scholarly journals Comprehensive evaluation offers inspiration and achievement in chemistry education

2013 ◽  
Vol 1 (4) ◽  
pp. 355-362
Author(s):  
Päivi Ojala
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Chemistry Education ◽  
Evaluation Method ◽  
Comprehensive Evaluation ◽  
Laboratory Work ◽  
Lower Secondary School ◽  
Primary And Secondary Education ◽  
School Laboratory ◽  
Current Curriculum

Practical laboratory activities have become more common in primary and secondary education with the current curriculum. In lower secondary school, laboratory work in chemistry and physics has been used even longer. The central issues of laboratory work becoming more common are how the activities are organized, safety of the laboratory work, and evaluation. Laboratory work has been taken into account in evaluation in many different ways, for example, a written assignment has been complemented with a practical assignment. The evaluation method provides those who can practically and manually demonstrate activeness and skill with the possibility to succeed.

scholarly journals Systematic Review on Which Analytics and Learning Methodologies Are Applied in Primary and Secondary Education in the Learning of Robotics Sensors

Sensors ◽  
2020 ◽  
Vol 21 (1) ◽  
pp. 153
Author(s):  
Daniel Amo ◽  
Paul Fox ◽  
David Fonseca ◽  
César Poyatos
Keyword(s):  
Systematic Review ◽  
Secondary Education ◽  
Secondary School ◽  
Learning Analytics ◽  
Secondary School Students ◽  
Project Based Learning ◽  
Educational Robotics ◽  
School Students ◽  
Primary And Secondary Education ◽  
Primary And Secondary School

Robotics technology has become increasingly common both for businesses and for private citizens. Primary and secondary schools, as a mirror of societal evolution, have increasingly integrated science, technology, engineering and math concepts into their curricula. Our research questions are: “In teaching robotics to primary and secondary school students, which pedagogical-methodological interventions result in better understanding and knowledge in the use of sensors in educational robotics?”, and “In teaching robotics to primary and secondary school students, which analytical methods related to Learning Analytics processes are proposed to analyze and reflect on students’ behavior in their learning of concepts and skills of sensors in educational robotics?”. To answer these questions, we have carried out a systematic review of the literature in the Web of Science and Scopus databases regarding robotics sensors in primary and secondary education, and Learning Analytics processes. We applied PRISMA methodology and reviewed a total of 24 articles. The results show a consensus about the use of the Learning by Doing and Project-Based Learning methodologies, including their different variations, as the most common methodology for achieving optimal engagement, motivation and performance in students’ learning. Finally, future lines of research are identified from this study.

scholarly journals Overview of Japanese Language in Upper Secondary Education and School Curriculum in Romania

2018 ◽  
Vol 8 (1) ◽  
pp. 101-110
Author(s):  
Mariana LUNGU
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
General Education ◽  
Education System ◽  
Language Education ◽  
Japanese Language ◽  
Lower Secondary School ◽  
Contemporary Culture ◽  
Upper Secondary Education ◽  
Upper Secondary

In this paper, I focus my attention on the problem of teaching Japanese as part of compulsory subjects in an upper secondary education to pupils aged between 15 to 19. This article starts out with a brief overview of the Romanian education system and the current state of Japanese teaching in the upper secondary education. As compared to other educational curricula, the Romanian education system focuses on competency-based curriculum emphasizing the applicability of knowledge and the development of competences in an integrated and inter-disciplinary approach. The Japanese Language is part of that curricular area named as Language and Communication. In the Romanian educational system, the process of teaching the Japanese language starts from lower secondary school and continues to upper secondary and then to university level. In the lower secondary school, pupils study the Japanese Language as an elective subject, while in the upper secondary school, they learn Japanese as a mandatory subject of the core curriculum and as an elective one of school-based curriculum. Next, attention is paid to outline the current situation of teaching Japanese in the upper-secondary education system, providing details of our curricula, types of subjects, and specific features of Japanese classes. Forms of Japanese language education vary greatly, as well as their target students and objectives. However, the focus of all is a balanced education in the four language skills: reading, writing, listening and speaking. In addition to the Japanese language study, Japanese syllabi provide cultural and general education to learn the properties in Japanese Society and about contemporary culture.

scholarly journals Early Antecedents of School Burnout in Upper Secondary Education: A Five-year Longitudinal Study

2020 ◽  
Author(s):  
Milja Parviainen ◽  
Kaisa Aunola ◽  
Minna Torppa ◽  
Marja-Kristiina Lerkkanen ◽  
Anna-Maija Poikkeus ◽  
...  
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Primary School ◽  
Well Being ◽  
Warning Signs ◽  
Lower Secondary School ◽  
Education Students ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
School Burnout

