scholarly journals Development of research abilities of pupils in the study of optics in conditions of distance education

2020 ◽  
Vol 1 (189) ◽  
pp. 110-115
Author(s):  
Oleh Volchanskyi ◽  
Keyword(s):  
Distance Education ◽  
High School Students ◽  
Information And Communication Technologies ◽  
Real Life ◽  
Educational Material ◽  
Demonstration Project ◽  
Virtual Laboratory ◽  
School Students ◽  
Modeling Tools ◽  
Research Activities

An important aspect of the application of information and communication technologies (ICT) in the study of physics is the organization of a virtual experiment using appropriate software modeling tools (SMT). Such programs allow both monitor the progress of the experiment, and easily change its parameters. This is especially true when working with real equipment in the school physics classroom becomes impossible due to quarantine measures and the corresponding transition of domestic education to distance learning. The article considers the peculiarities of the use of the virtual laboratory Wolfram Demonstration Project in the study of optics by high school students in distance education. Examples of research of the phenomena of wave, geometric and quantum optics are given. The program allows students to more clearly present the studied phenomena and objects, in a matter of minutes to trace the processes that take place over a big duration in real life, or their demonstration requires complex and expensive equipment. The relevance of the development of PMZ in optics is also caused by the fact that light waves and objects with which these waves interact due to their small size (wavelength, elementary particles, the periodicity of the diffraction grating) can not be directly observed. We learn about their properties indirectly: interference and diffraction pattern, inelastic light scattering on microparticles, Photoeffect, etc.) Conducting appropriate virtual demonstrations and experiments, the teacher by increasing the component of research activities and visibility increases the activity and interest of students, improves understanding of educational material, which is especially important in distance education. The use of the virtual laboratory Wolfram Demonstration Project can significantly help the teacher in studying the optics of students in the mode of distance education, in particular, conducting laboratory work in physics. Each student, if connected to the Internet, has the opportunity to conduct their own research, following the instructions of the teacher. The described PMZ makes it possible not only to record the results of the experiment (interference and diffraction patterns, instrument readings), but also to visually observe the dynamics of motion of objects inaccessible to real observations (wave front motion, photoelectron flux, etc.). The proposed virtual demonstrations and experiments promote the development of research abilities of students, increase their activity and interest in acquiring knowledge, improve the understanding of educational material.

Evaluation of Cyber Bullying and Self-Esteem in High School Students

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
S Aydoğan ◽  
A Ünsal ◽  
D Arslantaş ◽  
E Atay ◽  
G Öztürk Emiral
Keyword(s):  
High School ◽  
High School Students ◽  
Information And Communication Technologies ◽  
Social Relations ◽  
Online Communication ◽  
Negative Relationship ◽  
Real Life ◽  
Self Esteem ◽  
Cyber Bullying ◽  
School Students

Abstract Background Cyber bullying (CB) is a repetitive use of information and communication technologies to harm other individuals. In recent years, CB has become more common among adolescents with the increase in availability of technological devices and technological developments. CB may harm the emotional, social and psychological development of the individuals of developmental age and social relations. CB is reported to be higher in people with low self-esteem. The aim of this study is to determine the frequency of CB among high school students, to examine some variables which may be related and to evaluate self-esteem. Methods This is a cross-sectional study conducted between 1 May-30 June 2018 among high school students in Sivrihisar. The study group consisted of 712 students which 60.1% were female, 39.9% were male and the mean of ages was 16.3±1.2 years (ranged 13-20). CB was evaluated with 2nd Revision of the Revised Cyber Bullying Inventory (RCBI-II) and self-esteem was evaluated with Rosenberg Self-Esteem Scale (RSES). Chi-square, logistic regression and Spearman correlation analyses were used to analyze the data. Results The frequency of CB was 57.6% (n = 410). The frequency of CB was higher in men (OR:1.45,CI:1.01-2.1), the group who accept the friendship request of the people they don’t know in the virtual environment (OR:1.84,CI:1.22-2.78), who had problems with anyone on internet (OR:2.27,CI:1.54-3.35), who tells about something that can’t speak in real life (OR:2.13, CI:1.48-3.06), who share the problem orginated from online communication with anyone around (OR:1.48, CI:1.03-2.15). There was a positive weak correlation between the scores of the RCBI-II and RSES. Conclusions CB is a common problem among high school students. There is a weak negative relationship between the level of CB and self-esteem. It may be useful to increase the awareness of students, parents and teachers on the subject and to provide psychological support to students to reduce the level of CB. Key messages It is remarkable that the self-esteem of cyber-bullies is low. Risky behavior on the internet is an important risk factor for cyber bullying.

