scholarly journals ¿Qué leen los adolescentes españoles? Un estudio de los consumos de lectura analógica

2020 ◽  
pp. 35-71
Author(s):  
Ester Trigo Ibáñez ◽  
Inmaculada Clotilde Santos Díaz ◽  
Susana Sánchez Rodríguez
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Reading Habit ◽  
Educational Context ◽  
Reading Habits ◽  
School Students ◽  
Determining Factors ◽  
Research Plan ◽  
The University

This work is part of the project “Determining factors in the reading habits of secondary school students. A study from the variables of the educational context” (PR2017040), funded by the Own Research Plan of the University of Cádiz. The main objective is to know the reading consumption of Spanish teenagers. Specifically, the consumption of analog reading of students of 1st year of Compulsory Secondary Education in Spain is studied. A sample of students from the province of Cádiz (n=664) and from other Spanish provinces (n=192) responded to a questionnaire about their reading habits. It allowed, in the first instance, to determine if informants enjoy reading and, later, to gather information about what and in what format they read, the criteria on which they are based to choose their readings, how much time they dedicate to read and where they get their readings. The results indicate that this sector of the population prefers reading adventure books, chooses books by subject, reads more during holidays and uses their own books. However, it is confirmed that the development of the reading habit is still a subject to pass.

scholarly journals ¿Qué leen los adolescentes españoles? Un estudio de los consumos de lectura analógica

2020 ◽  
Author(s):  
Ester Trigo Ibáñez ◽  
Inmaculada Clotilde Santos Díaz ◽  
Susana Sánchez Rodríguez
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Reading Habit ◽  
Educational Context ◽  
Reading Habits ◽  
School Students ◽  
Determining Factors ◽  
Research Plan ◽  
The University

This work is part of the project “Determining factors in the reading habits of secondary school students. A study from the variables of the educational context” (PR2017040), funded by the Own Research Plan of the University of Cádiz. The main objective is to know the reading consumption of Spanish teenagers. Specifically, the consumption of analog reading of students of 1st year of Compulsory Secondary Education in Spain is studied. A sample of students from the province of Cádiz (n=664) and from other Spanish provinces (n=192) responded to a questionnaire about their reading habits. It allowed, in the first instance, to determine if informants enjoy reading and, later, to gather information about what and in what format they read, the criteria on which they are based to choose their readings, how much time they dedicate to read and where they get their readings. The results indicate that this sector of the population prefers reading adventure books, chooses books by subject, reads more during holidays and uses their own books. However, it is confirmed that the development of the reading habit is still a subject to pass.

scholarly journals Hábitos lectores de los adolescentes en un ecosistema llamado escuela: factores determinantes en estudiantes de educación secundaria

2020 ◽  
pp. 1-34
Author(s):  
Manuel Francisco Romero Oliva ◽  
Alba Ambrós Pallarés ◽  
Fernando Trujillo Sáez
Keyword(s):  
Secondary Education ◽  
Design Research ◽  
Ministry Of Education ◽  
Education Students ◽  
Reading Habits ◽  
Complex Issue ◽  
Determining Factors ◽  
Research Plan ◽  
Education Culture ◽  
The University

This work is part of the project “Determining factors in the reading habits of Secondary Education students. A study from the variables of the educational context” (PR2017040), financed by the Own Research Plan of the University of Cadiz. The main objective of the study is focused on analyzing those determining factors that affect the formation of new readers in the school in a global and integrating way. Taking as a reference the idea of the ecosystem or ecological environment of Bronfenbrenner (2001), an analogy is made with the educational system and the agents that intervene in the reading habits of adolescents in their educational stage of Compulsory Secondary Education (ESO). These approaches were used to review a Questionnaire on Reading Habits, which the Ministry of Education, Culture and Sport presented in an ambitious Plan to Promote Reading in 2001 and to adapt it to the needs of the PR2017040 Project. The conclusions illustrate that this complex issue of reading habits cannot be studied with a questionnaire as the only research instrument, since it is necessary to give voice to the different agents that participate in the process and, therefore, agree with Molina et al. (2011) in proposing the design research model to understand and improve the educational reality through the consideration of natural contexts in all their complexity.

scholarly journals Hábitos lectores de los adolescentes en un ecosistema llamado escuela: factores determinantes en estudiantes de educación secundaria

2020 ◽  
Author(s):  
Manuel Francisco Romero Oliva ◽  
Alba Ambrós Pallarés ◽  
Fernando Trujillo Sáez
Keyword(s):  
Secondary Education ◽  
Design Research ◽  
Ministry Of Education ◽  
Education Students ◽  
Reading Habits ◽  
Complex Issue ◽  
Determining Factors ◽  
Research Plan ◽  
Education Culture ◽  
The University