Abstract School burnout symptoms are prevalent among upper secondary education students, but thus far, very little is known about the background of these symptoms. The present study examined the extent to which school burnout symptoms (i.e., exhaustion and cynicism) among upper secondary education students have their roots in primary and lower secondary school and whether early antecedents of school burnout symptoms could be identified. The sample consisted of 1544 Finnish students followed up four times (Time1–Time 4) from the end of primary school (T1; mean age 12.74 and range 11.71–14.20) to the first year of upper secondary education (T4; mean age 16.66 and range 15.55–18.39). The results of latent growth curve modeling showed that school burnout symptoms in upper secondary education were predicted by the level of school burnout symptoms at the end of primary school and by an increase in these symptoms across the transition from primary school through lower secondary school. In addition, psychological well-being, academic skills, and gender were found to contribute to the prediction of school burnout symptoms. Overall, the present study suggest that potential warning signs of school burnout should not be ignored and attention should be directed to earlier education phases.

scholarly journals On Assessing Laboratory Work

2014 ◽  
Vol 2 (2) ◽  
pp. 113-123
Author(s):  
Aija Ahtineva
Keyword(s):  
Secondary School ◽  
Systematic Study ◽  
Chemistry Education ◽  
Laboratory Work ◽  
Upper Secondary School ◽  
Learning Method ◽  
Current Frame ◽  
Upper Secondary ◽  
Evaluation Models ◽  
Upper Secondary Schools

As an integral part of scientific way of thinking, practical laboratory tasks are a pivotal part of chemistry education. element of chemistry education. The first section begins with a discussion of how to assess laboratory work according to the current frame curricula for comprehensive and upper secondary schools. The second section discusses laboratory work as a learning method. Several studies have shown, that laboratory work is used mostly to liven up the lessons and to arouse interest rather that to teach something in a goal oriented way. The systematic study on what students learn from laboratory tasks has begun as recently as the 2000s. This paper focuses on the results of two separate studies. In interconnected papers, Abrahams and Millar (2008) as well as Abrahams and Reiss (2012) analyze learning in laboratory tasks using a 2 x 2 effectiveness matrix for practical work. Lewthwaite (2014) discusses the teachers’ choice of laboratory tasks. Both studies highlight the influence of evaluation practices on learning. At the end section, the paper presents some tasks and evaluation models suited for comprehensive and upper secondary school chemistry education. These tasks are based on the levels of learning and taxonomy of leaning presented by Doran and colleagues (2002).

scholarly journals Development of Participation in and Identification With School: Associations With Truancy

2020 ◽  
pp. 027243162091915
Author(s):  
Tuomo E. Virtanen ◽  
Eija Räikkönen ◽  
Marja-Kristiina Lerkkanen ◽  
Sami Määttä ◽  
Kati Vasalampi
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
Secondary School ◽  
Primary School ◽  
Educational Transitions ◽  
Lower Secondary School ◽  
School Activities ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Identification With School

This longitudinal study covering two educational transitions examined 1,821 Finnish students’ participation in and identification with school and their associations with students’ academic achievement and truancy. The students were surveyed (a) at the end of primary school, (b) at the beginning of lower secondary school, (c) at the end of lower secondary school, and (d) in the first year of upper secondary education. In alignment with the participation-identification model, higher levels of participation in school activities at the end of primary school predicted higher levels of identification (i.e., feelings of belonging and valuing school) at the end of lower secondary school. This association was mediated by academic achievement. High levels of both participation and identification at the end of lower secondary school predicted lower levels of truancy in upper secondary education. The study indicates that promoting students’ participation and identification during comprehensive school prevents student disengagement from upper secondary education.

Implicit Sense of Academic Futility: An Unexpected Burden From Lower Secondary Education

2021 ◽  
pp. 001312452110638
Author(s):  
Jaroslava Simonová ◽  
Jan Vyhnálek ◽  
Dominik Dvořák ◽  
Jana Straková
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Professional Training ◽  
Qualitative Interviews ◽  
Good Option ◽  
School Level ◽  
Lower Secondary School ◽  
Negative Experiences ◽  
Full Control ◽  
Lower Secondary Education

Vocational and professional training tracks can be a good option for many adolescents, many of whom enter these programs with a sometimes hidden burden of negative experiences and attitudes to school. This paper explores the sense of academic futility in future VET students at the end of lower secondary education. Drawing on qualitative interviews with 25 Czech students in which they described their experiences from lower secondary school, we found that despite the students’ beliefs that their achievement is the product of their own effort, they describe situations from which it is evident that they noticed (i.e., perceived) that they actually did lose control over their results. At the same time, they explicitly claim that they have full control over their own achievement. This implicit sense of academic futility is created by several mechanisms at the school level: the curriculum, ineffective teaching, grading leniency, and teachers’ distrust of students’ capabilities.

scholarly journals Os discursos dos organismos financeiros e de cooperação internacional sobre a obligatoriedad da educação secundária baixa, 1960-2015. Uma perspectiva desde o institucionalismo discursivo e a análise crítica do discurso

