scholarly journals COMPREHENSIVE ANALYSIS OF THE FORT INSTRUMENT: USING DISTRACTOR ANALYSIS TO EXPLORE STUDENTS’ SCIENTIFIC REASONING BASED ON ACADEMIC LEVEL AND GENDER DIFFERENCE

2021 ◽  
Vol 20 (6) ◽  
pp. 906-923
Author(s):  
Minsu Ha ◽  
Yustika Sya’bandari ◽  
Ai Nurlaelasari Rusmana ◽  
Rahmi Qurota Aini ◽  
Sarah Meilani Fadillah
Keyword(s):  
Secondary School ◽  
Confidence Level ◽  
Scientific Reasoning ◽  
Reasoning Ability ◽  
Formal Reasoning ◽  
Academic Level ◽  
Reasoning Test ◽  
Upper Secondary ◽  
And Gender ◽  
Distractor Analysis

Scientific reasoning ability is essential to get developed in the current digital age, particularly in the process of judgement and decision-making in complex problems. Few studies have conducted an in-depth exploration of scientific reasoning ability, especially in relation to the confidence level and gender. The scientific reasoning ability of Indonesian upper-secondary school and university students were examined and compared with previous recorded data of US students. In this study, the data were collected from 372 university and 528 upper-secondary education students in Indonesia. Students’ scientific reasoning ability was measured using a scientific formal reasoning test (FORT). In addition, confidence level and metacognitive data was collected through self-reported measures. Two-way ANOVA was performed to compare mean differences between groups based on academic level and gender and to observe interaction between the variables. Students’ confidence level in selecting the correct answer and distractor answer was analyzed using an independent t-test. The results reveal that many Indonesian students selected specific distractors with relatively high confidence. Moreover, upper-secondary school students and female students selected more distractors than the groups’ counterparts. Finally, the factors related to Indonesian students’ responses to the scientific formal reasoning were discussed. Keywords: confidence level, distractor analysis, gender differences, scientific (formal) reasoning test, scientific reasoning ability, Indonesian student

FCI normalized gain, scientific reasoning ability, thinking in physics, and gender effects

2012 ◽  
Author(s):  
Vincent P. Coletta ◽  
Jeffrey A. Phillips ◽  
Jeff Steinert ◽  
N. Sanjay Rebello ◽  
Paula V. Engelhardt ◽  
...  
Keyword(s):  
Scientific Reasoning ◽  
Gender Effects ◽  
Reasoning Ability ◽  
And Gender ◽  
Normalized Gain

scholarly journals Young peoples’ own stories about dropping out in Norway: An indirect qualitative approach

2017 ◽  
Vol 11 (2) ◽  
pp. 3
Author(s):  
Mette Bunting ◽  
Geir Moshuus
Keyword(s):  
Young People ◽  
Secondary School ◽  
Socioeconomic Background ◽  
Dropping Out ◽  
Upper Secondary School ◽  
Structural Factors ◽  
Upper Secondary ◽  
And Gender ◽  
The Individual ◽  
Out Of School

Mye forskning om skoleavbrudd i videregående opplæring ser på risikofaktorer, som sosio-økonomisk bakgrunn, grunnskolepoeng og kjønn, og kan derfor sies å fokusere på individuelle og strukturelle faktorer. Artikkelen argumenterer for heller å se på skoleavbrudd som et samspill eller møte mellom individet og systemet, det individuelle og strukturelle. Forskningen baseres på data fra en longitudinell kvalitativ studie i sitt fjerde år. Informantene er ungdom i NAV-systemet som har sluttet på videregående skole, men som fortsatt har skolerett. Gjennom den indirekte metoden, en intervjumetode basert på etnografiske intervjuer, søkes det å legge til rette for at ungdommene kan fortelle sine historier med egne ord og på sin måte. Disse fortellingene belyser avbruddsprosessene, og beskriver opplevelser forut for avbruddet. Funnene viser at selv om ungdommene sier dette skjer på grunn av enkelthendelser, belyser fortellingene deres at dette er komplekse prosesser som ligger til grunn, gjerne år tilbake. Artikkelen konkluderer med at sosialt medierte prosesser også utenfor skole, må vektlegges for å kunne forstå skoleavbrudd.Nøkkelord: frafall, kvalitativ longitudinell studie, livshistorier, etnografisk intervju, ungdom, videregående skoleAbstractResearch on dropout from upper secondary school usually focuses on risk factors such as socioeconomic background, previous academic results and gender—that is, on individual and structural factors. The present article argues for a shift of focus, looking at dropping out as an interaction between the person and the system—between the individual and the structural. This research draws on interview data from a longitudinal qualitative study (now in its fourth year) of young people both in and out of school. The informants were young dropouts currently in the welfare system. Using the indirect method (developed from ethnographic interviews), the interviewer sought to establish an environment in which these young people could use their own words when sharing their stories. Those stories provide an insight into the processes and experiences prior to the event of dropping out. The findings show that although young people describe dropping out as a singular event, their stories indicate complex preceding processes, often from some years before. The article concludes that socially mediated interactions between the individual and the structural, both inside school and out of school, must be considered when seeking to understand why young people drop out.Keywords: dropout, qualitative longitudinal study, life stories, ethnographic interview, youth, upper secondary school

