scholarly journals The Effect of Social Problem Solving Education for Sustainable Development (SPS-ESD) Instruction Models on Elementary and Secondary School Students' ESD Competencies Improvement

2018 ◽  
Vol 31 (2) ◽  
pp. 112-131 ◽  
Author(s):  
Kim, Sehyun ◽  
LEE EUN-JU ◽  
최소영 ◽  
김병주 ◽  
남윤희 ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Problem Solving ◽  
Secondary School ◽  
Social Problem ◽  
Secondary School Students ◽  
Education For Sustainable Development ◽  
Social Problem Solving ◽  
School Students

Decoding Mass Media Techniques and Education for Sustainable Development

2017 ◽  
Vol 11 (2) ◽  
pp. 102-122 ◽  
Author(s):  
Ioannis P. Kotsalas ◽  
Anna Antoniou ◽  
Michael Scoullos
Keyword(s):  
Sustainable Development ◽  
Mass Media ◽  
Secondary School ◽  
Educational Intervention ◽  
Secondary School Students ◽  
Environmental Science ◽  
Education For Sustainable Development ◽  
School Students ◽  
Environmental Friendly ◽  
Fundamental Objective

A fundamental objective of environmental education (EE) and education for sustainable development (ESD) is the promotion of critical thinking, through which learners could resist messages (e.g., from TV), leading to unsustainable lifestyles and practices. The analysis of messages from media was used for: identifying influencing techniques; presenting these techniques to secondary school students allowing them to identify the techniques in messages from advertisements and assess their impact. After a very brief educational intervention, 84 per cent of the students were able to identify and decode techniques and make useful reflections. Furthermore, some techniques were tested as potentially useful for enhancing learning and/or environmental-friendly attitudes. The use of advertisement methods in teaching did not facilitate the assimilation of knowledge related to environmental science (chemistry); however, it improved the attitudes towards environmental-friendly and sustainable approaches.

FALSEOINTERACTION IN SECONDARY EDUCATION AS A SOCIAL PROBLEM

2020 ◽  
Vol 73 (1) ◽  
pp. 203-212
Author(s):  
E. Tolegen ◽  
◽  
T. Morozova ◽  
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Social Problem ◽  
Secondary School Students ◽  
Special Kind ◽  
School Students ◽  
Scientific Analysis ◽  
Special Studies ◽  
The Relationship

The article is devoted to the problems of false interaction of students in the field of secondary education.The article conducts a scientific analysis of the term «paleointensity».Falseointractions are interactions of a special kind, characterized by the awareness of lies (falsehood, deception) by both Actors and the simultaneous acceptance (or imitation of acceptance) of this lie for the truth.The main purpose of the article is to explain the relationship between truthfulness and falsity of information through falseointeraction among secondary school students and to determine the level of relevance of this problem on the basis of special studies and scientific articles published

Focus-Fight-Finalize (3F): Problem-Solving Steps Extracted From Behavioral Patterns in Block Based Programming

2020 ◽  
Vol 58 (7) ◽  
pp. 1279-1310 ◽  
Author(s):  
Ünal Çakıroğlu ◽  
Suheda Mumcu
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Secondary School Students ◽  
Learning Experience ◽  
Behavioral Patterns ◽  
School Students ◽  
Programming Environments ◽  
Public Secondary School ◽  
Block Based ◽  
Problem Solving Process

This exploratory study attempts to determine problem solving steps in block based programming environments. The study was carried out throughout one term within Code.org. Participants were 15 6th grade secondary school students enrolled in an IT course at a public secondary school. Observations, screenshots and interviews were analyzed together to find out what students do and what they think during problem solving process. As a result, three main steps (focus, fight and finalize) were extracted from students’ behavioral patterns. The results suggest that three steps occur in linear or cyclic manner with regard to the programming constructs required for the solution of the problem. Implications for instructors who desire to provide a better learning experience on problem solving through block-based programming are also included.

On the Relationship between Creative Problem Solving Skill and EFL Reading Comprehension Ability

2017 ◽  
Vol 7 (3) ◽  
pp. 234 ◽  
Author(s):  
Maghsoud Danesh ◽  
Nava Nourdad
Keyword(s):  
Reading Comprehension ◽  
Problem Solving ◽  
Secondary School ◽  
Secondary School Students ◽  
Creative Problem Solving ◽  
School Students ◽  
Comprehension Ability ◽  
Creative Problem ◽  
The Relationship ◽  
Reading Comprehension Ability

The present study investigated the relationship between Creative Problem Solving (CPS) skill of Iranian secondary school students and their reading comprehension ability. The sample of participants included 70 second grade students randomly selected among secondary school students. The Torrance Test of Creative Thinking was used to measure CPS. Also, a valid and reliable teacher-made reading comprehension test was applied to asses reading comprehension ability of the participants. The results indicated that there was a positively significant correlation between reading comprehension ability and CPS skill. Among the sub-components of CPS, elaboration and originality revealed positively significant correlation with reading comprehension. Furthermore, the findings suggested a dire need of accommodating creativity and CPS techniques and activities in EFL materials, text book. Teaching creativity is highly recommended as a prerequisite for every kind of learning including foreign language learning.

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