scholarly journals Development of cognitive interest of students in the course of research activities in the process of learning the basics of life safety

2020 ◽  
pp. 194-201
Author(s):  
E. Yu. Golub
Keyword(s):  
High School Students ◽  
General Education ◽  
Creative Thinking ◽  
Experimental Testing ◽  
Real Life ◽  
Educational Process ◽  
Life Safety ◽  
School Students ◽  
Research Activities ◽  
The Subject

The article provides theoretical and methodological justification of the model of teaching and research activities, taking into account cognitive, personality, developmental, and behavioral features of senior pupils; raising the safety culture of personality, a sense of responsibility to the world; to develop students ‘ interest in the subject of basics of life safety, ability to analyze and synthesize material, to grasp the essence of problems and to use the obtained knowledge in practice. To date, the development of cognitive interest among students is a complex multilevel psycho-pedagogical process, including many factors and, unfortunately, in modern general education institutions these factors are not taken into account, as traditional methods of education prevail; there is no individual approach to the student as an individual; the minimum connection is between the subject of life safety with real-life situations, absence of activation of creative thinking in students, as a result of which there is a reduced interest of teenagers both in the subject of life safety and in the process of teaching in principle. The aim of the study is to develop and theoretical justification and experimental testing of the didactic model of education and research activities of high school students in the process of teaching the basics of life safety aimed at the development of cognitive interest. Structural elements (components) of the model of education and research activities were identified: target, motivational (or personal), content-procedural and evaluative (or effective), their characteristics were presented. The criteria and indicators of the evaluation and performance unit are proposed, which are used as the basis for the efficiency of the model introduced into the training process on life safety model. The results of the study can be reflected in the practice of diagnosing the cognitive interest of schoolchildren within the framework of subject-matter training when introducing into the educational process an elective course „Research activities of students on life safety” within the framework of extracurricular work.

scholarly journals Diagnostics of psychological readiness of high school students for research activities in mathematics in the design context of a hybrid intellectual learning environment

2021 ◽  
Vol 54 (6) ◽  
pp. 192-210
Author(s):  
Svetlana N. Dvoryatkina ◽  
◽  
Vera S. Merenkova ◽  
Eugeny I. Smirnov ◽  
◽  
...  
Keyword(s):  
High School Students ◽  
Learning Environment ◽  
Boundary Conditions ◽  
Intelligent Systems ◽  
Intelligent System ◽  
Educational Institution ◽  
Value Orientations ◽  
School Students ◽  
Research Activities ◽  
Scientific Potential

Introduction. The problem of improving the process of organizing and supporting the project and research activities of schoolchildren through intelligent management for the purpose of self-organization of the individual, understanding and comprehending complex mathematical knowledge as a principle of personal development is relevant and far from solved. Intelligent systems provide the process of individualization of learning, the establishment of personalized and computerized feedback of cognitive and creative processes. The purpose of the article is to assess the student's readiness for research activities in the context of designing a hybrid intelligent learning environment. Materials and methods. The assessment of the student's psychological readiness for research activities in the conditions of using a hybrid intellectual environment was carried out on an experimental representative sample of students of 1-2 courses of secondary vocational education (n1=42) and students of the senior classes of secondary schools (n2=30). The diagnosis was carried out using the intelligence structure test of R. Amthauer, the creativity questionnaire of D. Johnson, the test "Individual styles of thinking" by A. Alekseev, L. Gromova, the methods of value orientations by M. Rokich, etc. The significance of the differences was established by means of Student's t-test, Fisher's angular transformation, χ2-test. The results of the study. The assessment of psychological readiness for research activities in mathematics was carried out on the basis of the developed nine parameters of scientific potential. The presented results allow us to pre-set the framework of boundary conditions in order to minimize the imprinting time of a hybrid intelligent system (including the selection of the neural network topology). For all three groups of criteria, differences by gender were established, for example, by the parameter "value orientations" (temp  = 2.26 > tcr = 2.02); by the parameter "creativity" (χemp2 = 6,02 ≥ χcr2 (0,05;2) = 5,99). And also by the type of educational institution, for example, by the parameter “motivation to achieve the result” (φemp = 0,186 > φcr = 1,64). Conclusion. The results of the research are of practical value, as they serve as a technological basis for establishing the boundaries and boundary conditions of the most significant parameters for the effective realization of scientific potential, expressed in the work of a specialized web interface created with the student's personal account.

