scholarly journals The need for economics education in Vietnam high school curriculum: A preliminary observation

2021 ◽  
Author(s):  
Quan-Hoang Vuong ◽  
Manh-Toan Ho
Keyword(s):  
High School ◽  
High School Students ◽  
Formal Education ◽  
School Curriculum ◽  
Economics Education ◽  
Journal Articles ◽  
School Students ◽  
High School Curriculum ◽  
Growing Economy ◽  
Influential Journal

Vietnam is a fast-growing economy with a population of more than 100 million people. Along with the stable development of the country’s economy, a mindset focusing on making money is also growing in Vietnam. Nonetheless, there has been a noticeable lack of formal education in economics for young people, especially in high school curriculum. Thus, this paper provides a quick look at the issue from the perspective of influential journal articles and books on Vietnam economy. Currently, as the high school curriculum does not include economics, the high school students do not have a formal source of information. Even when they can easily find documents on the Internet, the quick survey suggested a scarcity of trustworthy documents for students. The findings suggest that economics education in Vietnam is currently behind the economic development of the country.

A Statewide Examination of Secondary Special Education for Students with Mild Disabilities: Implications for the High School Curriculum

1987 ◽  
Vol 54 (2) ◽  
pp. 122-129 ◽  
Author(s):  
Andrew S. Halpern ◽  
Michael R. Benz
Keyword(s):  
High School ◽  
Special Education ◽  
High School Students ◽  
Special Education Teachers ◽  
School Curriculum ◽  
Sources Of Information ◽  
School Students ◽  
High School Curriculum ◽  
Mild Disabilities ◽  
Education Administrators

This article reports the partial findings of a statewide survey of high school special education programs for students with mild disabilities. The focus of this article is on the curriculum. Three sources of information were tapped for this study: (a) special education administrators, (b) high school special education teachers, and (c) parents of high school students with mild disabilities. The return rates were very high: 91%, 89%, and 45% of the three groups, respectively. Four basic topics concerning the curriculum were investigated: (a) its focus and content, (b) discrepancies between availability and utilization, (c) barriers to mainstreaming, and (d) conditions required for improvement. Both data and recommendations with respect to these topics are presented.

scholarly journals DNA Microarray Wet Lab Simulation Brings Genomics into the High School Curriculum

2006 ◽  
Vol 5 (4) ◽  
pp. 332-339 ◽  
Author(s):  
A. Malcolm Campbell ◽  
Carolyn A. Zanta ◽  
Laurie J. Heyer ◽  
Ben Kittinger ◽  
Kathleen M. Gabric ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Dna Microarray ◽  
School Curriculum ◽  
Teacher Assessment ◽  
School Students ◽  
High School Curriculum ◽  
Teaching Characteristics ◽  
Specialized Equipment ◽  
Wet Lab

We have developed a wet lab DNA microarray simulation as part of a complete DNA microarray module for high school students. The wet lab simulation has been field tested with high school students in Illinois and Maryland as well as in workshops with high school teachers from across the nation. Instead of using DNA, our simulation is based on pH indicators, which offer many ideal teaching characteristics. The simulation requires no specialized equipment, is very inexpensive, is very reliable, and takes very little preparation time. Student and teacher assessment data indicate the simulation is popular with both groups, and students show significant learning gains. We include many resources with this publication, including all prelab introductory materials (e.g., a paper microarray activity), the student handouts, teachers notes, and pre- and postassessment tools. We did not test the simulation on other student populations, but based on teacher feedback, the simulation also may fit well in community college and in introductory and nonmajors' college biology curricula.

scholarly journals DEVELOPMENT OF ASSESSMENT INSTRUMENTS FOR TEACHERS USED IN ASSESSING HIGH SCHOOL STUDENTS' EXPOSITION WRITING: A SYSTEMATIC FUNCTIONAL APPROACH