2019 ◽  
Vol 27 ◽  
pp. 157
Author(s):  
Rosalina Romero Gonzaga
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Lower Secondary School ◽  
Educational Levels ◽  
Upper Secondary Education ◽  
Social Interests ◽  
Upper Secondary ◽  
Comprehensive Development ◽  
Definition Of ◽  
Lower Secondary Education

The article examines the proposals and recommendations formulated by three international financial and cooperation organizations (OFyCIs) for lower secondary education (ESB), an emerging educational level in educational research. It is assumed that the lower secondary school is promoted by the OFyCI as a functional subsidiary to upper secondary education (high secondary education), reoriented and aligned toward the capitalist economy, but forgoing a critical and comprehensive development of adolescents. The discourse of the OFyCI on the compulsory nature of secondary education constitutes frames of reference that serve to reproduce their economic, political and social interests, within a context marked by educational segmentation and lack of definition of educational levels.

scholarly journals PREFERRED CHEMISTRY CURRICULUM PERSPECTIVE: TEACHERS’ PERCEPTION OF LOWER-SECONDARY SCHOOL TEXTBOOKS

2021 ◽  
Vol 20 (2) ◽  
pp. 316-331
Author(s):  
Karel Vojíř ◽  
Martin Rusek
Keyword(s):  
Secondary School ◽  
Chemistry Education ◽  
School Science ◽  
Vital Role ◽  
Point Of View ◽  
Chemistry Curriculum ◽  
Lower Secondary School ◽  
Chemistry Teaching ◽  
Secondary Chemistry ◽  
Teaching Conceptions

The (written) state curriculum is one of the cornerstones influencing education. Its specifically mediated by textbooks. In an open textbook market, the influence of the state curriculum is limited, and the main responsibility passes to individual schools or teachers. In order to understand education from the potential attainment of curriculum goals’ point of view, it is necessary to pay attention to the teachers’ textbook preferences. This research was focused on the field of lower-secondary chemistry education in Czechia, with special attention paid to the textbooks in use, their choice, and teachers’ perception of them. The data were gathered using a questionnaire distributed to a representative sample of 387 lower-secondary school chemistry teachers. The results showed that teachers favor traditional chemistry teaching conceptions. Most teachers stated that textbooks play a vital role for them when preparing lessons and new textbooks are mostly chosen by the most experienced teachers. Most teachers also expressed their preference for textbooks which contain subject-matter ordered according to the structure of chemistry, i.e. not adjusted for learners, as well as textbooks dominantly orientated towards the transmissive approach to education. Regarding the teachers’ perception of textbooks, potential limits were identified in implementing innovations in (chemical) education. Keywords: chemistry textbooks, lower-secondary school science education, teachers' teaching conception

IMPLEMENTATION OF THE PRINCIPLE OF CONTINUATION OF PHYSICAL EDUCATION IN PRIMARY AND PRIMARY SCHOOLS

InterConf ◽  
2021 ◽  
pp. 37-43
Author(s):  
Mikhail Kalenyk
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Secondary School ◽  
Primary School ◽  
Primary Schools ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Primary And Secondary Education ◽  
Content Classification ◽  
Primary And Secondary School

The curricula of the new Ukrainian school for grades 1-4, grades 5-6, physics programs for grades 7-11 and the content classification between subjects are analyzed. Appropriate methodological improvements are proposed to close the gap between primary and secondary education, in the context of studying certain physical concepts, by improving the adaptation of students in the transition from primary to primary school, in particular, in the transition from certain issues of mathematics, science and others to physics, where the implementation of subject competence. In view of this, it is suggested that primary and secondary school teachers, when studying the components of the content of the school course of physics, follow the generalized plans for their study, as in the school course of physics.

‘Kouri, kouri! Bis la ap vini!’: Reflections on the stigma of being Haitian at primary and secondary school in the Bahamas

Ethnicities ◽  
2020 ◽  
pp. 146879682096559
Author(s):  
Charmane M Perry
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Primary School ◽  
Second Generation ◽  
The Other ◽  
The Bahamas ◽  
Primary And Secondary Education ◽  
Ethnic Heritage ◽  
Primary And Secondary School

There is a pervasive stigma attached to being Haitian in the Bahamas. This article examines reflections on the experiences of the stigma of being Haitian at primary and secondary school among second-generation Haitians in the Bahamas. Based on this research, I argue that primary school functions as the first major institution where children of Haitian descent experience stigma as it relates to their ethnic heritage and, in turn, are exposed to the idea of being the ‘other’ in Bahamian society through bullying and anti-Haitian sentiments from students and teachers. Stigma, prejudice, exclusion, and discrimination characterize primary and secondary education for Haitians living in the Bahamas and are manifest in the form of cruel teasing, bullying, and discrimination primarily from students and teachers. The goal is not to argue that children of Haitian descent are completely unaware of anti-Haitian sentiment in the Bahamas until they attend school but, rather, that school functions as one of the first institutions children of Haitian descent learn there is stigma in being Haitian in the Bahamas.

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