scholarly journals Virtual Laboratory Environments in Chemistry Education

2014 ◽  
Vol 2 (2) ◽  
pp. 125-130
Author(s):  
Marko Telenius
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Information And Communication Technologies ◽  
Chemistry Education ◽  
Virtual Laboratory ◽  
Upper Secondary School ◽  
Upper Secondary ◽  
Information And Communication ◽  
Matriculation Examination ◽  
Upper Secondary Schools

Various virtual laboratory environments have been developed during recent years, but upper-secondary school chemistry education has been missing a clear need for using them. The current reform of the upper secondary-school frame curriculum and the matriculation examination require upper secondary schools to increase the use of information and communication technologies. Virtual laboratory environments are ideally suited for this as they are affordable, interactive, free from the restraints of classroom space and time, as well as able to visualize difficult concepts in concrete ways. Simulations and virtual laboratories can be utilized to diversify the type of questions used in exams. Several virtual laboratory environments are available for comprehensive and upper secondary schools for free, but most of them cannot be utilized in classroom education without modifying them to suit the objectives of the lesson. It is the responsibility of the teacher to figure out how to use them to support learning.

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 Subjective Understanding and Individual Interpretation of the Life Value “HEALTH” by the Second-Year Students of Lower Secondary Schools and of the First- and Second-Year Students of Upper Secondary Schools in Slovakia

2014 ◽  
Vol 4 (2) ◽  
pp. 1-18 ◽  
Author(s):  
Slávka Krásna
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary ◽  
Second Year ◽  
Upper Secondary Schools ◽  
Individual Interpretation ◽  
Lower Secondary Schools

AbstractThe article focuses on the value “health”, as a component of the value orientation of students of lower secondary schools and upper secondary schools in our country. At the same time, it focuses on the presentation and interpretation of the results of a research conducted on a sample of students of selected schools, which was a part of a more comprehensive research on subjective understanding and individual interpretation of selected life values of lower secondary and upper secondary school students in Slovakia.

scholarly journals EXAMINATION OF SYSTEM OF TRANSITION TO UPPER-SECONDARY SCHOOLS FROM LOWER-SECONDARY SCHOOLS IN TERMS OF STUDENT, CLASS, AND SCHOOL LEVEL VARIABLES

2021 ◽  
Vol 79 (2) ◽  
pp. 194-206
Author(s):  
Hasan Yücel Ertem
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Student Performance ◽  
Secondary Data ◽  
School Level ◽  
Upper Secondary School ◽  
Upper Secondary ◽  
Level Variable ◽  
Upper Secondary Schools ◽  
Lower Secondary Schools

Central exams which are reflection of structure of education systems determine many schooling processes. Especially, scores coming from these exams are indicators for student performance. Transition to upper-secondary school from lower-secondary school is based on “System of Transition to Upper-Secondary Schools” (LGS). The current study aimed to examine the relationship between scores on System of Transition to High Schools (LGS) and student, classroom, and school level variables. The design of the study is a correlational research. The random sample consisted of 731 students from 47 classrooms in the 15 lower-secondary schools. Secondary data coming from educational institutions via school information form were analyzed by Hierarchical Linear Modelling (HLM). School success score as a student-level variable, experience of a class teacher as a classroom-level variable, and a number of exam branch teachers, and a number of teachers assigned in support and training courses as school-level variables predicted significantly students’ performance in LGS. Considering the results of the current study, activities for professional development of teachers is recommended urgently to increase performance of the students. Keywords: educational policy, HLM, student performance, teacher experience, transition to upper-secondary school

Type of social participation and emotion regulation among upper secondary school students

2013 ◽  
Vol 44 (3) ◽  
pp. 322-330 ◽  
Author(s):  
Paweł Jankowski ◽  
Małgorzata Rękosiewicz
Keyword(s):  
Emotion Regulation ◽  
Secondary School ◽  
Secondary Schools ◽  
Social Participation ◽  
Emotional Awareness ◽  
Vocational Schools ◽  
Upper Secondary School ◽  
Upper Secondary ◽  
Transitive Orientation ◽  
Upper Secondary Schools

Abstract The article presents the results of research on relationships between types of social participation and emotion regulation. In the study, Gratz’ and Roemer’s (2004) perspective on emotion regulation and Reinders’ and Butz’s (2001) concept of types of social participation were applied. Participants were 1151 students from three types of vocational schools: basic vocational school (n=266), technical upper secondary school (n=644), and specialized upper secondary school (n=241). The results of studies conducted with the use of Difficulties in Emotion Regulation Scale (DERS) and Social Participation Questionnaire (SPQ-S 1) indicate that there are small, however, significant, differences in the levels of social participation dimensions and the frequency of particular types of social participation between students from the three investigated types of vocational schools. The level of transitive orientation turned out to be higher among students from the basic vocational schools than among students from the specialized upper secondary schools and the technical upper secondary schools. In each educational group, the level of transitive orientation was significantly higher than the level of moratorium orientation. The hypothesis about the relationship between dimensions of emotion regulation and types of social participation, particularly with respect to the dimension of “lack of emotional awareness”, was confirmed. The most effective style in terms of emotion regulation turned out to be the assimilation type. The highest level of emotion dysregulation proved to be connected with the segregation type.

