scholarly journals Models and Modelling: Science Teachers’ Perceived Practice and Rationales in Lower Secondary School in the Context of a Revised Competence-Oriented Curriculum

2021 ◽  
Vol 17 (4) ◽  
pp. em1954
Author(s):  
Sanne Schnell Nielsen ◽  
Jan Alexis Nielsen
Keyword(s):  
Secondary School ◽  
Science Teachers ◽  
Lower Secondary School ◽  
Models And Modelling

scholarly journals What Students Tell Teachers about Practices that Integrate Subjects with English in a Lower Secondary School in Portugal

e-TEALS ◽  
2018 ◽  
Vol 9 (s1) ◽  
pp. 57-76 ◽  
Author(s):  
Valentina Piacentini ◽  
Ana Raquel Simões ◽  
Rui Marques Vieira
Keyword(s):  
Content Analysis ◽  
Secondary School ◽  
Foreign Language ◽  
Science Teachers ◽  
Integrated Learning ◽  
Lower Secondary School ◽  
Specific Subject ◽  
Doctoral Research ◽  
Structured Questionnaire

Abstract CLIL (Content and Language Integrated Learning) is an approach thought to provide, mainly during Content (non-language, subject) classes, a meaningful environment at school for the use and learning of a foreign language (FL), and may also improve conditions and practices of the specific subject. Moreover, CLIL can represent a research context to gauge the importance of language-aware teaching as is the case with the Portuguese “English Plus” project (EP), in which History and Science are taught/ learnt with/in English at lower secondary school. Our doctoral research is designed as a descriptive-explanatory case study on the EP project and its participants (English and Science teachers, former and current students). More specifically, this work focuses on students and shows their relationship with the EP approach and (dis)advantages in learning a subject with a FL. Data were collected through a semi-structured questionnaire and interview, with subsequent content analysis. The importance of “integrated learning” and of diverse strategies used by the teacher to support/scaffold learning is present in students’ perspectives which may further influence teaching practices

A case of the lower secondary science teacher training course for improving knowledge about classification of igneous rocks

2020 ◽  
Author(s):  
Toshio Arimichi ◽  
Norihito Kawamura
Keyword(s):  
Teacher Training ◽  
Secondary School ◽  
Science Teachers ◽  
Earth Science ◽  
School Science ◽  
Igneous Rocks ◽  
Lower Secondary School ◽  
Secondary School Science ◽  
Science Classes

<p>In Japan, lower secondary school students study classification of igneous rocks related to geomorphology of volcanoes in science classes.<br>Most of junior high school science teachers are not good at teaching about this field. It might be due to their poor study experiences in earth science. They studied basic geology only in elementary and lower secondary school science classes because upper secondary school science curriculum have not been covered all fields of science. Consequently, many science teachers prefer to show photographs of rock samples to their students and are apt to avoid instruction of observing rock for identification. This may cause disadvantage for their students to construct the knowledge about plutonism and volcanism. <br>To improve instructional methods of basic petrology of igneous rocks, one of us conducted teacher training courses for lower secondary school science teachers. The results and subjects are as follows;<br>Firstly, an instructor showed three volcanic rocks (rhyolite, andesite, basalt) and three plutonic rocks (granite, diorite, and gabbro) to the trainees with no label. The trainees tried to classify the samples into some groups based on any points of views and present the results to others. Through this activity, the trainees would be aware of many points to divide igneous rock into some groups.<br>Secondly, the trainees observed and divided the igneous rocks into two groups on the basis of those textures. After the grouping, the trainees found the differences of colors among the rocks, and arranged in order from the white one in each group.<br>Thirdly, the trainees identified these rocks by utilizing a rock chart and references. <br>Finally, an instructor talked to the school teachers about relations between diversity and chemical components of magma. <br>According to a post questionnaires survey, some teachers replied as follows, "I knew the difference between the stones." "I did not know the points, now I knew it." " I had gained more confidence in instruction." “I feel that I have improved my teaching skills about this field.” In short, some trainees could improve their knowledge of basic petrology and instructional skills. <br>It is necessary to conduct training for teachers in order to prevent disadvantages to the students based on the teachers' experiences . <br> I think it is necessary to increase the number of teachers who improve instructional methods of earth science (experimental observation) by conducting training to improve the skills of many teachers.</p><p> </p>

scholarly journals Laborativt arbete i grundskolans senare år: Lärares perspektiv

