Cooperative Learning in Italian Secondary School

2004 ◽  
Vol 143-144 ◽  
pp. 1-35
Author(s):  
Emilia Di Martino
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Secondary School ◽  
Secondary Level ◽  
Action Research Project ◽  
Research Project ◽  
Teaching Situation ◽  
Upper Secondary ◽  
Specific Teaching ◽  
Upper Secondary Level

This paper presents the results of an Action Research project aimed at exploring (1) the possibility of implementing Cooperative Learning and (2) the possible benefits of doing so in the author’s specific teaching situation at Upper Secondary level in Italy.

scholarly journals Excelling in Exam Through Narrative Writing: A Connection of Creative and Descriptive Expressions

2019 ◽  
Vol 7 (4) ◽  
pp. 46
Author(s):  
Roseline David ◽  
Joseph Alagiaraj Thambu Raj
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Limited English Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Writing Skills ◽  
Secondary Level ◽  
Upper Secondary ◽  
Upper Secondary Level

This paper discusses the impacts of an action research on how students can excel in writing skills regardless of their level of competency especially for those taking the English Language paper (SPM 1119) in the Malaysian Secondary School Public Exam in 2018. This action research aims to exert the need for realigning our focus to incorporate an approach of teaching and learning at upper secondary level. The research was carried out from January to October in a secondary school in Kota Kinabalu, Sabah. Two classes of 37 Limited English Proficiency students and 24 High English Proficiency Students who were sitting for SPM 1119 in 2018 were the subjects. The students were exposed to creative expressions under various topics which were then emphasized to be utilized in continuous writing. As a result, the performance of students had improved significantly in their continuous writing where they eventually scored 100 percent pass in SPM1119 in 2018. All 24 Highly Competent students were able to score ranging from “A-” to “A+” with grade A being the median grade. On the other hand, all the students from the Limited English Proficiency students passed with grades ranging from “A”+ to “E” (minimum passing grade) with grade “B” as the median.

GeoGebra as a tool for visualisation in geometry education

2019 ◽  
pp. 169-176
Author(s):  
Ján Guncaga ◽  
László Budai ◽  
Tibor Kenderessy
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
Secondary Level ◽  
Upper Secondary School ◽  
Geometric Concepts ◽  
Upper Secondary ◽  
Spatial Imagination ◽  
Support Students ◽  
Upper Secondary Level ◽  
Geometry Education

There are problems in geometry education in lower and upper secondary school, which students have with the spatial imagination and with the understanding of some geometric concepts. In this article, we want to present tasks that show some advantages of the software GeoGebra. We use this software as a tool to visualize and to explain some geometric concepts, as well as to support students’ spatial imagination. Classification: D30, G10. Keywords: space imagination, GeoGebra, mathematics education at lower and upper secondary level.

scholarly journals Matematiikan parhaiden osaajien siirtyminen toiselle asteelle: koulutusvalinnat ja matematiikan osaamisen kehittyminen

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Laura Niemi ◽  
Jari Metsämuuronen ◽  
Markku Hannula ◽  
Anu Laine
Keyword(s):  
Secondary School ◽  
Secondary Level ◽  
Upper Secondary School ◽  
Related Factors ◽  
Mathematical Competence ◽  
9Th Grade ◽  
High Achieving Students ◽  
Upper Secondary ◽  
High Achieving ◽  
Upper Secondary Level