scholarly journals UPPER-SECONDARY SCHOOL STUDENTS’ APPROACHES TO SCIENCE EXPERIMENTS IN AN EXAMINATION DRIVEN CURRICULUM CONTEXT

2020 ◽  
Vol 19 (4) ◽  
pp. 523-535
Author(s):  
Tamirirofa Chirikure
Keyword(s):  
Secondary School ◽  
Scientific Reasoning ◽  
Secondary School Students ◽  
Procedural Knowledge ◽  
Upper Secondary School ◽  
Iterative Approach ◽  
School Students ◽  
Linear Approach ◽  
Upper Secondary ◽  
Teaching Learning

This research explored upper-secondary school students’ approaches when they engage in planning and conducting science experiments. Approaches to science experiments are important because they provide insight into students’ scientific reasoning and their enactment of scientific methods. An explanatory mixed-methods design was employed to determine and explain students’ approaches to science experiments. Data were generated by administering a 15-item Approaches to Science Experiments Questionnaire (ASEQ) on 211 participants and interviewing a smaller sample of 33. The linear approach was predominant while the divergent approach was least adopted by the participants. The teaching-learning context, substantive and procedural knowledge lead to specific approaches and the emergence of subcategories of the three broad approaches. Capable students engaged in a self-directed iterative approach while external help resulted in an assisted iterative approach. Rigid and contrived linear approaches were a result of time constraints, substantive and procedural shortcomings. Scattergun and blanking divergent approaches emerged from extreme weaknesses in substantive and procedural knowledge. Assessing practical skills through long-term projects is recommended to focus more on developing students’ scientific reasoning and process skills. Research with the ASEQ in other teaching-learning cultures, observing students in action and analysing their write-ups could provide deeper insights into approaches to science experiments. Keywords: science experiments, divergent approach, iterative approach, linear approach, mixed methods.

scholarly journals Factors Influencing the Creativity of Chinese Upper-Secondary-School Students Participating in Programming Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Jun Liu ◽  
Xue Sun ◽  
Meng Sun ◽  
Yan Zhou ◽  
Xinyue Li ◽  
...  
Keyword(s):  
Secondary School ◽  
Teaching Method ◽  
Economic Capital ◽  
Learning Approach ◽  
School Students ◽  
Family Socioeconomic Status ◽  
Programming Education ◽  
Learning Attitude ◽  
Upper Secondary ◽  
And Gender

Purpose: This study explored whether instructional characteristics, learner characteristics, family socioeconomic status, and gender influence creativity in the context of programming education in China.Methods: A total of 851 upper-secondary-school students in Beijing, China, were surveyed using the Creativity Scale, Programming Learning Scale, Programming Teaching Scale and Family Socioeconomic Status Questionnaire. SPSS (version 22) was used for correlation analysis, t-test and regression analysis.Results: (1) Teachers’ programming teaching method and management; students’ programming learning approach, attitude, and engagement; gender; and family economic capital were all significantly associated with creativity. (2) There were significant differences between males and females in terms of creativity, programming learning approach and programming learning attitude. (3) Learner attitudes, engagement, and approach, and their family economic capital, were strong predictors of creativity, with the strongest influence of learners’ attitudes to programming learning and weaker influence of family economic capital.Conclusion: The main factors that influence creativity in the context of programming education are programming teaching method, programming teaching management, programming learning approach, programming learning attitude, programming learning engagement and family economic capital. Among these, learner factors (attitude, engagement, and approach) and family economic capital are the key factors influencing creativity. These findings provide a basis for improving the creativity of Chinese programming learners and inspire teachers to consider learner factors and gender differences as they design and manage their instruction. Furthermore, the influence of family economic capital on the creativity of learners cannot be ignored.

