scholarly journals Students' Learning Experiences with the  Web 2.0 Tool MyPortfolio: a Case Study of One High School Classroom

2021 ◽  
Author(s):  
◽  
Rochelle Alison Duke
Keyword(s):  
High School ◽  
High School Students ◽  
School Environment ◽  
Approaches To Learning ◽  
Digital Environment ◽  
School Students ◽  
Study Approach ◽  
Similar Vein ◽  
The Way

<p>Portfolio learning has been utilised in education for many years and a natural development in today's digital environment has been the move from paper to electronic portfolios (e-portfolios). The development of e-portfolios in New Zealand has also been driven by two forces- the emerging view that e-portfolios can be an effective way to support constructivist approaches to learning and help develop students into 'lifelong learners' ; and the beliefs about today's digital environment and the way in which students should and do operate within this. In many ways, e-portfolio research is a relatively young field of study and much of the research that has been conducted has occurred in the tertiary environment and related to the perceptions of the instructor or technologist. In an attempt to add depth to current e-portfolio research, this study made use of a mixed-methods, descriptive case study approach in order to focus on the perceptions of a group of high school students and the way in which they experienced using the e-portfolio application MyPortfolio for the first time. Key findings of this study focus on the way in which students experienced using MyPortfolio and the fact that although it is often claimed that e-portfolio tools can be effective in helping developing reflective thinking in students, overall, the students in this study predominately saw MyPortfolio as a tool to organise and process knowledge rather than something that could help them to engage in 'deep learning'. The experiences and perceptions of the students in this study also challenged ideas about how much students want to use ICT within the school environment and this study suggests that increased use of ICT can lead to students missing the social interaction that usually occurs within the classroom. In a similar vein, the students in this study also challenged the idea of the 'digital native' and their experiences suggest that, as with any area of learning, students' skills with using ICT varied greatly. The way that the students in this study made use of MyPortfolio also demonstrates the fact that although e-portfolio tools such as MyPortfolio offer students the opportunity to engage in reflective learning, they do not necessarily undertake this naturally. Finally, the findings of this study highlight the role of the teacher in supporting effective use of ICT for learning.</p>

scholarly journals Students' Learning Experiences with the  Web 2.0 Tool MyPortfolio: a Case Study of One High School Classroom

2021 ◽  
Author(s):  
◽  
Rochelle Alison Duke
Keyword(s):  
High School ◽  
High School Students ◽  
School Environment ◽  
Approaches To Learning ◽  
Digital Environment ◽  
School Students ◽  
Study Approach ◽  
Similar Vein ◽  
The Way

<p>Portfolio learning has been utilised in education for many years and a natural development in today's digital environment has been the move from paper to electronic portfolios (e-portfolios). The development of e-portfolios in New Zealand has also been driven by two forces- the emerging view that e-portfolios can be an effective way to support constructivist approaches to learning and help develop students into 'lifelong learners' ; and the beliefs about today's digital environment and the way in which students should and do operate within this. In many ways, e-portfolio research is a relatively young field of study and much of the research that has been conducted has occurred in the tertiary environment and related to the perceptions of the instructor or technologist. In an attempt to add depth to current e-portfolio research, this study made use of a mixed-methods, descriptive case study approach in order to focus on the perceptions of a group of high school students and the way in which they experienced using the e-portfolio application MyPortfolio for the first time. Key findings of this study focus on the way in which students experienced using MyPortfolio and the fact that although it is often claimed that e-portfolio tools can be effective in helping developing reflective thinking in students, overall, the students in this study predominately saw MyPortfolio as a tool to organise and process knowledge rather than something that could help them to engage in 'deep learning'. The experiences and perceptions of the students in this study also challenged ideas about how much students want to use ICT within the school environment and this study suggests that increased use of ICT can lead to students missing the social interaction that usually occurs within the classroom. In a similar vein, the students in this study also challenged the idea of the 'digital native' and their experiences suggest that, as with any area of learning, students' skills with using ICT varied greatly. The way that the students in this study made use of MyPortfolio also demonstrates the fact that although e-portfolio tools such as MyPortfolio offer students the opportunity to engage in reflective learning, they do not necessarily undertake this naturally. Finally, the findings of this study highlight the role of the teacher in supporting effective use of ICT for learning.</p>

The

2019 ◽  
Author(s):  
Fariha Azalea
Keyword(s):  
High School ◽  
High School Students ◽  
Descriptive Analysis ◽  
Test Results ◽  
Case Study Approach ◽  
School Students ◽  
Study Approach ◽  
The Subject ◽  
Student Test

Argumentation plays an important role in the development of science which is not just finding and presenting facts, but building arguments and considering them, and debating various explanations about phenomena. The research aimed to capture the consistency of argument by students on socioscientific issues of cloning. Students have chosen purposively with the subject of 170 high school students from three high schools in Bandung City, West Java, Indonesia. This research uses a case study approach with a descriptive analysis to analyze student test results of argumentation. The consistency of argument consists of claims and reasons itself. The result shows the pattern of agreeing and disagree about cloning in 3 topics; 1) human, 2) animal for Qurban purposes, 3) extinct animals. The higher consistency showed disagree in topics 1&amp;2 about 56,47% and consistency of reason for each topic are 1)religion 40%, 2) religion 57,6% and 3) science 83,5%. Then, the consistency of agreeing for all topics is 2,35% and disagree is 14,71%. This provides that, consistency in argumentation between topics of cloning is based on the context of phenomena, which is greatly influenced by science, religion, and social norms. It needs to be implemented to improved students argumentation in schools.

