Implementation of Scientific Teaching to Train Scientific Literacy in Domain Competence at Lower Secondary School in Topic Linear Motion

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Scientific Literacy ◽  
Learning Activities ◽  
Linear Motion ◽  
Lower Secondary School ◽  
Student Responses ◽  
Scientific Teaching

This pre experimental with one group pretest-posttest design’s work reports that implementation of scientific teaching to train scientific literacy in learning on linear motion topics in secondary schools can be got almost maximum student responses at each stage of learning activities nor gained the improvement of domain competence at moderate category.

scholarly journals From Entrepreneurship to Entrepreneurial Education in Lower Secondary School: Pedagogising by Means of the Pedagogic Device

2016 ◽  
Vol 2 (1) ◽  
pp. 36
Author(s):  
Monika Diehl
Keyword(s):  
School Improvement ◽  
Secondary School ◽  
Secondary Schools ◽  
Capitalist Society ◽  
Entrepreneurial Education ◽  
Lower Secondary School ◽  
School Cultures ◽  
Pedagogic Discourse ◽  
Improvement Programme ◽  
Pedagogic Device

<p>This study is part of a school improvement programme on entrepreneurial education and investigates teachers’ understanding and transmission of entrepreneurial education in two Swedish lower secondary schools, through interviews and observations. Entrepreneurship is a well-established concept within capitalist society, but the interest here is to investigate the transmission of it into pedagogic discourse and communication. Bernstein’s concept of the pedagogic device is used to reason on the process of what happens, and why, when the concept of entrepreneurship is transformed into entrepreneurial education. The results indicate different understandings and connotations on a deeper level, and also show that transmission to colleagues and pupils faces a series of challenges. In practise, the findings show different approaches to entrepreneurial education among individual teachers, but also between schools. This can be explained by gaps in the transmitting process, but also by different school cultures and diverse forms of collegial collaboration, which may affect transmission among colleagues and thus the transmission to pupils. Pupils’ backgrounds may also have an impact on the differences. <strong></strong></p>

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.

scholarly journals ESD for managers in the Danish lower secondary educational curriculum

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
David Mathias Paaske ◽  
Olman Segura-Bonilla ◽  
Jairo Hernandez-Milian
Keyword(s):  
Climate Change ◽  
Secondary School ◽  
Secondary Schools ◽  
Traditional Education ◽  
School Level ◽  
Lower Secondary School ◽  
Content Type ◽  
The Core ◽  
Secondary School Level ◽  
Conceptual Paper

PurposeThe purpose of this paper is to challenge the current educational methods taking place in Danish lower secondary school by introducing the concept of education for sustainable development (ESD) to help managers and teachers facilitate an action-oriented approach aimed at potentiating the level of sustainability and environmental awareness.Design/methodology/approachThis conceptual paper is based on the relevant literature and examines the necessity to move beyond traditional education curricula by offering a new practical sustainable framework for facilitating ESD at Danish lower secondary schools. A particular focus relates to evaluating and adopting sustainable approaches in the educational literature that is sufficiently sensitive to practical changes in Danish lower secondary teaching methods.FindingsWith the purpose of generating awareness about climate change and students’ ecological footprint to lower secondary school students in Denmark, it was found that embedding ESD in the Danish curriculum would be an important tool for this purpose. The authors outline practical recommendations for managers at the lower secondary school level.Originality/valueThis conceptual paper addresses the core issue of traditional education in Danish lower secondary schools by suggesting to adopt the educational framework of ESD. To this end, the authors have offered a variety of specific practical suggestions accordingly to how traditional education can be redesigned by focusing on action-oriented learning and future-oriented ESD. Furthermore, the authors propose that certain educational components of smart cities might promote an underlying commitment to meet the core issues of climate change, as this has yet to be examined. The research on ESD for managers at the Danish lower secondary school level is fairly limited to date.

scholarly journals Integrating corpus work into secondary education: From data-driven learning to needs-driven corpora

ReCALL ◽  
2007 ◽  
Vol 19 (3) ◽  
pp. 307-328 ◽  
Author(s):  
Sabine Braun
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary Schools ◽  
Language Learning ◽  
English Language ◽  
Learning Activities ◽  
Data Driven ◽  
Hands On ◽  
Language Classes

AbstractThis paper reports on an empirical case study conducted to investigate the overall conditions and challenges of integrating corpus materials and corpus-based learning activities into English-language classes at a secondary school in Germany. Starting from the observation that in spite of the large amount of research into corpus-based language learning, hands-on work with corpora has remained an exception in secondary schools, the paper starts by outlining a set of pedagogical requirements for corpus integration and the approach which has formed the basis for designing the case study. Then the findings of the study are reported and discussed. As a result of the methodological challenges identified in the study, the author argues for a move from ‘data-driven learning’ to needs-driven corpora, corpus activities and corpus methodologies.