scholarly journals Public transport accessibility to upper secondary schools measured by the potential quotient: The case of Kraków

2021 ◽  
Vol 29 (1) ◽  
pp. 15-26
Author(s):  
Piotr Rosik ◽  
Sabina Puławska-Obiedowska ◽  
Sławomir Goliszek
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Public Transport ◽  
Upper Secondary School ◽  
Transport Accessibility ◽  
Upper Secondary ◽  
Different Types ◽  
Spatial Differences ◽  
The City ◽  
Upper Secondary Schools

Abstract The spatial differences in public transport accessibility to upper secondary schools are examined in this article, using the potential accessibility model, and based on the example of the city of Kraków. In order to achieve this goal, the potential quotient index has been used, taking into account both the demand for educational services operationalised with the population aged 15–19, and the supply of services depicted by the supply of places for pupils in different types of upper secondary school. A supplementary objective is to present recommendations for transport and educational policy implemented in the city in the context of potential locations of new upper secondary schools based on, among other parameters, the mean centre of the potential accessibility distribution and the potential accessibility dispersion index. We conclude that to better balance access to different types of schools throughout the city in the future, a new location for a general upper secondary school could be considered in the southern or eastern parts of Kraków.

scholarly journals DIDACTIC POSSIBILITIES OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE PROCESS OF DEVELOPMENT OF EDUCATIONAL ENVIRONMENT IN UPPER SECONDARY SCHOOL

2017 ◽  
Vol 60 (4) ◽  
pp. 17
Author(s):  
Halyna O. Vaskivska ◽  
Serhiy V. Kosianchuk ◽  
Halyna M. Skyba
Keyword(s):  
Secondary School ◽  
Information And Communication Technologies ◽  
Technological Development ◽  
Communication Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Free Access ◽  
Upper Secondary School ◽  
Upper Secondary ◽  
Information And Communication

The technological development of the educational process facilitates free access to modern ICTs and interactive learning technologies. Among the pedagogical technologies, information and communication technologies have a significant potential for the educational process. Currently, pedagogical technologies used at school should be combined with ICT to target the actual system of techniques and facilities of organizing educational activities in order to achieve educational purposes. Objectives of the study: to characterize the technological development of the educational process in upper secondary school in terms of a new stage in the development of the theory of education and training; to ponder over the development of the educational environment in terms of the didactic potential of pedagogical technologies and ICT; to analyze the empirical data of upper secondary school students' surveys and determine if ICT has become a tool to acquire knowledge.

scholarly journals Inquiring chemistry teacher: The teaching and learning of chemistry concepts and phenomena (part V): Historical approach to chemistry teaching 2

2013 ◽  
Vol 1 (4) ◽  
pp. 387-424
Author(s):  
Simo Tolvanen ◽  
Maija Aksela ◽  
Maija Ahola ◽  
Outi Haatainen ◽  
Jarkko Huusko ◽  
...  
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Theoretical Background ◽  
Research Literature ◽  
Upper Secondary School ◽  
Chemistry Teaching ◽  
Historical Approach ◽  
Upper Secondary ◽  
History Of

In spring 2013, students attending the course The Central Areas of Chemistry Education II studied the history of key chemistry concepts as well as the research on the use of historical approach to chemistry teaching. Based on the research literature, they produced materials for chemistry teaching in secondary and upper secondary school. In addition to teaching the concepts and phenomena of chemistry, the historical approach was used to deal with nature of chemistry as a science. In the articles, the students present the theoretical background for historical approach and history related to the produced material. The teaching materials (in Finnish) can be found online from the site of KEMMA Centre for Chemistry Education: http://www.luma.fi/kemma.

scholarly journals Treści z zakresu geografii przemysłu w podstawach programowych i wybranych programach nauczania oraz podręcznikach do geografii na poziomie gimnazjum i szkoły ponadgimnazjalnej

2008 ◽  
Vol 10 ◽  
pp. 267-272
Author(s):  
Mariola Tracz
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching Methodology ◽  
Analysis Method ◽  
Lower Secondary School ◽  
Geography Teaching ◽  
Upper Secondary ◽  
Industrial Geography ◽  
Presentation Methods ◽  
Upper Secondary Schools

This research employed the comparative analysis method in order to determine the range of industrial geography issues in secondary schools geography teaching programmes and textbooks. The aim of the research was to identify the factors that determine the choice and presentation methods of topics in industrial geography. The quantitative and qualitative analysis was conducted on the basis of a query of currently used state-approved teaching programmes and textbooks in geography for secondary schools (gymnasium, general, specialized, and technical secondary schools). In total, 15 programmes and 15 textbooks were analysed at the level of lower-secondary school, and 10 programmes and 10 textbooks at the level of upper-secondary schools. Generally, the issues in industrial geography are included in the II- and III-form programmes of both lower- and upper-secondary schools. The amount of time that the teacher can devote to industrial geography topics is rather small, and most often equals from 1 to 3 classes. Therefore it is crucial that the syllabuses and textbooks treat these issues in accordance with the contemporary trends in geography teaching methodology and with the industrial geography scientific state of the art. This article investigates how these assumptions are realized in relation to the industrial geography issues in the syllabuses, teaching programmes and textbooks.

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