2012 ◽  
Vol 6 (1) ◽  
pp. 80-91 ◽  
Author(s):  
Per Högström ◽  
Christina Ottander ◽  
Sylvia Benckert
Keyword(s):  
Secondary School ◽  
Everyday Life ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Inquiry ◽  
Laboratory Work ◽  
Lower Secondary School ◽  
Scientific Ideas

In this paper we describe the results from interviews with science teachers in lower secondary school. The teachers were asked what they wanted to achieve with laboratory work, what difficulties they experienced and if there were any differences between lab work in biology, chemistry and physics. The results show that the teachers wanted lab work to help the students develop their understanding,to make them interested and to develop their laboratory skills. Some of the teachers describedlab work that included scientific inquiry but not, specifically, knowledge about how to systematically investigate phenomena in nature. Aspects of nature of science were rare. Lack of time to discuss with the students during lab work was seen as one difficulty which resulted in problems for students to link observables to scientific ideas. Laboratory exercises in chemistry were often regarded too abstract while lab work in physics and biology were much easier to link to everyday life.

Enhancing the Performance of Secondary School Students in Agricultural Science for Food Security in Ebonyi State.

2019 ◽  
pp. 113-121
Author(s):  
Aneke C.U. ◽  
Nwankwegu Simeon A.
Keyword(s):  
Food Security ◽  
Secondary School ◽  
Science Teachers ◽  
Secondary School Students ◽  
Agricultural Science ◽  
School Students ◽  
Response Options ◽  
Proper Training ◽  
Research Questions ◽  
Strongly Agree

This study was set to determine the strategies for enhancing the performance of secondary school students in agricultural science for food security in Ebonyi State. A survey research design was adopted with a population of 53 respondents (14 male and 39 female agricultural science teachers) sampled purposively from 48 secondary schools in Izzi local government area of Ebonyi State. Two research questions and two null hypotheses guided the study. The instrument for data collection was a structured 4-point weighted 21-item questionnaire developed by the researcher sectioned A and B with response options of Strongly Agree (SA), Agree (A), Disagree (DA) and Strongly Disagree (SD) after intensive literature review and the numerical values of 4, 3, 2 & 1 was assigned to the instrument respectively. The instrument was validated by three research experts while the reliability index of 0.77 was established using Cronbach Alpha reliability estimate. Mean and standard deviation were used to answer the two research questions while t-test was used to test the two null hypotheses at .05 level of significance and appropriate degree of freedom. Some of the findings among others include that teachers can enhance the performance of secondary school students in agricultural science for food security in Ebonyi State. It was therefore recommended that facilities should be made available for proper training of secondary school students for productivity on graduation and as well for food security in Ebonyi State.

Social Influences - a Psychological Phenomenon in the Choice of Further Course of Education and Career

2015 ◽  
Vol 5 (2) ◽  
pp. 32-53
Author(s):  
Petr Hlaďo
Keyword(s):  
Secondary School ◽  
Family Background ◽  
Social Influences ◽  
Compulsory Schooling ◽  
Lower Secondary School ◽  
Main Attention ◽  
School Students ◽  
Research Papers ◽  
Psychological Phenomenon ◽  
Research Findings

The aim of this overview study is to synthesize Czech, Slovak and foreign empirical findings on the choice of further course of education and career. Attention is focused specifically on social influences as a psychological phenomenon affecting this decision-making process in lower secondary school students at the end of compulsory schooling. The main attention is paid to the roles of parents and family, particularly the influence of family background and family processes. Another issue is the influence of peers, teachers and career counsellors on the choice of further course of education and career. The synthesis of research findings is based primarily on an analysis of research papers published in journals.

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