Tutkimus on osa pitkittäistutkimusta, jossa samaan ikäluokkaan kuuluvia oppilaita seurattiin perusopetuksen kolmannelta vuosiluokalta toisen asteen koulutuksen loppuun neljällä eri mittauskerralla. Tutkimuksessa käytetään Opetushallituksen ja Kansallisen koulutuksen arviointikeskuksen vuosien 2005–2015 aikana keräämää kansallisesti edustavaa tutkimusaineistoa. Tutkimusaineisto käsittää kaikkiaan 3896 oppilasta. Tutkimuksessa keskitytään tarkastelemaan matematiikan parhaita osaajia, joita on yhteensä 292 (7,5 %). Poikien osuus on 64,0 % (n = 187) ja tyttöjen 36,0 % (n = 105). Osaaminen määritetään yhdeksännen vuosiluokan kokeessa menestymisen perusteella. Kansallisten matematiikan kokeiden lisäksi oppilaat ovat vastanneet erilaisiin kyselyihin, joissa heiltä on kerätty tietoa yksilöön, kouluun ja kotitaustaan liittyvistä tekijöistä. Tutkimuksessa selvitetään näiden tekijöiden yhteyttä toisen asteen koulutusvalintaan ja osaamisen kehittymiseen toisen asteen opintojen aikana. Tulosten analysoinnissa käytettiin päätöspuuanalyysia (DTA) ja regressioanalyysia. Tutkimuksessa havaittiin, että suurin osa (60,0 %) yhdeksännen vuosiluokan parhaista osaajista oli parhaita osaajia myös toisen asteen päättyessä ja muiden osaaminen laski hyvien tai keskitason osaajien tasolle. Yksilöön liittyvät tekijät selittävät parhaiten matematiikassa menestymistä myös toisella asteella. Myönteiset asenteet matematiikkaa kohtaan ja vahva matematiikan osaamisen pohja perusopetuksessa luovat edellytyksiä menestyä matematiikassa erinomaisesti toisella asteella. Matematiikan parhaiden osaajien osaamisen taso heikkenee todennäköisemmin, jos oppilas ei mene lukioon tai ei suorita lukiossa vähintään 11 matematiikan kurssia. Yhdeksännen vuosiluokan parhaista osaajista lukioon hakeutuivat todennäköisemmin ne, jotka menestyivät arvosanatiedon perusteella erinomaisesti äidinkielessä. In English The study is part of a longitudinal research. Same students were followed from 3rd grade of primary education to the end of upper secondary level. The data was collected by EDUFI and FINEEC during 2005–2015. The data consists of 3896 students and the target group consists of mathematically high-achieving students. Total number of them is 292 (7,5 %). Definition of high-achieving students is based on success in the mathematics examination of 9th grade.  In addition to math examinations it has been gathered information about students’ individual-, school- and home-related factors. The study examines the relationship between these factors and the choice between upper secondary vocational education and general upper secondary school. The aim is to investigate how high-achieving students’ mathematical competence develop during these studies and which factors are related to development. Decision tree analysis (DTA) and regression analysis were used to analyse the data. The results indicated that 60,0 % of mathematically high-achieving students were also high-achieving students at the end of upper secondary level. The individual-related factors were explanatory factors for mathematical success at the upper secondary level. Positive attitudes towards mathematics and strong mathematical competence in basic education predicted excellent success in mathematics later. The competence of high-achieving student most likely decreased if a student didn’t go to the general upper secondary school or didn’t complete at least 11 mathematics courses. They, who performed excellently in their studies of mother tongue in 9th grade, most likely applied to the general upper secondary school.

A reflexive account on my positionality in a collaborative action research project in a Seychelles secondary school

2015 ◽  
Vol 15 (1) ◽  
pp. 2-19 ◽  
Author(s):  
Jemma Simeon
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Learning Strategies ◽  
Strategy Instruction ◽  
Research Process ◽  
Collaborative Action Research ◽  
Action Research Project ◽  
Research Project ◽  
Planning Stage ◽  
Content Type

Purpose – The paper is based on a doctoral action research project in which three ESL teachers and the author in one secondary school in the Seychelles focused on strategy instruction in the process approach to writing instruction with the aim of helping students become effective writers. The project enabled the author to establish relationships with the participating teachers as educator, facilitator and collaborator. To ensure the trustworthiness of the research, the author needed to clarify and explore the complex relationships to the setting and participants being studied. The paper aims to discuss these issues. Design/methodology/approach – In this paper, the author reflexively discusses the development nature of my research: language learning strategies (LLS) and draw upon my experience of working with three ESL Seychellois teachers in the reflection and planning stage of the Core Action Research project to critically reflect on the negotiation of my position in practice. Findings – Reflecting on the author’s positionality in relation to how the teacher participants constructed the identity has helped the author to be more reflexive and engage with the research process in a more meaningful way. Originality/value – The author’s experience suggests that one’s positionality is never fixed and stable, but rather may be characterized as changing and fluctuating according to the context, content, feelings and ideas expressed.

