Group ◽  
Antisocial Behaviors ◽  
Education Students ◽  
Secondary Stage ◽  
The Face ◽  
Educación Primaria

El objetivo del presente trabajo fue comprobar las diferencias existentes entre el alumnado de Educación Primaria y Educación Secundaria en la motivación, las necesidades psicológicas básicas, la responsabilidad, el clima de aula, las conductas prosociales y antisociales y la violencia. Para ello, se contó con una muestra de 397 alumnos a los cuales se administró una serie de cuestionarios validados con el fin de comparar los resultados contando con tres centros de características sociodemográficas similares. La edad media de los participantes fue de 11.24 años (DE = 1.74) siendo 288 alumnos de Primaria y 109 de Secundaria. Los resultados obtenidos mostraron diferencias estadísticamente significativas (p < .01) en la motivación más autodeterminada, la satisfacción de las necesidades psicológicas básicas, el clima de aula y la responsabilidad a favor del grupo de Primaria, encontrando valores superiores (p < .01) en la violencia y las conductas antisociales en el grupo de Secundaria. Se concluye que la etapa de Primaria, supone un punto de inflexión de cara a los diferentes comportamientos que se desarrollan en Secundaria, por lo que es necesario incentivar programas e iniciativas que sirvan para mantener estos aspectos y que no se reduzcan en la etapa de Secundaria.AbstractThe purpose of this study was to verify the differences between Primary and Secondary Education students in motivation, basic psychological needs, responsibility, classroom climate, prosocial and antisocial behaviors, and violence. To do this, a sample of 397 students were administered to whom a series of validated clients was administered in order to compare the results with three centers with similar sociodemographic characteristics. The average age of the participants was 11.24 years (SD = 1.74), with 288 Primary students and 109 Secondary or basic FP. The results obtained statistically significant differences (p < .01) in the most self-determined motivation, the satisfaction of basic psychological needs, classroom climate, and responsibility in favor of the Primary group, finding higher values (p < .01) in Violence and antisocial behaviors in the high school group. It is concluded that the primary stage is a turning point in the face of the different behaviors that develop in secondary school, so it is necessary to encourage programs and initiatives that serve to maintain these aspects and that are not reduced in the secondary stage.

scholarly journals Contextual Profiles and their Relation to Dispositional Variables in Secondary Education Students’ Learning

2015 ◽  
Vol 28 ◽  
pp. 29-50
Author(s):  
José A. Cecchini Estrada ◽  
Antonio Méndez-Giménez ◽  
Javier Fernández-Río
Keyword(s):  
Secondary Education ◽  
Education Students

scholarly journals Hábitos lectores de los adolescentes en un ecosistema llamado escuela: factores determinantes en estudiantes de educación secundaria

2020 ◽  
pp. 1-34
Author(s):  
Manuel Francisco Romero Oliva ◽  
Alba Ambrós Pallarés ◽  
Fernando Trujillo Sáez
Keyword(s):  
Secondary Education ◽  
Design Research ◽  
Ministry Of Education ◽  
Education Students ◽  
Reading Habits ◽  
Complex Issue ◽  
Determining Factors ◽  
Research Plan ◽  
Education Culture ◽  
The University

This work is part of the project “Determining factors in the reading habits of Secondary Education students. A study from the variables of the educational context” (PR2017040), financed by the Own Research Plan of the University of Cadiz. The main objective of the study is focused on analyzing those determining factors that affect the formation of new readers in the school in a global and integrating way. Taking as a reference the idea of the ecosystem or ecological environment of Bronfenbrenner (2001), an analogy is made with the educational system and the agents that intervene in the reading habits of adolescents in their educational stage of Compulsory Secondary Education (ESO). These approaches were used to review a Questionnaire on Reading Habits, which the Ministry of Education, Culture and Sport presented in an ambitious Plan to Promote Reading in 2001 and to adapt it to the needs of the PR2017040 Project. The conclusions illustrate that this complex issue of reading habits cannot be studied with a questionnaire as the only research instrument, since it is necessary to give voice to the different agents that participate in the process and, therefore, agree with Molina et al. (2011) in proposing the design research model to understand and improve the educational reality through the consideration of natural contexts in all their complexity.

Characteristics of Cyberbullying Among Native and Immigrant Secondary Education Students

2017 ◽  
Vol 7 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Rubén Comas-Forgas ◽  
Jaume Sureda-Negre ◽  
Aina Calvo-Sastre
Keyword(s):  
Secondary Education ◽  
Digital Media ◽  
Immigrant Students ◽  
Descriptive Study ◽  
Immigrant Children ◽  
Native Students ◽  
Education Students

This article details the results of a descriptive study that analyzes the characteristics and impact of cyberbullying among native and immigrant students enrolled in secondary education. Results indicate that immigrant children experience higher levels than native students of cyberbullying victimisation and they also perpetrate bullying to a greater degree through digital media; there were significant differences in the majority of cases analysed (immigrant students had higher levels of victimisation and perpetration than native students in 27 of 33 cyberbullying incidents studied). In addition, the study found that immigrant students considered being a native of another country to be an explanatory factor in their experiences with cyberbullying. Both groups showed similar frequencies in the explanation given for perpetrating cyberbullying: they bullied in response to being provoked.

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