scholarly journals A Portfolio Model for the Teaching and Learning of GIS Competencies in an Upper Secondary School: A Case Study from a Finnish Geomedia Course

2020 ◽  
Author(s):  
Henna ANUNTİ ◽  
Essi VUOPALA ◽  
Jarmo RUSANEN
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Upper Secondary School ◽  
Upper Secondary

Teaching and Learning for Global Citizenship in the EFL Classroom

2021 ◽  
pp. 86-106
Author(s):  
Mónica Lourenço ◽  
Ana Raquel Simões
Keyword(s):  
Teaching And Learning ◽  
Global Citizenship ◽  
Teacher Education Programs ◽  
Theory Approach ◽  
Upper Secondary School ◽  
Education Programs ◽  
Upper Secondary ◽  
Personal Reflections ◽  
Grounded Theory Approach

This chapter reports on a case study that aimed to understand how global citizenship education (GCE) can be integrated in the English as a Foreign Language (EFL) curriculum. In order to do that, the authors analyze the practicum reports of two pre-service teachers, which included the GCE projects they developed in a primary or in an upper secondary school, and the personal reflections they wrote at the end of the academic term. The first analytical procedure consisted in the identification of the topics, goals, methodologies, activities, and resources outlined by the pre-service teachers for their projects. Then, the authors analyzed the personal reflections to pinpoint learning outcomes, limitations, and recommendations. Finally, using a grounded theory approach, which drew on the data and on literature review, the authors propose a theoretical model for GCE pedagogies that provides possibilities for concrete EFL practices and teacher education programs.

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 Economics Knowledge, Attitudes and Experience of Student Teachers in Scotland

2007 ◽  
Vol 7 (3) ◽  
pp. 175-188
Author(s):  
Catherine Fagan
Keyword(s):  
Secondary School ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Business Management ◽  
Upper Secondary School ◽  
Economic Literacy ◽  
Approaches To Teaching ◽  
Teaching Economics ◽  
Upper Secondary ◽  
Subject Areas

There is a move away from teaching Economics as a separate subject in Scotland. It is now mainly taught within Business Management courses in upper secondary school and is embedded within several subject areas in both primary and early secondary curricula, a move that is in step with broader curricular aims to break down artificial barriers among subjects. This writing discusses the need for clearly situated teaching and learning of economics, provided by teachers who have sufficient background knowledge to devise effective contexts for learning, whether or not it is taught as a discrete subject. The results of a survey of student teachers' levels of economic literacy are analysed and recommendations made for the preparation of teachers to deal effectively with embedded approaches to teaching about economics.

Composing Music: Case Studies in the Teaching and Learning Process

1987 ◽  
Vol 4 (1) ◽  
pp. 25-52 ◽  
Author(s):  
Robert Bunting
Keyword(s):  
Secondary School ◽  
Case Studies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Upper Secondary School ◽  
School Age ◽  
Upper Secondary ◽  
Syllabus Design ◽  
Age Range

In this article the author opens up some of the issues involved in teaching composition to individual pupils of the upper Secondary School age range. To do this he studies the work of two boys over two terms in detail, including many of their sketches, and pays particular attention to the role of the boys' teacher. This study leads to some general considerations: syllabus design, the relationships between composing, performing and listening, and methods of assessment.

scholarly journals L2 fluency in spoken interaction: a case study on the use of other-repetitions and collaborative completions

2018 ◽  
pp. 118-138
Author(s):  
Pauliina Peltonen
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Empirical Studies ◽  
Upper Secondary School ◽  
School Students ◽  
Theoretical Approaches ◽  
Upper Secondary ◽  
Spoken Interaction ◽  
Problem Solving Task

Second language (L2) speech fluency has usually been studied from an individual’s perspective with monologue speech samples, whereas fluency studies examining dialogue data, especially with focus on collaborative practices, have been rare. In the present study, the aim was to examine how participants maintain fluency collaboratively. Four Finnish upper secondary school students of English completed a problem-solving task in pairs, and their spoken interactions were analyzed qualitatively with focus on collaborative completions and other-repetions. The findings demonstrated that collaborative completions and other-repetitions contribute to interactional fluency by creating cohesion to the interaction. Collaborative completions were also used to help the interlocutor to overcome temporary (individual) disfluent phases. Overall, the findings suggest that individual and interactional fluency are intertwined in spoken interaction, which should be acknowledged in theoretical approaches to L2 fluency and in empirical studies examining L2 fluency in interactional contexts.

scholarly journals How to expand the boundaries: feminist posthumanist elaborations on change in education

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Karin Gunnarsson
Keyword(s):  
Secondary School ◽  
Collaborative Research ◽  
Teaching And Learning ◽  
Upper Secondary School ◽  
Research Project ◽  
Upper Secondary ◽  
Teaching Unit ◽  
Vital Matter

Change is a vital matter connecting to key educational concerns of teaching and learning and also involves questions of ethics. By deploying a feminist posthumanist framework, this paper elaborates change together with the notions of boundaries and responsibility. This is done by exploring moments from a collaborative research project conducted in a Swedish upper secondary school concerning a teaching unit focusing on equality and norms. The questions guiding the paper are: How is change enacted within the teaching? And, how to unfold the responsibilities the teaching entails? By working within the interplay of empirical enquiry and theoretical elaboration, the paper addresses how a multitude of encounters become involved in enactments of change.  Further, it unfolds how change entails both unpredictability and responsibility for teaching and learning. In the concluding notes the ambiguities of change are stressed addressing the call within posthuman ethics of how to expand the boundaries.

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