scholarly journals THE CONCEPTUAL STRUCTURE OF CHEMICAL EQUILIBRIUM IN UPPER-SECONDARY SCHOOL STUDENTS: EVIDENCE FROM FACTOR ANALYSIS

2021 ◽  
Vol 20 (1) ◽  
pp. 80-92
Author(s):  
Yuhua Mai ◽  
Yangyi Qian ◽  
Linshen Li ◽  
Haihang Lan
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Chemical Equilibrium ◽  
Chemistry Education ◽  
Secondary School Students ◽  
Factor Model ◽  
Conceptual Structure ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary

This research aimed to explore the conceptual structure of chemical equilibrium in upper-secondary school students using factor analysis. Research on chemistry education has shown that chemical equilibrium is an important but difficult-to-understand topic. Exploring the conceptual structure of chemical equilibrium among students will help chemistry researchers and educators to conduct more targeted teaching practices. Based on a survey of chemistry research and teaching practice experts, a high-quality concept pool composed of 24 relevant concepts was developed. Next, a survey involving a total of over 700 twelfth-grade students from five upper-secondary schools was conducted, and a factor analysis was utilized to determine the conceptual structure. The results showed that a three-factor model and a five-factor model with 15 relevant concepts were all accepted as the conceptual structure for students. The new form of conceptual structure in this research helps understand the features and categories in students’ latent organization of concepts. Also, it may be revealed that factor analysis can be utilized as an approach to exploring students’ conceptual structure. Keywords: chemical equilibrium, chemistry education, conceptual structure, factor analysis

scholarly journals Why do upper secondary school students study chemistry – and why they do not?

2013 ◽  
Vol 1 (1) ◽  
pp. 43-54
Author(s):  
Veli- Matti Vesterinen ◽  
Maija Aksela ◽  
Toni Rantaniitty
Keyword(s):  
Secondary School ◽  
Chemistry Education ◽  
Secondary School Students ◽  
Working Life ◽  
Upper Secondary School ◽  
Utility Value ◽  
School Students ◽  
University Admission ◽  
Upper Secondary ◽  
Advanced Courses

This study investigated the Finnish upper secondary school students’ opinions on the rationale of chemistry education and their reasons for choosing or not choosing advanced courses in chemistry. In first phase of the research 49 pre-service chemistry teacher students answered open questions about their opinions about the rationale of chemistry education as well as reasons for choosing advanced courses in chemistry in upper secondary school. The same students then interviewed 44 upper secondary students about their opinions on the topic. The survey used for the second phase of the study was based on the content analysis of the answers of chemistry teacher students and the transcriptions of the interviews of upper secondary school students. Four categories of rationales were found in the first phase of the study: (i) everyday life and health, (ii) environmental issues, (iii) general knowledge, and (iv) further studies and working life. Based on the data from the survey (N = 137), further studies and working life related reasons for teaching chemistry were considered most important. The reasons for choosing advanced courses in chemistry were divided in four categories: (i) interest, (ii) self-efficacy, (iii) utility value for university admission, further studies and working life, (iv) influence of parents, peers and teacher. Results indicate that interest in chemistry and utility value for university admission and further studies were the most important reasons for choosing advanced courses in chemistry. Boys and students with good grades in chemistry emphasized self-efficacy significantly more than the others. Girls emphasized utility value for university admission and further studies more than the boys. Influence of parents, peers and teacher was in average considered the least important category of reasons. The main reasons for not choosing advanced courses in chemistry were being more interested in other subjects and not needing chemistry for university admissions. To improve the number of people choosing advanced courses in chemistry, there is a need to improve interest in chemistry – especially as part of general knowledge of every citizen.

scholarly journals ALTERNATIVE CONCEPTIONS OF COMMON SALT HYDROLYSIS AMONG UPPER-SECONDARY-SCHOOL STUDENTS

2017 ◽  
Vol 16 (1) ◽  
pp. 64-76 ◽  
Author(s):  
Kinga Orwat ◽  
Paweł Bernard ◽  
Anna Migdał-Mikuli
Keyword(s):  
Secondary School ◽  
Chemistry Education ◽  
Secondary School Students ◽  
Inorganic Compounds ◽  
School Curriculum ◽  
Alternative Conceptions ◽  
Common Salt ◽  
Upper Secondary School ◽  
School Students ◽  
Upper Secondary

Reactions in aqueous solutions are an important part of chemistry education. As experience shows, they are particularly difficult for students to understand. Hydrolysis is one such reaction. It occurs in organic and inorganic compounds with either covalent and ionic structures, but salt hydrolysis is a special example. Salt hydrolysis is complex, and to understand it, students must consider the reaction equilibrium, dissociation process, and acid-base properties of reactants and products. Additionally, in the upper-secondary-school curriculum, hydrolysis is described only qualitatively, which can lead students to misinterpret hydrolysis and solution equilibrium. In this study, 235 upper-secondary-school students answered questions about the acidity of common salt solutions and tried to justify their responses by writing appropriate chemical equations. An analysis of the answers revealed the students’ alternative conceptions and misconceptions. The character of the misconceptions showed that they are school-based and largely caused by excessive simplification of the process as well as the usage of inappropriate analogies. Key words: salt hydrolysis, acids and bases, alternative and misconceptions, chemical education research.

