scholarly journals Concept of solubility, soft drinks and pectin jelly

2013 ◽  
Vol 1 (2) ◽  
pp. 219-228
Author(s):  
Arja Ollila ◽  
Tanja Aho ◽  
Tiina Helminen ◽  
Anne Helppolainen ◽  
Katri Mäkelä ◽  
...  
Keyword(s):  
Organic Chemistry ◽  
Secondary School ◽  
Everyday Life ◽  
Soft Drinks ◽  
Upper Secondary School ◽  
Chemical Bonds ◽  
Chemical Work ◽  
Upper Secondary

The aim of this double class is to demonstrate and emphasise the concept of solubility and associate it with everyday life by preparing and eating simple food in school. This lesson is suitable for upper secondary school and with certain limitations to secondary school. Solubility is discussed in 7th grade chemistry in connection to the study of chemical work methods. In secondary school the work can be used in connection with organic chemistry when learning about sugars and carbohydrates. In upper secondary school concepts detailing substance structure and chemical bonds are further elaborated on and applied to various circumstances.

scholarly journals Being Able to Stay or Learning to Stay: a Study of Rural Boys’ Educational Orientations and Transitions

2021 ◽  
Author(s):  
Anna-Maria Stenseth ◽  
Unn-Doris K. Bæck
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Rural Areas ◽  
Qualitative Interviews ◽  
Geographical Location ◽  
Further Education ◽  
Upper Secondary School ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Educational Orientations

AbstractThis study explores the influence of geographical location on young pupils’ educational orientations and their transition from lower to upper secondary school; it pays particular attention to the voices of male youths from a rural area. More specifically, it investigates the interplay between gender and geographical contexts and the significance of these factors in understanding the processes associated with educational orientations. Margaret Archer’s framework is used to analyse how pupils’ agency is constrained and/or enabled by objective structures. The data material consists of qualitative interviews with 18 pupils transitioning from lower to upper secondary school in Norway. Each of the pupils was interviewed twice: first when they were in their last year of lower secondary education, and then during their first year of upper secondary education. The findings show that pupils consider geographical locations when making decisions about further education and work. In addition, they believe that education beyond compulsory schooling benefits their life in the rural areas. However, unlike their urban counterparts, pupils from rural areas appear to have a more constraining transition to upper secondary education. Through the analyses in this article, it becomes clear that both geographical location and gender are key factors for understanding processes connected to education.

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