This work is part of the project “Determining factors in the reading habits of Secondary Education students. A study from the variables of the educational context” (PR2017040), financed by the Own Research Plan of the University of Cadiz. The main objective of the study is focused on analyzing those determining factors that affect the formation of new readers in the school in a global and integrating way. Taking as a reference the idea of the ecosystem or ecological environment of Bronfenbrenner (2001), an analogy is made with the educational system and the agents that intervene in the reading habits of adolescents in their educational stage of Compulsory Secondary Education (ESO). These approaches were used to review a Questionnaire on Reading Habits, which the Ministry of Education, Culture and Sport presented in an ambitious Plan to Promote Reading in 2001 and to adapt it to the needs of the PR2017040 Project. The conclusions illustrate that this complex issue of reading habits cannot be studied with a questionnaire as the only research instrument, since it is necessary to give voice to the different agents that participate in the process and, therefore, agree with Molina et al. (2011) in proposing the design research model to understand and improve the educational reality through the consideration of natural contexts in all their complexity.

scholarly journals Systematic Review on Which Analytics and Learning Methodologies Are Applied in Primary and Secondary Education in the Learning of Robotics Sensors

Sensors ◽  
2020 ◽  
Vol 21 (1) ◽  
pp. 153
Author(s):  
Daniel Amo ◽  
Paul Fox ◽  
David Fonseca ◽  
César Poyatos
Keyword(s):  
Systematic Review ◽  
Secondary Education ◽  
Secondary School ◽  
Learning Analytics ◽  
Secondary School Students ◽  
Project Based Learning ◽  
Educational Robotics ◽  
School Students ◽  
Primary And Secondary Education ◽  
Primary And Secondary School

Robotics technology has become increasingly common both for businesses and for private citizens. Primary and secondary schools, as a mirror of societal evolution, have increasingly integrated science, technology, engineering and math concepts into their curricula. Our research questions are: “In teaching robotics to primary and secondary school students, which pedagogical-methodological interventions result in better understanding and knowledge in the use of sensors in educational robotics?”, and “In teaching robotics to primary and secondary school students, which analytical methods related to Learning Analytics processes are proposed to analyze and reflect on students’ behavior in their learning of concepts and skills of sensors in educational robotics?”. To answer these questions, we have carried out a systematic review of the literature in the Web of Science and Scopus databases regarding robotics sensors in primary and secondary education, and Learning Analytics processes. We applied PRISMA methodology and reviewed a total of 24 articles. The results show a consensus about the use of the Learning by Doing and Project-Based Learning methodologies, including their different variations, as the most common methodology for achieving optimal engagement, motivation and performance in students’ learning. Finally, future lines of research are identified from this study.

FALSEOINTERACTION IN SECONDARY EDUCATION AS A SOCIAL PROBLEM

2020 ◽  
Vol 73 (1) ◽  
pp. 203-212
Author(s):  
E. Tolegen ◽  
◽  
T. Morozova ◽  
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Social Problem ◽  
Secondary School Students ◽  
Special Kind ◽  
School Students ◽  
Scientific Analysis ◽  
Special Studies ◽  
The Relationship

The article is devoted to the problems of false interaction of students in the field of secondary education.The article conducts a scientific analysis of the term «paleointensity».Falseointractions are interactions of a special kind, characterized by the awareness of lies (falsehood, deception) by both Actors and the simultaneous acceptance (or imitation of acceptance) of this lie for the truth.The main purpose of the article is to explain the relationship between truthfulness and falsity of information through falseointeraction among secondary school students and to determine the level of relevance of this problem on the basis of special studies and scientific articles published

The education professional: From imaginary to knowledge. A laboratory experience

2021 ◽  
pp. 49-62
Author(s):  
Anna Grazia Lopez
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Educational Service ◽  
School Students ◽  
Future Aspirations ◽  
Education Professional ◽  
The World ◽  
Professional Profile ◽  
The University ◽  
Structured Questionnaire

The Autor describe a training orientation experience intended for fourth and fifth year of secondary school students aimed at promoting conscious access to the university world and facilitating the process of building their own professional prefigurations. These paths led by career advisors, experts in the world of work and guidance representatives involved 16 classes from four institutes for a total of 278 students. Each meeting was structured in two moments: a Photolangage workshop and a seminar, which consisted in making the experts in the field talk with the students of the schools participating in the guidance activity. The Photolangage workshop was followed by a moment dedicated to the meeting with experts from the world of training present in the territory, each of whom described their field of action. As it is written in the Guidelines, the guidance activity should also be done by those who have specific professional skills, who are outside the school and who can introduce the girls and boys to the world of work in order to promote the process of work inclusion. The experts in the area working in the field of education were asked to present to the students the professional profiles for the degree course: social educators, child educators and trainers. The experts called to converse with the students each represented different areas of education and social work: one coordinator of an educational service for children, two company trainers, two social planners. Each of the eight meetings included, at the beginning of the activity, the administration of a semi-structured questionnaire aimed at surveying the students' previous knowledge about the educator's field of action, the skills of this professional profile, as well as future aspirations and expectations with respect to the guidance experience.