2021 ◽  
Vol 3 (1) ◽  
pp. 20-30
Author(s):  
Harjuli Surya Putra
Keyword(s):  
High School ◽  
High School Students ◽  
Field Testing ◽  
School Curriculum ◽  
Assessment Instruments ◽  
School Students ◽  
High School English ◽  
High School Curriculum ◽  
Assessment Standard ◽  
Assessment Rubric

This research aims at developing a writing assessment rubric for a exposition text. This rubric is made in accordance with the assessment standard of the current Senior High School curriculum, Kurikulum Tingkat Satuan Pendidikan (KTSP) to be used by the teachers. Based on observations made of two high school English teachers at SMA Negeri 19 Medan , it was found that the assessment of students' writing in class XI was done by simply giving points or grades without any clear criteria. Such assessments tend to be subjective, inaccurate, and are not helpful for students. One way to overcome this is to use an assessment rubric. The development of this rubric was done through 7 stages of development, namely research and information collection, planning, developing premilinary forms of the product, premilinary field testing, main product revision, main field testing, and operational product revision. The development of this rubric is based on 16 students' writing. Analysis of data in this study was conducted by analyzing and assessing students' writing in first and second drafts as well as the results of the first and second questionnaires and interviews. The results show a rubric that can be used by the teacher to score students’ writing.

Experimental Programs: An experiment in programmed instruction in junior high school

1964 ◽  
Vol 57 (3) ◽  
pp. 160-162
Author(s):  
Paul H. Randolph
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
School Curriculum ◽  
School Students ◽  
High School Curriculum ◽  
Programmed Learning ◽  
Modern Mathematics

Only a brief glance through the last few years of THe Mathematics Teacher will reveal that there are at least two topics which have created considerable discussion; namely, the role of “modern mathematics” in the high school curriculum, and the applicability of programmed learning to mathematics. Thus, when the author had a chance to work with a group of junior high school students, this seemed like an ideal opportunity to test the value of these ideas.

scholarly journals Comic Studies THE POTENTIAL OF WAYANG RAMAYANA R.A KOSASIH COMICS AS A MEDIA (KOMPLEMENTER) OF JUNIOR HIGH SCHOOL LEARNING IN CENTRAL JAVA

2021 ◽  
Vol 6 (2) ◽  
pp. 317
Author(s):  
Safira Rizky Rachmania Hadi ◽  
Alvanov Zpalanzani Mansoor
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Language Translation ◽  
School Curriculum ◽  
School Students ◽  
High School Curriculum ◽  
Central Java ◽  
Comic Studies

Local content for junior high school content in Javanese language lessons is the story of Ramayana. Junior high school curriculum version 2013, uses Kidang Kencana story segment in Ramayana as Basic Competence 3 in Semester 2 outcome, and students have difficulty understanding it due to various factors. On the other hand, R.A Kosasih made a wayang comic titled Rama and Sinta (Ramayana). Therefore, the aim of this research is to examine whether the comic Rama and Sinta (Ramayana) can be used as a learning medium for junior high school students in Central Java. This is a qualitative research with an empirical approach. The results of the analysis show that there are similarities in the contents of the story, characters, settings and the story line of the Ramayana between the Javanese language textbook and the comic. Therefore, it can be concluded that the comic Rama and Sinta (Ramayana) can be used as a learning medium in Javanese language subjects through language translation, because the content is in accordance with the curriculum.

scholarly journals The Status and Connotation of Senior High School Students’ Life Concept on the Background of Core Literacy

2019 ◽  
Vol 8 (3) ◽  
pp. 187
Author(s):  
Bo Peng ◽  
Xinrui Sha ◽  
Ziyue Liu ◽  
Ruihua Pang ◽  
Feng Peng ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Curriculum Reform ◽  
School Curriculum ◽  
Senior High School ◽  
School Students ◽  
High School Curriculum ◽  
The Status ◽  
Core Literacy ◽  
Senior High School Students

In the document “Curriculum Standard of General Senior High School Curriculum and Biology (2017 ed.)” published in 2018, developing students’ core literacy as the fundamental task and value pursuit of current educational and teaching curriculum reform in China. Life concept is the key element of the core literacy of biology in senior high school. This paper expounds the position and value of life concept in the biology curriculum of senior high school, and analyses the connotation of life concept, which will provide an important reference for the effective cultivation of the life concept of senior high school students in the future.