scholarly journals Illustrating the Intercultural in Portuguese Secondary School Foreign Language (FL) Classrooms

e-TEALS ◽  
2016 ◽  
Vol 7 (1) ◽  
pp. 40-69
Author(s):  
Carla Ulisses ◽  
Nic Hurst
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Foreign Language ◽  
Cultural Awareness ◽  
Small Scale ◽  
Action Research Project ◽  
Research Project ◽  
Cultural Mediator ◽  
The University

Abstract This article reports on a small-scale action research project developed in the context of the practicum of a Teacher Education Masters course at the Faculty of Letters, the University of Porto. The project was focussed on the importance of visual stimuli in the foreign language teaching classroom (English and Spanish), within the context of an intercultural approach. Different strategies, activities and materials were employed with the general aim of helping the learners to develop their critical cultural awareness. The learners played a central role, participating actively, by bringing into the classroom their own knowledge of the world. Simultaneously, the role of the teacher was not without importance in this action research project, presenting herself as an example of a cultural mediator.

Assessing the transition between school and university: Differences in assessment between A level and university in English

2016 ◽  
Vol 16 (2) ◽  
pp. 188-208 ◽  
Author(s):  
Frances Wilson ◽  
Simon Child ◽  
Irenka Suto
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
English Literature ◽  
Secondary Level ◽  
First Year ◽  
High Stakes ◽  
Undergraduate Study ◽  
Upper Secondary ◽  
Upper Secondary Level

High stakes assessments are commonly used at the end of secondary school to select students for higher education. However, growing concerns about the preparedness of new undergraduates for university study have led to an increased focus on the form of assessments used at upper secondary level. This study compared the structure and format of assessments used at upper secondary level (GCE A level qualifications), and the first year of undergraduate study of English literature in England. Greater diversity of assessment was found at university compared to A level, while there was little difference in the level of scaffolding and guidance provided in assessment materials. We conclude that it seems inevitable that some students will meet forms of assessment with which they are unfamiliar at university. Implications for the design of first-year undergraduate courses are discussed.

scholarly journals Matematiikan parhaat osaajat lukion lopussa ja heidän matematiikka-asenteissaan tapahtuneet muutokset

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Laura Niemi ◽  
Jari Metsämuuronen ◽  
Markku Hannula ◽  
Anu Laine
Keyword(s):  
Secondary School ◽  
Primary Education ◽  
Longitudinal Research ◽  
Secondary Level ◽  
Self Concept ◽  
Upper Secondary School ◽  
High Achieving Students ◽  
Upper Secondary ◽  
High Achieving ◽  
Upper Secondary Level

