scholarly journals USING OF VIRTUAL REALITY TOOLS FOR THE DEVELOPMENT OF STEAM EDUCATION IN GENERAL SECONDARY EDUCATION

2021 ◽  
Vol 86 (6) ◽  
pp. 87-105
Author(s):  
Nataliia V. Soroko ◽  
Volodymyr M. Soroko ◽  
Manargul Mukasheva ◽  
Mª Matilde Ariza Montes ◽  
Vitalii A. Tkachenko
Keyword(s):  
Virtual Reality ◽  
Secondary School ◽  
Secondary Schools ◽  
Learning Environment ◽  
Student Performance ◽  
Creative Thinking ◽  
Final Project ◽  
Engineering Mathematics ◽  
Steam Education ◽  
The Impact

The article researches the use of virtual reality to support STEAM education in general secondary school. To study the impact of STEAM education, the authors proposed a teaching project for the secondary school about convex mirrors and their importance for special visibility and human safety, where the interviewed teachers were able to learn about a real example of the implementation of STEAM education for teaching their disciplines. The purpose of the article is to analyze the meanings and approaches to the use of virtual reality by teachers for organizing the STEAM-oriented learning environment and to identify the basic requirements to VR for supporting the implementation and development of STEAM education. One of the main trends of education modernization is STEAM education, which involves the integration of the natural sciences, the technological sciences, engineering, mathematics and art in the learning process, in particular, at general secondary schools. In light of the findings, researchers indicate that electronic educational resources (including VR & AR) are not only teaching tools for teachers but also a source of inspiration for students, which motivates and stimulates creative thinking. This is an important point considering that creativity is increasingly an important life skill that can help young people cope with the difficulties and uncertainties in their future careers in the fields of STEAM. Prospects for further research are seen in the creation of a model for assessing student performance in STEAM projects. The authors are planning to take into account the differences and features of the use of virtual reality for learning STEAM in schools in different countries, including Ukraine, Spain and Kazakhstan, when creating a multilevel model of STEAM-oriented learning environment using virtual reality tools. The purpose of the model is to evaluate not only the results of tests taken by students after learning this material but also their personal contribution to the final project product, their leadership skills, creative ideas and suggestions, abilities and skills in using ICT and VR in project research. In our next publications, we will focus on several Spanish and Kazakhstani secondary schools to detect the possible differences found in the use of virtual reality to support STEAM education in Ukrainian schools.

An Exploratory Study of the Online Learning Environment

2013 ◽  
Vol 29 (1) ◽  
pp. 117-147 ◽  
Author(s):  
Cynthia J. Khanlarian ◽  
Rahul Singh
Keyword(s):  
Learning Environment ◽  
Student Performance ◽  
It Use ◽  
Environment Impact ◽  
Web Based ◽  
Improve Student Performance ◽  
Research Questions ◽  
The Impact ◽  
Relevant Factors ◽  
Significant Factors

ABSTRACT Web-based homework (WBH) is an increasingly important phenomenon. There is little research about its character, the nature of its impact on student performance, and how that impact evolves over an academic term. The primary research questions addressed in this study are: What relevant factors in a WBH learning environment impact students' performance? And how does the impact of these factors change over the course of an academic term? This paper examines and identifies significant factors in a WBH learning environment and how they impact student performance. We studied over 300 students using WBH extensively for their coursework, throughout a semester in an undergraduate class at a large public university. In this paper, we present factors in the WBH learning environment that were found to have a significant impact on student performance during the course of a semester. In addition to individual and technological factors, this study presents findings that demonstrate that frustration with IT use is a component of the learning environment, and as a construct, has a larger impact than usefulness on student performance at the end of a course. Our results indicate that educators may benefit from training students and engaging them in utility of co-operative learning assignments to mitigate the level of frustration with the software in the WBH learning environment and improve student performance.