scholarly journals Junior high school mathematics teachers’ knowledge in calculators

2020 ◽  
Vol 5 (1) ◽  
pp. 80-93
Author(s):  
Isaac Bengre Taley ◽  
Matilda Sarpong Adusei
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Junior High ◽  
Real Life ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
High School Mathematics Teachers

Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers’ competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers’ competence and the motivation supporting the use of calculators in teaching.  A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers’ competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers’ enthusiasm for using calculators in teaching was directly associated with the teachers’ level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.

scholarly journals Intelligent System for Interactive Teaching through Videogames

2020 ◽  
Vol 12 (9) ◽  
pp. 3573 ◽  
Author(s):  
Diego Robles ◽  
Christian G. Quintero M.
Keyword(s):  
High School ◽  
High School Students ◽  
Information And Communication Technologies ◽  
Intelligent Systems ◽  
Intelligent System ◽  
Computational Techniques ◽  
Case Based Reasoning ◽  
School Students ◽  
Interactive Teaching ◽  
The Given

Education, videogames, and intelligent systems are all relevant topics for researchers. Determining means of improving academic performance using a range of techniques and tools is an important challenge. However, while there are currently websites and multimedia resources that help students to improve their knowledge on specific topics, these lack in not having intelligent agents that can evaluate students and recommend materials to suit the difficulty that a user is having in a given subject. In this sense, this paper aims at developing an intelligent system that allows interactive teaching in basic education using videogames. In particular, high school students’ skills in basic mathematical operations with fractions were used for testing experimentally the approach. An intelligent system was developed using computational techniques such as fuzzy logic and case-based reasoning to evaluate user performance and recommend additional study material according to the specific challenges from the given educational game. The use of the games was supported by ICT (information and communication technologies) tools on a web platform. Such a developed platform was tested by 206 high school students, who played 5400 games in total. The students showed an improvement of around 14% in the topics covered. The results indicate that the implementation jointly of videogames and intelligent systems allows users to improve their performance in the given topics.

scholarly journals Possibilities of the Subject ‘Information and Communication Technologies’ in Accustoming Primary School Students to Research Activities

2018 ◽  
Vol 12 (6) ◽  
pp. 35
Author(s):  
Nazgul Tashkenbayevna ◽  
Serik M. Kenesbaev ◽  
M.K. Zhailauova ◽  
Uaidullakyzy Elmira ◽  
S. A. Nurzhanova ◽  
...  
Keyword(s):  
Primary School ◽  
Cultural Values ◽  
Information And Communication Technologies ◽  
Cognitive Activity ◽  
Implementation Process ◽  
Main Tool ◽  
Primary School Students ◽  
Research Activity ◽  
School Students ◽  
Research Activities

<span>This article considers the issue of accustoming primary school students to research activities and basically focuses on information technology, which is the main tool for increasing cognitive activity. We define joint creative activities of teacher and student, which are carried out in seeking the solution of the unknown problem defined as an academic goal of students, and as a result of which cultural values are passed on as research activities. In this case, the teacher acts as the organiser of the forms and situations of research activity. It is insufficient for school children just to make a decision in solving the problems occurring in academic goals, the results achieved in the implementation process should be helpful for someone. From this point of view, the issue of molding a motivation, which permanently leads the student to master study-research skills, will be on the agenda.</span>

scholarly journals Predicting Real-Life Eating Behaviours Using Single School Lunches in Adolescents

Nutrients ◽  
2019 ◽  
Vol 11 (3) ◽  
pp. 672 ◽  
Author(s):  
Billy Langlet ◽  
Petter Fagerberg ◽  
Anastasios Delopoulos ◽  
Vasileios Papapanagiotou ◽  
Christos Diou ◽  
...  
Keyword(s):  
High School Students ◽  
Food Intake ◽  
Real Life ◽  
School Lunch ◽  
High Energy ◽  
Eating Rate ◽  
Eating Behaviours ◽  
School Lunches ◽  
School Students ◽  
Intra Class Correlation