scholarly journals Assessing Engagement in Chinese Upper Secondary School Students Using the Chinese Version of the Schoolwork Engagement Inventory: Energy, Dedication, and Absorption (CEDA)

2021 ◽  
Vol 12 ◽  
Author(s):  
Ziwen Teuber ◽  
Xin Tang ◽  
Katariina Salmela-Aro ◽  
Elke Wild
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Secondary School Students ◽  
Factor Model ◽  
School Context ◽  
Upper Secondary School ◽  
Vocational High School ◽  
School Students ◽  
Upper Secondary

The schoolwork engagement inventory: Energy, Dedication, and Absorption (EDA) is a measure of students' engagement in schoolwork and has been demonstrated valid in Western student populations. In this study, we adapted this inventory to and tested its psychometric appropriates in Chinese upper secondary school students (CEDA). Participants were 1,527 general high school students and 850 vocational high school students. The mean age of the total sample was 16.21 years (54.4% females, age span: 15–19 years). The results of confirmatory factor analyses (CFA) showed that a modified one-factor model fitted the data best. The results of the multigroup CFA showed that the factor structure was metrically invariant across school tracks (i.e., general or vocational high school) and scalarly invariant across gender and school types (i.e., ordinary or key school). Moreover, schoolwork engagement was negatively related to emotional exhaustion and positively related to self-efficacy, perseverance of effort, teacher–student relationships, and life satisfaction. Overall, the CEDA can be regarded as a valid measure for the assessment of student engagement in the Chinese upper secondary school context.

Identity in adolescence and emerging adulthood: relationships with emotional and educational factors

2013 ◽  
Vol 44 (3) ◽  
pp. 266-276 ◽  
Author(s):  
Konrad Piotrowski
Keyword(s):  
Identity Development ◽  
Secondary School ◽  
Secondary School Students ◽  
Identity Crisis ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Identity Statuses ◽  
Upper Secondary ◽  
Shame And Guilt

Abstract In the processual approach to identity, the role of the interaction between subjective and contextual factors in the process of its development is emphasized. Based on the model of Luyckx et al. (2008) relationships between identity and educational context, as well as the tendency to experience shame and guilt were analyzed.. 821 people aged from 14-25 and belonging to six educational groups: (1) lower secondary school, (2) basic vocational school, (3) technical upper secondary school, (4) general upper secondary school, (5) post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) and (6) university, took part in the research. Two questionnaires were used: The Dimensions of Identity Development Scale (DIDS), to allow the measurement of the five dimensions of identity postulated by Luyckx et al (2008) and The Personal Feelings Questionnaire-2 (PFQ-2, Harder, Zalma, 1990) to measure of the shame and guilt proneness. The results show that general upper secondary school students in terms of the dimensions of identity are closer to lower secondary school students rather than to their peers from technical and vocational schools. Among general upper secondary school students not only was a higher intensity of an identity crisis observed, but also a strong tendency to experience shame and guilt. Among lower secondary school students and general upper secondary school students, people with diffusion and moratorium as identity statuses prevailed, while in the remaining groups the achievement and foreclosure identity were observed more frequently. A general relationship was also observed, namely, a greater tendency to experience shame was associated with a higher intensity of an identity crisis.

scholarly journals Ligga steget före: Barnskötares yrkesomdöme åskådliggjort genom bedömningshandlingar

2021 ◽  
Vol 11 (3) ◽  
Author(s):  
Enni Paul ◽  
Camilla Gåfvels
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Multimodal Interaction ◽  
Video Sequences ◽  
Upper Secondary School ◽  
School Students ◽  
Central Aspect ◽  
Upper Secondary

This study explores vocational judgement, which is discernible in the assessment actions of a supervising childminder directed towards upper secondary school students – while interacting with the children – during work-based learning in Sweden. The research aims to identify the characteristics of vocational knowing in terms of judgement, as exhibited in everyday interactions with children, by applying multimodal interaction ana-lysis to two video sequences from different Swedish preschools. The study findings show how vocational judgement – in the form of embodied discernment – is a central aspect of a childminder’s vocational knowing. Vocational judgement becomes discernible, for instance, in how supervising childminders are consistently one or several steps ahead of both children and upper secondary school students

scholarly journals The Instructional Design of an Online Learning Environment (RISSC) for Upper Secondary School Students’ Research Skills

2019 ◽  
pp. 174-182
Author(s):  
Louise Maddens ◽  
Fien Depaepe ◽  
Annelies Raes ◽  
Jan Elen
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Secondary School ◽  
Learning Environment ◽  
Secondary School Students ◽  
Online Learning Environment ◽  
Upper Secondary School ◽  
School Students ◽  
Research Skills ◽  
Upper Secondary

In today’s complex world, the acquisition of research skills is considered an important goal in (upper secondary) education. Consequently, there is a growing body of literature that recognises the value of well-designed (online) learning environments for effectively supporting the development of this complex set of skills. However, a clear consensus on how these research skills can be facilitated is currently lacking. Furthermore, interventions aiming to foster these skills are often implemented in specific domains, mostly in physics, biology and chemistry. In addition, current approaches to facilitation often refer to only a few epistemic activities related to research skills. Because of the broad and (mainly) domain-specific character of research skills, the purpose of this paper is to articulate the instructional design considerations for an online learning environment for upper secondary school students’ (broad set of) research skills in a(n) (underrepresented) behavioural sciences context.

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