The impact of learning environment disruption on medical student performance

2013 ◽  
Vol 47 (2) ◽  
pp. 210-213 ◽  
Author(s):  
Tim J Wilkinson ◽  
Anthony N Ali ◽  
Caroline J Bell ◽  
Frances A Carter ◽  
Chris M Frampton ◽  
...  
Keyword(s):  
Medical Student ◽  
Learning Environment ◽  
Student Performance ◽  
The Impact

scholarly journals The impact of accountability reforms on the Key Stage 4 curriculum: How have changes to school and college Performance Tables affected pupil access to qualifications and subjects in secondary schools in England?

2015 ◽  
Author(s):  
Meenakshi Parameshwaran ◽  
Dave J. Thomson
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Performance ◽  
Equal Access ◽  
College Performance ◽  
Stage 4 ◽  
The Impact

The Conservative–Liberal Democrat Coalition Government's reforms to secondary school Performance Tables have changed how schools make decisions about the subjects and qualifications entered by their pupils. The National Pupil Database is used to explore these changes between 2005 and 2014. We find that schools are responding to accountability reforms by changing access to subjects and qualifications for pupils: entry rates for English Baccalaureate qualifications have increased, while those for qualifications no longer counted as a result of the Coalition's response to the Wolf Review have decreased. However, reforms have not yet led to equal access to subjects and qualifications for all pupils.

scholarly journals Education Sector and Corporate Social Responsibility a Study on Private Sector Secondary School of District North & South Delhi (India)

2020 ◽  
Vol 3 (1) ◽  
pp. 14-18
Author(s):  
Pankaj Dixit
Keyword(s):  
Corporate Social Responsibility ◽  
Secondary School ◽  
Secondary Schools ◽  
Social Responsibility ◽  
Private Sector ◽  
Secondary School Teachers ◽  
Primary Data ◽  
Corporate Strategies ◽  
Corporate Social ◽  
The Impact

Educational organizations in private sector require strong corporate strategies. In order to get success in the globally competitive environment they must adopt the strategy of Corporate Social Responsibility. This study analyzed corporate social responsibility and its impact on private sector secondary schools in district North & South Delhi. For this purpose primary data were collected through five point Likert’s scale. The questionnaire was fielded to private sector secondary school teachers in order to get data about the impact of corporate social responsibility on performance of secondary schools. The population of the study was 184 registered private sector secondary schools (140 boys and 44 girls) which included 900 teachers (who taught to class 10th students during session 2017-18) in district North & South Delhi. A sample of 280 teachers (140 male and 140 female) in 70 private sector secondary schools (35 for boys and 35 for girls) were selected through equal allocation sampling formula. Mean, Standard Deviation and t-test were applied for analyzing the data. The Pearson’s correlation was used to evaluate the variable effects. The result from the data indicated that all the four aspects of CSR have positive significant impact on the performance of secondary schools.  

scholarly journals Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers’ Perspectives

2018 ◽  
Vol 8 (4) ◽  
pp. 154 ◽  
Author(s):  
Susan Staats ◽  
Lori Laster
Keyword(s):  
Academic Success ◽  
Secondary School ◽  
Secondary Schools ◽  
Universal Design ◽  
Universal Design For Learning ◽  
School Teacher ◽  
Concurrent Enrollment ◽  
University Education ◽  
Design For Learning ◽  
The Impact

Concurrent enrollment refers to partnerships between postsecondary institutions and schools through which secondary school students can complete a university class taught by a qualifying secondary school teacher at their secondary school. We propose that concurrent enrollment programs are an under-recognized tool for extending the impact of Universal Design for Learning (UDL). The context of our study is an equity-focused university course in algebraic mathematical modeling that is also offered through concurrent enrollment in over 30 secondary schools to over 800 secondary students annually in our state of Minnesota, U.S.A. This paper presents a qualitative analysis of secondary school teachers’ experiences implementing the inquiry pedagogy and the equity goals of the course. Several results are important for UDL. Teachers (1) describe equity in social terms of race, ethnicity, income, immigration, and language status in addition to measures of academic success; (2) perceive improvements in students’ attitudes towards mathematics, school, and university education; (3) perceive student academic growth through mathematical writing; and (4) report close relationships with students. If higher education faculty design their on-campus classes to incorporate UDL principles, concurrent enrollment offers the potential to improve inclusive pathways from secondary schools to universities.