Just a Theory

2017 ◽  
Vol 47 (4) ◽  
pp. 494-528
Author(s):  
Michelle D. Hoffman
Keyword(s):  
Physical Chemistry ◽  
High School ◽  
High School Students ◽  
The United States ◽  
School Curriculum ◽  
School Students ◽  
High School Curriculum ◽  
Atomic Theory ◽  
University Of Toronto ◽  
Wilhelm Ostwald

This paper considers educators’ debates over the proper place of the atomic theory in American and Ontario high schools during the first decade of the twentieth century, in the context of emerging, historic research on the nature of matter. In 1905, University of Toronto chemist William Lash Miller distributed a booklet instructing Ontario teachers how to teach chemistry without the atomic theory. According to Lash Miller and his Toronto colleagues, who edited a new textbook in 1906, teaching the atomic theory to beginners bred flawed and fuzzy reasoning. Lash Miller was a student of Wilhelm Ostwald, who famously doubted the reality of atoms until convinced by Jean Perrin’s 1908 experiments on Brownian motion. This paper shows that limiting the role of the atomic theory was part of an effort, both in Ontario and in the United States, to reorient the high school curriculum toward the expanding discipline of physical chemistry, specifically, a vision of physical chemistry indebted to Ostwald. Like the Toronto chemists, Chicago physical chemist Alexander Smith lamented high school textbooks’ overreliance on the atomic theory and promoted the use of laboratory terms. Both Lash Miller and Smith met with resistance from high school teachers, who defended the teaching of the atomic theory and advocated a competing view of beginners’ pedagogy. These debates were not settled primarily by appeals to evidence, but instead revolved around differing views of the needs and abilities of high school students.

scholarly journals Development of Articulate Storyline-based Dynamic Fluid Learning Media For Grade XI High School Students

2021 ◽  
Vol 6 (1) ◽  
pp. 26-34
Author(s):  
Farah Faridatul Fatikhah ◽  
Mita Anggaryani
Keyword(s):  
High School ◽  
High School Students ◽  
Positive Response ◽  
School Curriculum ◽  
Learning Activities ◽  
School Students ◽  
High School Curriculum ◽  
The Media ◽  
Good Learning ◽  
Media Creation

Articulate Storyline (AS) is a learning media creation software that presents materials with storylines. The presence of added characters makes the learning media more interactive and more immersed in the story presented. The use of characters is expected to appeal to students learning. The topic used in the learning media developed is Dynamic Fluid. The purpose of this research is to design a physics learning medium that implements Dynamic Fluid theories into a storyline using an Articulate Storyline. According to contextual learning theory, good learning is learning that is applicable to daily life. For further media development, researchers plan to raise the life of a plumber and associate it with Dynamic Fluid materials according to the High School Curriculum. The method used in this study is Research and Development (R&D). Media can be used via web and android. This study stated that the learning media developed is worth using with a validity value of 90.71% classified as very valid. The positive response of students to the media by 99.16%, which belongs to the category, is very good. The percentage of learning activities completed through the comprehension test was 84.4%, which falls into the category of very good. Dynamic fluid learning media based on the Articulate Storyline is suitable for use as a learning resource and as a learning companion for grade 11 high school students.

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.

scholarly journals Methodology for studying the information space as an economic categories within the school curriculum

2020 ◽  
Author(s):  
A.V. Mahova ◽  
A.V. Nelipa
Keyword(s):  
High School ◽  
High School Students ◽  
Everyday Life ◽  
School Curriculum ◽  
Information Space ◽  
School Students ◽  
The Impact

The materials of this article include methodological materials that form the basis for an optional course for secondary and high school students, which examines the issues, the nature and characteristics of the information space and the impact of its components on everyday life.

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