scholarly journals EMPATI PADA PELAKU BULLYING

Jurnal Ecopsy ◽  
2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Dwi Nur Rachmah
Keyword(s):  
High School ◽  
High School Students ◽  
Qualitative Case Study ◽  
Sampling Technique ◽  
School Students ◽  
Characteristic Factor ◽  
Purposive Sampling ◽  
Study Approach ◽  
Depth Interviews

Penelitian ini bertujuan untuk mengidentifikasikan dan mengetahui secara lebih mendalam alasan-alasan pelaku bullying melakukan bullying dan juga bertujuan untuk mengetahui gambaran empati pelaku bullying di Sekolah Menengah Atas.  Penelitian ini merupakan penelitian kualitatif  dengan pendekatan studi kasus. Subjek yang terlibat dalam penelitian ini berjumlah dua orang yang dipilih berdasarkan teknik purposive sampling dan tekhnik pengumpulan data yang dilakukan adalah menggunakan observasi dan wawancara mendalam. Berdasarkan hasil penelitian diketahui bahwa alasan pelaku bullying melakukan perbuatan bullying yaitu dikarenakan faktor karakteristik korban, sikap korban, tradisi/budaya bullying di sekolah. Pelaku bullying melakukan bullying juga dikarenakan memiliki kemampuan empati yang rendah. Ketidakmampuan pelaku untuk berempati menyebabkan mereka kurang mampu untuk melihat dari sudut pandang orang lain, mengenali perasaan orang lain dan menyesuaikan kepeduliannya dengan tepat. Kurangnya empati dari pelaku menyebabkan pelaku kurang memahami kondisi korban, tidak peduli dengan korban dan cenderung melakukan tindakan kekerasan kepada orang atau korban. Keywords: empati, pelaku bullying, siswa Sekolah Menengah AtasThis study aimed at identifying and understanding more deeply the reasons doing the bullying and to describe empathy bullies in high school. This research is a qualitative case study approach. Subjects involved in this study is two people chosen by purposive sampling technique and the data were collected using the techniques of observations and in-depth interviews. Based on the research results know that the reasons bullies bullying act because characteristic factor of the victim, the victim attitude, and tradition/culture of bullying at school. the bullies have a low capacity for empathy. Inability the bullies to empathize cause them less able to see the persfective of others, recognize the feelings of others and adjust to the proper concern. Lack of empathy the bullies bringing not understanding of the condition of the victim, no matter the victim and tend to commit acts of violence to the person  or the victim. Keywords : empathy , bullying , high school students

Asian American Dropouts: A Case Study of Vietnamese and Chinese High School Students in a New England Urban School District

2009 ◽  
Vol 7 (1) ◽  
pp. 83-104 ◽  
Author(s):  
Phitsamay Uy
Keyword(s):  
High School ◽  
High School Students ◽  
New England ◽  
Asian American ◽  
Dropout Rates ◽  
School Students ◽  
Study Support ◽  
Asian American Student ◽  
K 12

In the world of K–12 education, the growing numbers of dropouts are a major concern. This article examines the dropout rates of Chinese and Vietnamese high school students. Using logistic regression analysis, this article examines the influence of ethnicity, gender, and socioeconomic status (SES) on dropout rates. The distinct contribution of this analysis lies within the intraethnic comparisons within the Asian American student population and its use of longitudinal data. The results of the study support existing research that gender and SES are related to dropout rates. Moreover, an interesting interaction between ethnicity and SES exists.

The High School Student Protagonism through a Research with the Projects Methodology

2021 ◽  
Vol 23 (8) ◽  
pp. 102-138
Author(s):  
Clarissa De Assis Olgin ◽  
Claudia Lisete Oliveira Groenwald ◽  
Carmen Teresa Kaiber
Keyword(s):  
High School ◽  
High School Students ◽  
Data Collection ◽  
School Environment ◽  
Mathematics Curriculum ◽  
Analysis Data ◽  
School Curriculum ◽  
Educational Process ◽  
School Design ◽  
School Students

Background: Developing autonomy, the ability to solve problem situations, make decisions and act for the benefit of your social environment are modern life skills and can be developed in the school environment, along with mathematical content, and can be viable through the methodology of project projects, using active methodologies and the resources of digital technologies. Objectives: Discuss the Mathematics Curriculum or the work projects as a pedagogical proposition based on the development of three projects with the thematic Cryptography, Music, and Project launching applicable to the High School. Design: Qualitative research that sought to investigate work with projects in High School was used. Setting and Participants: Experiments developed with two classes of high school students in the Rio Grande do Sul state. Data collection and analysis: Data collection took place during the development of the project stages through students' written records and questionnaires. Results: It is considered that the Work Projects developed constituted a possibility to modify the role of the student and the teacher, allowing students to become active, participative, and committed to the development of their knowledge. Conclusions: It is understood that students, their learning and development must be the focus of the educational process. Therefore, the school curriculum must enable students to assume the role and responsibility for their learning.

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