scholarly journals Reflection on exam grades to improve calibration of secondary school students: a longitudinal study

2020 ◽  
Vol 15 (3) ◽  
pp. 291-317
Author(s):  
Marloes L. Nederhand ◽  
Huib K. Tabbers ◽  
Joran Jongerling ◽  
Remy M. J. P. Rikers
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
The Third ◽  
School Year ◽  
Quasi Experimental ◽  
Actual Grade ◽  
Calibration Accuracy ◽  
The Difference

Abstract Grades provide students with information about their level of performance. However, grades may also make students more aware of how well they have estimated their performance, their so-called calibration accuracy. This longitudinal quasi-experimental study, set in secondary education, examined how to increase students’ awareness of the accuracy of their grade estimates in order to improve their calibration accuracy. During an entire school year, students from year 1, 2, and 3 provided grade estimates after each of their French exams. Subsequently, when students received their grades, the level of reflection support on their earlier estimates was manipulated. The first group of students just received their grade, the second group had to calculate the difference between their estimate and the actual grade, and the third group also had to reflect on reasons for a possible mismatch. We expected that more reflection support would lead to more improvement in calibration accuracy. Results showed that providing grade estimates already improved calibration accuracy over the school year, regardless of level of reflection support. This finding shows that asking for grade estimates is an easy-to-implement way to improve calibration accuracy of students in secondary education.

scholarly journals Validation of the Index for Inclusion Questionnaire for Compulsory Secondary Education Students

2020 ◽  
Vol 12 (6) ◽  
pp. 2169 ◽  
Author(s):  
José A. Fernández-Archilla ◽  
Joaquín F. Álvarez ◽  
José M. Aguilar-Parra ◽  
Rubén Trigueros ◽  
Isabel D. Alonso-López ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Secondary Education ◽  
Secondary School ◽  
Inclusive Education ◽  
Secondary School Students ◽  
Temporal Stability ◽  
Future Application ◽  
Education Students ◽  
School Students ◽  
Invariant Structure

As one of the protagonists in education, the perspective of the students is fundamental in the determination of inclusive education in an educational center. The Index for Inclusion is an instrument and strategy for self-evaluation. One of their questionnaires, the questionnaire for compulsory secondary education students, is intended for students and has become one of the most used instruments to help teaching teams to self-assess their political and practical cultures from the perspective of the values and principles of educational inclusion worldwide. Some of the questionnaires included in the Index have been used in many studies, mainly in a qualitative way. For this reason, the present study intends to show evidence of validity of the Index for Inclusion questionnaire of students in a quantitative way through an exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA). In this study, 727 secondary school students (359 boys and 368 girls) aged between 13 and 19 years (M = 13.89; SD = 1.35) took part. They belonged to six educational centers in the province of Almeria. To analyze the temporal stability of the Index for Inclusion student questionnaire, a second independent sample of 81 secondary school students was used, aged between 15 and 18 years (M= 16.14; SD = 0.78). The results revealed adequate adjustment rates, showing the invariant structure with respect to gender. The Student Inclusion Index was shown to be a robust and adequate psychometric instrument to assess the degree of development of inclusive education in schools from the perspective of secondary school students, and therefore, its future application to students in schools is recommended.

scholarly journals The role of motivation on secondary school students’ causal attributions to choose or abandon chemistry

2020 ◽  
Author(s):  
Diego Ardura ◽  
Ángela Zamora ◽  
Alberto Pérez-Bitrián
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Causal Attributions ◽  
The Other ◽  
Education Curriculum ◽  
School Students ◽  
The Family ◽  
The Right

The present investigation aims to analyze the effect of motivation on students’ causal attributions to choose or abandon chemistry when it first becomes optional in the secondary education curriculum in Spain. Attributions to the effect of the family and to the teacher and classroom methodology were found to be common predictors of the choice to all the students in the sample. However, our analyses point to a significant effect of the students’ motivation in other types of attributions. In the case of at-risk of abandonment students, specific causal attributions to the effect of friends and to the subject's relationship with mathematics were found. On the other hand, the effect of media was a significant predictor only in the case of highly-motivated students. Our study provides several suggestions for teachers, schools, and administrations to design counseling strategies to help students make the right choices.

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