Large portion sizes and a high eating rate are associated with high energy intake and obesity. Most individuals maintain their food intake weight (g) and eating rate (g/min) rank in relation to their peers, despite food and environmental manipulations. Single meal measures may enable identification of “large portion eaters” and “fast eaters,” finding individuals at risk of developing obesity. The aim of this study was to predict real-life food intake weight and eating rate based on one school lunch. Twenty-four high-school students with a mean (±SD) age of 16.8 yr (±0.7) and body mass index of 21.9 (±4.1) were recruited, using no exclusion criteria. Food intake weight and eating rate was first self-rated (“Less,” “Average” or “More than peers”), then objectively recorded during one school lunch (absolute weight of consumed food in grams). Afterwards, subjects recorded as many main meals (breakfasts, lunches and dinners) as possible in real-life for a period of at least two weeks, using a Bluetooth connected weight scale and a smartphone application. On average participants recorded 18.9 (7.3) meals during the study. Real-life food intake weight was 327.4 g (±110.6), which was significantly lower (p = 0.027) than the single school lunch, at 367.4 g (±167.2). When the intra-class correlation of food weight intake between the objectively recorded real-life and school lunch meals was compared, the correlation was excellent (R = 0.91). Real-life eating rate was 33.5 g/min (±14.8), which was significantly higher (p = 0.010) than the single school lunch, at 27.7 g/min (±13.3). The intra-class correlation of the recorded eating rate between real-life and school lunch meals was very large (R = 0.74). The participants’ recorded food intake weights and eating rates were divided into terciles and compared between school lunches and real-life, with moderate or higher agreement (κ = 0.75 and κ = 0.54, respectively). In contrast, almost no agreement was observed between self-rated and real-life recorded rankings of food intake weight and eating rate (κ = 0.09 and κ = 0.08, respectively). The current study provides evidence that both food intake weight and eating rates per meal vary considerably in real-life per individual. However, based on these behaviours, most students can be correctly classified in regard to their peers based on single school lunches. In contrast, self-reported food intake weight and eating rate are poor predictors of real-life measures. Finally, based on the recorded individual variability of real-life food intake weight and eating rate, it is not advised to rank individuals based on single recordings collected in real-life settings.

scholarly journals Overlap of traditional bullying and cyberbullying and correlates of bullying among Taiwanese adolescents: a cross-sectional study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Chia-Wen Wang ◽  
Patou Masika Musumari ◽  
Teeranee Techasrivichien ◽  
S. Pilar Suguimoto ◽  
Yukiko Tateyama ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Information And Communication Technologies ◽  
Rapid Development ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Traditional Bullying ◽  
School Students ◽  
Cross Sectional ◽  
Bully Victims

Abstract Background Due to the rapid development of information and communication technologies, cyberbullying has emerged as a threat to adolescents. This study aimed to investigate the prevalence and correlates among profiles of traditional bullying, cyberbullying, and combined bullying among Taiwanese high school students. Methods This cross-sectional study employed two-stage cluster sampling in Taipei City, Taiwan. In total, 2028 high school students completed an anonymous questionnaire between March and May 2018. Nominal logistic regression analysis was performed, adjusting for clustering, to examine the correlates of each type-role category of bullying. Results The prevalence rates of cyberbullying, traditional bullying, and combined bullying were 9.9, 13.3, and 9.4%, respectively, indicating that one-third of students were involved in one of these types of bullying; 48.7% of those involved in cyberbullying also experienced traditional bullying, and 41.5% of those involved in traditional bullying also experienced cyberbullying. In any type of bullying, not only being a victim but also being a bully/bully-victim was significantly associated with at least one mental health problem (serious psychological distress, self-harm, or suicidal ideation), except in the case of cyberbullying bullies/bully-victims. Internet abuse and alcohol use were more concentrated among bullies/bully-victims than victims for all types of bullying, and a similar trend was observed among types of schools and school climates, suggesting that specific behavioural circumstances or school backgrounds are associated with bullying perpetration. Conclusions Bullying is a prevalent and complex phenomenon among adolescents in Taiwan, where traditional bullying and cyberbullying frequently overlap and are likely to occur against specific backgrounds. These facts should be taken into account in future bullying prevention and support programmes in Taiwan.

Mathematics and Meteorology

1986 ◽  
Vol 79 (8) ◽  
pp. 602-603
Author(s):  
Eric F. Wood
Keyword(s):  
High School Students ◽  
Secondary School ◽  
Real Life ◽  
Teaching Mathematics ◽  
School Students ◽  
Weather Forecasts ◽  
Life Problems ◽  
School Classroom ◽  
Interesting Discussion ◽  
Local Weather

One of the ironies of teaching mathematics is that real-life problems, although interesting, are often too difficult to consider in a secondary school classroom. Consequently the problems that are used in texts are often somewhat contrived. While working at the local weather office, I came upon several applications of trigonometry that are both interesting and instructive for high school students. The problems require that some background knowledge be presented to the students, but often they will have at least heard about the ideas from the nightly weather forecasts on television. These ideas make an interesting discussion for both teacher and student.

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