scholarly journals TECHNICAL TALENT AND TECHNICAL CREATIVITY IN LOWER SECONDARY SCHOOL STUDENTS

2015 ◽  
Vol 65 (1) ◽  
pp. 73-81
Author(s):  
Andrej Šafhalter ◽  
Dragica Pešaković
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Key Words ◽  
Secondary School Students ◽  
Basic Education ◽  
Lower Secondary School ◽  
School Students ◽  
Positive Correlation ◽  
Technical Creativity ◽  
Talented Students

Technical subjects should include creative activities in order to foster the development of technical creativity in talented students. Talent should be regarded as a potential or a characteristic, which a certain student possesses. Creativity can be described as an activity through which such talent shows. The research on the correlation between technical talent and technical creativity included 109 students aged 11 to 15 years, in two Slovenian lower secondary schools. Students were tested by two modified tests on technical creativity and technical talent. The results show that a positive correlation between technical talent and technical creativity exists. It depends on the gender, age and closing assessment of the student. Females displayed a higher level of technical creativity in comparison to males; however, the males achieved higher scores in the technical talent test. The higher the closing assessment and the age of the students, the higher was the level of their technical talent and technical creativity. Key words: basic education, technical talent, technical creativity, technique and technology.

scholarly journals Implemented the Scientific Approach to Train Scientific Literacy in Domain Competence at Junior High School in Topic Linear Motion

2020 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
High School ◽  
Junior High School ◽  
Scientific Literacy ◽  
Junior High ◽  
Learning Design ◽  
Linear Motion ◽  
Convenience Sample ◽  
Student Responses ◽  
Scientific Approach ◽  
Sample Technique

Scientific Literacy is a mastery of concepts and processes of science and can applying it to solve problems and make decision. Several states trains scientific literacy at the school to prepare their citizens, but the assessment by PISA and researches shows that scientific literacy of Indonesian students is low. Research using pre experimental with one group pretest-posttest design on a sample of 36 students which were selected using convenience sample technique at one school in Kabupaten Bandung Barat is implemented the scientific approach to train scientific literacy. Tests used by 18 essay questions with a reliability of the test is 0.72. The research reports that learning design in topic linear motion at junior high school using a scientific approach that has been designed can be got almost maximum student responses at each stage of learning activitie as well as an improvement at moderate category in each domain competence: C1 =0,52; C2 =0,60; and C3 =0,69.

scholarly journals HYBRID OF CHEMISTRY LEARNING ACTIVITIES IN SECONDARY SCHOOL THROUGH DEVELOPMENT OF THE FLIPPED CLASSROOM MODEL

2019 ◽  
Vol 4 (3) ◽  
pp. 11-13
Author(s):  
Maria Paristiowati
Keyword(s):  
Secondary School ◽  
Scientific Literacy ◽  
Flipped Classroom ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Control Group ◽  
Control Group Design ◽  
Chemistry Learning ◽  
Improve Student Learning ◽  
Implementation Stage

In this study hybridization of chemistry learning activities in secondary school was carried out through the development of flipped classroom models. Activity hybridization is the composition of learning inside and outside the classroom with appropriate supporting modules and learning videos. Variations in the composition of learning activities inside and outside the classroom are done through a flipped classroom model that is integrated with the Problem-Based Learning (PBL) and Inquiry models. The research was conducted by the development research method from Richey and Klein, with the implementation stage using experimental strategies, 2x2 treatment by level design and nonequivalent control group design. The results of the implementation show that on the topic of the Reaction Rate, the hybridization composition of activities inside and outside the classroom with flipped classroom-PBL models can improve scientific literacy and flipped classroom models-inquiry can improve student learning outcomes in secondary school.

scholarly journals English lessons in lower secondary schools in Poland: Reflections based on learner voices

Neofilolog ◽  
2019 ◽  
Vol 1 (42/1) ◽  
pp. 25-38
Author(s):  
Melanie Ellis
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Foreign Language ◽  
Educational Research ◽  
Teaching And Learning ◽  
Large Scale ◽  
Lower Secondary School ◽  
School Year ◽  
Key Stage 3 ◽  
Lower Secondary Schools

This paper reports on some of the data from a large-scale study Teaching and Learning Foreign Language in lower secondary school, which began in the school year 2011-12 and traces selected groups of learners through the three years of Key Stage 3 (gimnazjum), ending in school year 2013-14. The study was conceived and is managed by the Foreign Language Section of the Educational Research Institute (ERI) in Warsaw with European funding. (see Acknowledgement). In this article the focus is on data obtained from interviews conducted with learners from class one of 120 lower secondary schools, where the students were asked to describe and give opinions about learning English in their school and to imagine an ideal lesson. The learners are the reason that lessons in school take place, but their views are rarely consulted. This study attempts to redress the balance.

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