The Need for a Reorientation of Secondary School Mathematics from the High School View Point

1935 ◽  
Vol 28 (2) ◽  
pp. 80-90
Author(s):  
M. L. Hartung
Keyword(s):  
High School ◽  
Secondary School ◽  
Secondary Schools ◽  
View Point ◽  
Professional Schools ◽  
Marked Contrast ◽  
Secondary School Mathematics ◽  
Engineering Mathematics ◽  
Take All

Three years ago a prominent professor of education in a large eastern University published a book entitled, “Secondary Schools in 1960.” The author assumes the role of prophet, and among his predictions for 1960 are the following: “A very few students in eleventh and twelfth grades take a course in Pre-engineering Mathematics. (But in practice most prospective engineers take all their vocational mathematics in professional schools—as do the followers of nearly all other vocations.…) In marked contrast to the earlier time, it is found that commonly not more than twenty percent of pupils take any mathematics in grades seven to twelve.”

Relations between Creativity and Intelligence among Malaysian Pupils

1994 ◽  
Vol 79 (2) ◽  
pp. 739-742 ◽  
Author(s):  
Leonard M. S. Yong
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Empirical Study ◽  
Creative Thinking ◽  
Intelligence Test ◽  
Kuala Lumpur ◽  
Language Version ◽  
Verbal Form ◽  
Suburban Areas ◽  
Verbal Creativity

This paper describes an empirical study of the relation between creativity and intelligence of 397 Malaysian secondary school pupils. The Torrance Tests of Creative Thinking, Figural Form A and Verbal Form A (Malay Language version), and the Cattell Culture Fair Intelligence Test were administered to 181 boys and 216 girls from five secondary schools located in the urban and suburban areas of Kuala Lumpur and Petaling Jaya in Malaysia. Analysis indicated that scores on verbal creativity were related to intelligence while those on figural creativity were not.

Parental perceptions on the transition to secondary school for their child with autism

2017 ◽  
Vol 3 (2) ◽  
pp. 87-99 ◽  
Author(s):  
Katie Cremin ◽  
Olive Healy ◽  
Michael Gordon
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Small Body ◽  
School Life ◽  
Content Type ◽  
Transition Experience ◽  
Students With Autism ◽  
The Republic ◽  
Personal Accounts ◽  
The Impact

Purpose The purpose of this paper is to explore the transition to and early experience of secondary school for students with autism from the perspective of their parents. It aimed to gather the parents’ personal accounts of their views of the transition experience for their child and of their perceptions of both the positive and the negative factors inherent in the process of transition. There was an emphasis on seeking useful information for others from the parent’s perception, views and choices. Design/methodology/approach As parents were reporting on their own perceptions and also their child’s experiences, a qualitative exploratory descriptive method was required. Thematic analysis was used as a pragmatic method to report on the experiences, meanings and the reality of the transition to secondary school from a parent’s perspective (Braun and Clarke, 2012). Findings A variety of supports and strategies were described, parents were unanimous in their emphasis of the importance of communication to them. Parents were concerned about secondary schools not fully understanding the nature of autism, and the impact this can have on their child as an individual. Despite differing perceptions and views on the purpose or end product of secondary educations for their child, all the parents communicated a desire for their child to reach their potential and make progress within the secondary school system. Research limitations/implications This was a small qualitative study with a self-selected group of parents in the Republic of Ireland, with fathers underrepresented. It did not take any account from any other stakeholders or the students themselves. Practical implications Parents would benefit from more practical support and communication during this time in the child’s education. Their recommendations and personal experiences may serve as a useful reference point for parents preparing for this time in their child’s school life. Social implications The study highlights the need to better understand how children with autism can be supported in making social attainments and connections within mainstream secondary schools in Ireland. Originality/value There is a small body of knowledge related to the secondary school experience for students with autism. It contributes the parental perspective and highlights areas for further research and practice.

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