Tutkimus perustuu Opetushallituksen ja Kansallisen koulutuksen arviointikeskuksen keräämään pitkittäisaineistoon. Samaan ikäluokkaan kuuluvat oppilaat ovat osallistuneet kansallisiin matematiikan kokeisiin ja matematiikka-asenteita kartoittaviin kyselyihin vuosien 2005–2015 aikana neljällä eri mittauskerralla perusopetuksen kolmannelta vuosiluokalta toisen asteen loppuun. Tutkimusaineiston kokonaisotos käsittää yhteensä 3896 oppilasta. Tutkimuksessa keskitytään tarkastelemaan matematiikassa parhaiten menestyneitä opiskelijoita. Matematiikan parhaiksi osaajiksi määritetään kansalliseen matematiikan kokeeseen osallistuneet lukiolaiset, jotka saivat pitkän matematiikan ylioppilaskokeesta arvosanan laudatur tai eximia cum laude approbatur (n = 146). Ensin tutkimuksessa selvitetään, miten parhaiden osaajien matematiikka-asenteet muuttuivat perusopetuksesta lukion loppuun ja toiseksi, miten opetuksen pedagogiset ratkaisut yläkoulussa ja lukiossa selittävät osaamiseltaan parhaiden tyttöjen ja poikien asenteissa tapahtuneita muutoksia. Selittävien tekijöiden analyysissa käytetään päätöspuuanalyysia (DTA) ja lineaarista regressioanalyysia. Matematiikan parhaiden osaajien matematiikasta pitäminen kasvoi lukio-opintojen aikana, mutta minäkäsitys ja kokemus matematiikan hyödyllisyydestä laskivat. Matematiikassa parhaiten menestyneiden tyttöjen asenteissa tapahtuneet muutokset poikkesivat asenteiden yleisestä muutossuunnasta. Parhaiden tyttöjen minäkäsitys kasvoi yläkoulun ja lukion aikana lähes parhaiten menestyneiden poikien tasolle ja tytöt pitivät matematiikasta lukion lopussa poikia enemmän. Matematiikassa parhaiten menestyneiden tyttöjen ja poikien asenteiden kehittymistä selittivät erilaiset opetuksen pedagogiset ratkaisut. Molemmilla myönteisiä asenteita vahvistivat yleisesti oppilaskeskeisyyteen, yhteistoiminnallisuuteen ja oppijoiden tarpeiden huomioimiseen liittyvät pedagogiset ratkaisut. In English The study is part of a longitudinal research. Students belonging to the same age group were followed from the third grade of primary education to the end of upper secondary level. The data was collected by EDUFI and FINEEC during 2005–2015. The data consists of 3896 students. The target group consists of mathematically high-achieving students at the end of their studies in upper secondary school. The definition of high-achieving students based on success in matriculation examination of advanced math (n = 146). First we examine how high-achieving students’ attitudes towards mathematics change from primary education to the end of upper secondary level and then how pedagogical solutions in grades 7–9 and in upper secondary level explain boys’ and girls’ changes in attitudes. Decision tree analysis (DTA) and regression analysis were used to analyse the data. The results indicated that high-achieving students liked more mathematics during upper secondary school but self-concept and experience of usefulness of mathematics decreased. The changes of high-achieving girls’ attitudes differed from the general trend of change. High-achieving girls’ self-concept increased almost to the same level than high-achieving boys’ during grades 7–9 and in upper secondary school. Additionally, girls liked mathematics more than boys at the end of upper secondary level. The development of high-achieving girls’ and boys’ attitudes was explained by different pedagogical solutions. Both girls’ and boys’ positive attitudes were generally reinforced by pedagogical solutions related to student-centeredness, cooperative learning and paying attention to students’ needs. Fulltext in Finnish.

scholarly journals Quadratic equations in Swedish textbooks for upper-secondary school

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Wang Wei Sönnerhed
Keyword(s):  
Secondary School ◽  
Procedural Knowledge ◽  
Secondary Level ◽  
Learning Opportunities ◽  
Learning Trajectory ◽  
Upper Secondary School ◽  
Quadratic Equations ◽  
Upper Secondary ◽  
Hypothetical Learning Trajectory ◽  
Upper Secondary Level

This paper analyzes the content and tasks involving quadratic equations in eight mathematics textbooks published during the period 2000-2012 at the upper-secondary level in Sweden. The study applies the theoretical hypothetical learning trajectory (HLT) framework combining conceptual and procedural knowledge. The analysis includes horizontal and vertical dimensions within an HLT. The aim is to explore embedded HLTs and learning opportunities from both dimensions in these textbooks. A total of 250 examples and 1,068 tasks have been examined. Results show that all the textbooks contain algebra identities and four different methods for solving quadratic equations as well as their applications as a core hypothetical learning trajectory but differ in how an HLT starts and ends. Geometrical representations for some algebra identities and completing the square are widely used in both theoretical presentations and tasks, which implies that conceptual learning is encouraged among the Swedish textbooks. At the same time, procedural knowledge is still emphasized as a basic but important learning process.  

Open Vragen

1998 ◽  
Vol 58 ◽  
pp. 149-153 ◽  
Author(s):  
Marjolein van Elmpt ◽  
Pieter Loonen
Keyword(s):  
The Netherlands ◽  
Text Comprehension ◽  
Multiple Choice ◽  
Secondary Level ◽  
Research Project ◽  
Comprehension Test ◽  
Open Questions ◽  
Upper Secondary ◽  
Questions And Answers ◽  
Upper Secondary Level

The new exams for text comprehension at upper secondary level in the Netherlands will include open questions, besides the traditional multiple choice ones. It has been provisionally suggested that these open questions should be answered in LI (Dutch) rather than L2. But is L2 a serious handicap? In this research project, 67 Dutch students at pre-exam level were asked to take the same text comprehension test for English, 35 of them with questions and answers in Dutch, and 32 with questions and answers in English. The scores turned out to be roughly equal for the two groups. A similar (but much more limited) project for German showed considerable differences between the Dutch and the German groups.

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