scholarly journals Analisis Kemampuan Penalaran Ilmiah pada Pembelajaran Interactive Demonstration disertai Formative Assessment

2019 ◽  
Vol 4 (11) ◽  
pp. 1485
Author(s):  
Demara Balqis ◽  
Sentot Kusairi ◽  
Edi Supriana
Keyword(s):  
High School ◽  
Formative Assessment ◽  
Learning Strategies ◽  
Scientific Reasoning ◽  
Reasoning Ability ◽  
Formal Reasoning ◽  
Physics Learning ◽  
Transition Level ◽  
Before And After ◽  
Innovative Learning

<p><strong>Abstract:</strong> This research aims to analyze the students scientific reasoning ability in physics learning. The sample was 32 students of 10<sup>th</sup> grade in Public Senior High School 7 Malang. The instrument test is two tiers with 13 questions. The result shows that there are differences between students scientific reasoning score before and after interactive demonstration learning with formative assessment. In pretest, the students scientific reasoning scores were low, 25 students were at level of concrete reasoning and 9 students were at initial transition level. When the posttest, scientific reasoning score has increased, 10 students at concrete reasoning level, 15 students at the initial transition level, 8 students are at final transition level, and 1 student reach the level at formal reasoning level. Teacher need to give the innovative learning strategies that can improve student’s scientific reasoning. <strong></strong></p><p><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan untuk mengetahui kemampuan penalaran ilmiah siswa pada pembelajaran <em>interactive demonstration</em><strong><em> </em></strong>disertai <em>formative assessment</em>. Sampel yang digunakan yaitu 34 siswa pada kelas <strong>X</strong> IPA di SMA Negeri 7 Malang. Instrumen yang digunakan berupa tes <strong><em>Two Tiers</em> </strong>dengan 13 pertanyaan. Hasil penelitan menunjukkan bahwa terdapat perbedaan antara penalaran ilmiah siswa sebelum dan setelah dilakukan pembelajaran <em>interactive demonstration</em><strong><em> </em></strong>disertai<strong> </strong><em>formative assessment</em>. Pada saat <em>pretest </em>skor penalaran ilmiah siswa rendah yaitu 25 siswa berada pada tingkat penalaran konkret dan sembilan siswa berada pada tingkat transisi awal. Saat <em>posttest </em>skor penalaran ilmiah mengalami peningkatan yaitu 10 siswa pada tingkat penalar konkret, 15 siswa pada tingkat transisi awal, <strong>8</strong> siswa berada tingkat transisi akhir hingga ada seorang yang mencapai tingkat penalaran formal. Guru perlu memberikan strategi pembelajaran inovatif yang dapat memperbaiki penalaran ilmiah siswa.</p>

scholarly journals Internet Plagiarism among Form Four Chemistry Students of a Selected Malaysian Secondary School: Exploring Its Prevalence, Correlates and Gender Differences

2018 ◽  
Vol 5 (2) ◽  
pp. 54-72
Author(s):  
Rajiah Hassan ◽  
Tunku Badariah Tunku Ahmad
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Statistical Significance ◽  
Kuala Lumpur ◽  
Student Body ◽  
Chemistry Students ◽  
School Based ◽  
Upper Secondary ◽  
And Gender

