scholarly journals Compression two methods "role playing and video type" of CPR education on knowledge and skills of high school students

2017 ◽  
Vol 6 (3) ◽  
pp. 24-30 ◽  
Author(s):  
Nasrollah Alimohammadi ◽  
Zahra Baghersad ◽  
Maryam Marofi
Keyword(s):  
High School ◽  
High School Students ◽  
Role Playing ◽  
School Students ◽  
Knowledge And Skills

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 The Effectiveness of Role Playing Method in Learning Immune System Material on the Creativity and Learning Outcomes of High School Students

2020 ◽  
Vol 8 (3) ◽  
pp. 358-366
Author(s):  
Armi Nuridah ◽  
Partaya Partaya
Keyword(s):  
High School ◽  
High School Students ◽  
Immune System ◽  
Student Learning ◽  
Learning Outcomes ◽  
Role Playing ◽  
Student Learning Outcomes ◽  
Control Group ◽  
School Students ◽  
Average Value

The problem that occurs in the education world right now is the low learning outcomes and student creativity. Based on references, the roles playing method is an effective learning method for increasing student creativity and learning outcomes. The purpose of this study is to determine the effectiveness of the roles playing method on creativity and student learning outcomes and to find out the effectiveness of the roles playing method on learning the immune system. This research is a quasi-experimental research with nonequivalent control group design. The population are all students of grade 11 in MIA MAN 2 Semarang 2018/2019 school year. The sample is determined by purposive sampling and 2 classes have selected as the experimental class and the control class. In this study the experimental class carried out immune system learning using the roles playing method while the control class used the lecture method. The results showed that 85.56% of the experimental class students has creativity with creative to very creative categories while the control class is only 41.67% of students included in the creative and very creative categories. Student learning outcomes data show that the classical learning completeness of the experimental class is higher than the control class with a difference of 36.12%. The average value of learning outcomes and the average N-Gain score of the experimental class students also have a higher average value of the control class. The implementation of learning the roles playing method gained a score of 95.56%. Based on the description it can be concluded that the role playing method is effective on the creativity and learning outcomes of high school students and it can be concluded that the role playing method is effectively applied to learning the immune system because the results of the study already meet all the indicators that have been set.

scholarly journals Developing Business Skills in High School Students Using Project Activities

2020 ◽  
Vol 12 (4) ◽  
pp. 222-239
Author(s):  
Liliia Martynets ◽  
◽  
Nataliya Stepanchenko ◽  
Olena Ustymenko-Kosorich ◽  
Serhii Yashchuk ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
General Education ◽  
Role Playing ◽  
Diagnostic Methods ◽  
Self Control ◽  
Tolerance Index ◽  
School Students ◽  
Business Skills ◽  
Executive Leader

The most important requirement for today’s general education is the cultivation of humane and tolerant personality of the information society with well-developed business skills, which will allow him or her to successfully integrate into the complex social environment and act not only as a consumer but also as a producer, executive, leader, who can perform various social roles and determine the effectiveness and quality of his or her activities. The research aims to theoretically justify and experimentally verify the methodology for developing business skills in high school students using project activities. General education schools served as experimental facilities. The analysis of the experiment’s results took into account the number of group participants, as well as sampling representativeness (225 high school students aged between 14 and 17 in each group experimental and control). High school students’ understanding of the need for well-developed business skills is enhanced due to such forms and methods as reading biographies of prominent businessmen from all over the world; role-playing situations; meetings with people who have succeeded in economic, entrepreneurial, pedagogical and other fields; visits to companies, enterprises, cultural and scientific institutions; certain business games (“How can one live within one’s means?”, “Starting a business”, “Business communication”, “Manager’s working week”), conversations on such topics as “Is it difficult to be a businessman?”, “How can one succeed in learning?”, “Tell me about myself”; the “this is my opinion” student platform; participation in the youth forum of student organizations, an insight into business sites. The following diagnostic methods were used to identify the development level of certain business skills: the method called “Determining a self-focus” needed to identify business focus; the method called “Striving for achievements” needed to identify a striving for success; relevant tasks used to identify the level of key competencies; questionnaires about creativity; the communication and organization skills methodology needed to assess respective skills; methods for studying the level of subjective locus of control needed to assess responsibility; methods for identifying risk preparedness; the scale of reactive (situational) and personal anxiety needed to identify the level of self-control; the tolerance index questionnaire. The obtained results show that the number of high school students with a high level of business skills has increased by 12.8% in EG and only by 1.3 in CG. The number of high school students with an average level of business skills has increased by 3.8% in EG and by 0.6 in CG. Therefore, the comparison of EG and CG results proves the effectiveness of the proposed methodology for developing business skills in high school students using project activities.