This case study was conducted to investigate the extent and prevalence of Internet plagiarism among a group of upper secondary students taking Chemistry as an elective subject at a selected public school in Kuala Lumpur. Eighty-seven (N=87) Form Four Chemistry students were required to write a two-page essay on acid rain as part of the School-Based Assessment exercise. The essays were examined in a quantified document analysis to record the occurrences and prevalence of plagiarism from Internet sources. Researcher-coded scores and Turnitin similarity indexes were used as the measures of Internet plagiarism. The results show that Internet plagiarism in this student body was widespread (99%) as almost everyone plagiarized, except one female student. The amount of information copied was extremely high at an average of 90% for Turnitin similarity indexes and 91.3% for researcher-coded scores. Gender wise, both boys and girls plagiarized at about the same extent, and the slight difference between them did not account for any statistical significance. Most were involved in high-scale plagiarism, and appeared to have lifted their essays completely off the Internet. However, the study could not completely ascertain whether students' lack of ability in English and Chemistry was the actual reason for their plagiarism act as measures of the two subjects turned out to be weak correlates of plagiarism. Based on the findings, the study recommends that students be explicitly taught the proper skills of writing and educated about the nature and implications of Internet plagiarism.  

scholarly journals Scientific Reasoning Ability and Academic Achievement of Secondary School Students

2020 ◽  
Vol V (I) ◽  
pp. 356-363
Author(s):  
Mushtaq Ahmad ◽  
Anees-ul- Hasnain Shah ◽  
Arslan Raheem
Keyword(s):  
Secondary School ◽  
Private Colleges ◽  
Scientific Reasoning ◽  
Pearson Correlation ◽  
Higher Order Thinking ◽  
Reasoning Ability ◽  
School Students ◽  
Public And Private ◽  
Ability Test ◽  
The Relationship

Scientific reasoning ability is considered as developing ability and is improved through knowledge acquisition. So, the study was opted to find out the relationship between the scientific reasoning ability and the achievement marks of SSC science graduates. All SSC science graduates enrolled in intermediate 1st year class in any public or private college of Punjab were the population. 1620 students from four districts were conveniently selected. The suitable test Lawson reasoning ability test was adapted with permission to make it bilingual and pilot testing brought Cronbachs α value 0.914. Test was administered to 1620 students of both public and private colleges whereas returned rate was 93.7%. Results calculated through descriptive statistics and Pearson Correlation was no significant relationship between reasoning ability test scores and the SSC marks. It was recommended that assessment agencies i.e. Board of intermediate and Secondary education may include the items of higher order thinking in assessment.

scholarly journals They prepare you what to say, but do they teach you how to say it?

2016 ◽  
Vol 1 (1) ◽  
pp. 17
Author(s):  
Dorota Lipinska
Keyword(s):  
Secondary School ◽  
Target Language ◽  
Upper Secondary School ◽  
Online Questionnaire ◽  
Academic Level ◽  
Study Results ◽  
Upper Secondary ◽  
Correct Pronunciation ◽  
Type Of School ◽  
School Curricula

It cannot be denied that research on L2 pronunciation has developed greatly in the last decades, nevertheless the conclusions drawn from such studies are rarely applied in practice, especially in the school curricula. Studies carried out in Poland since early 2000s have proven that pronunciation teaching is still almost absent at schools (apart from the academic level) and that L2 learners are highly critical concerning both their own as well as their teachers’ pronunciation in EFL. Although it has been shown that correct pronunciation is crucial in L2 communication and that this element of L2 competence has been included in the oral part of the school-leaving (<em>Matura) </em>exam (CKE, 2013), the popular claim is that it is still difficult to find any elements of pronunciation training in textbooks designed for this kind of schools. The first aim of this paper is to compare the latest versions of compendia (<em>repetytoria </em>in Polish) usually applied in the last class of this type of school. The books are used to revise all the previously acquired knowledge about an L2 and are supposed to include theory and exercises in all skills and elements of a target language. And as learners graduating from upper-secondary school are about nineteen years old and, moreover, some of them may stop learning L2 intensively after graduation, it is the last chance to work seriously on English phonetics. The study results show that in most cases, although a separate pronunciation module is not included, word-lists in compendia are usually accompanied by audio tracks and, in some cases, even IPA is applied. Another aim of the study is to examine whether upper-secondary L2 teachers pay attention to their learners’ pronunciation and train it. An online questionnaire concerning pronunciation teaching practices was completed by 51 teachers from all over Poland and this did not bring optimistic results.

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