High school students’ role-playing for identity exploration: findings from virtual city planning

2019 ◽  
Vol 120 (9/10) ◽  
pp. 640-662 ◽  
Author(s):  
Aroutis Foster ◽  
Mamta Shah ◽  
Amanda Barany ◽  
Hamideh Talafian
Keyword(s):  
High School ◽  
High School Students ◽  
City Planning ◽  
Possible Selves ◽  
Role Playing ◽  
Virtual Learning Environment ◽  
School Students ◽  
Identity Exploration ◽  
Content Type ◽  
Virtual City

Purpose This paper aims to report findings for the following question, “What is the nature of high school students’ identity exploration as a result of exploring the role-possible selves of an environmental scientist and urban planner in a play-based course?” Projective reflection (PR) is served as a theoretical and methodological framework for facilitating learning as identity exploration in play-based environments. Design/methodology/approach From 2016-2017, 54 high school freshmen students engaged in virtual city planning, an iteratively refined course that provided systematic and personally relevant opportunities for play, curricular, reflection and discussion activities in Philadelphia Land Science, a virtual learning environment (VLE) and in an associated curriculum enacted in a science museum classroom. Participants’ identity exploration was anchored in targeted role-possible selves in science, technology, engineering and mathematics: environmental science and urban planning through in-game and in-class activities. This role-playing was made intentional by scaffolding students’ reflection on what they wanted to be in the future while thinking of their current selves and exploring novel role-possible selves. Findings In-game logged data and in-class student data were examined using quantitative ethnography (QE) techniques such as epistemic network analysis. Whole-group statistical significance and an illustrative case study revealed visual and interpretive patterns of change in students’ identity exploration. The change was reflected in their knowledge, interest and valuing, self-organization and self-control and self-perception and self-definition (KIVSSSS) in relation to the roles explored from the start of the intervention (starting self), during (exploring role-possible selves) and the end (new self). The paper concludes with directions to advance research on leveraging role-playing as a mechanism for fostering identity exploration in play-based digital and non-digital environments. Originality/value This paper leveraged VLEs such as games as forms of play-based environments that can present players with opportunities for self-transformation (Foster, 2014) and enculturation (Gee 2003; Shaffer, 2006) to support learner agency and participation in a constantly changing society (Thomas and Brown 2011). The authors introduce and apply novel theoretical and methodological approaches to the design and assessment of play-based environments and address pertinent gaps in the emergent area of learning and identity in VLEs

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.

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.

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.

Effects of Computer-Based Role-Playing on Decision Making Skills

1997 ◽  
Vol 17 (2) ◽  
pp. 147-164 ◽  
Author(s):  
Holly A. Taylor ◽  
Carl E. Renshaw ◽  
Michael D. Jensen
Keyword(s):  
High School ◽  
Decision Making ◽  
High School Students ◽  
Cognitive Skills ◽  
Earth Science ◽  
Role Playing ◽  
Higher Order ◽  
Cognitive Errors ◽  
School Students ◽  
Computer Based

The development of higher-order cognitive skills such as decision making is a critical component of science education. Two studies assess decisionmaking skills using common cognitive errors and evaluate the impact of computer-based laboratories on the development of these skills. The first establishes the prevalence of cognitive errors among high school students, undergraduates, and Earth Science professionals. The second examines the role of computer-aided instruction in the Earth Science domain on subsequent decision making. High school students took part in either a computer or equivalent paper-and-pencil role-playing exercise requiring students to evaluate the possible eruption of a volcano. Students who used the computer exercise made more consistent decisions than those who used the traditional paper-and-pencil exercise, suggesting that well designed computer-based laboratories can positively impact higher-order cognitive skills.

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.  

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