Creating Corpus-Driven Teaching and Learning Resources for Secondary School Grammar Teaching: Bas Aarts, Dan Clayton and Sean Wallis

2016 ◽  
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Learning Resources ◽  
Grammar Teaching

scholarly journals A systematic review of research on how students and teachers use didactic learning materials in L1

Learning Tech ◽  
2020 ◽  
pp. 90-129
Author(s):  
Stig Toke Gissel ◽  
Bettina Buch
Keyword(s):  
Systematic Review ◽  
Secondary School ◽  
Research Agenda ◽  
Teaching And Learning ◽  
Learning Resources ◽  
Lower Secondary School ◽  
Learning Materials

This article presents the results of a systematic review of research on how students and teachers in primary and lower secondary school use didactic learning materials in L1. Didactic learning materials are learning resources made for purposes of teaching and learning. We include both digital and analogue learning resources and methodically diverse research published 2008-2018. The aims of the review is mapping 1) how much research there is in this field, 2) which aspects of use are investigated, 3) what the research can tell us about the use of didactic learning materials, and 4) how the research was conducted methodically. We synthesize the included studies in six themes that describe strands of research interests. Finally, we will propose a research agenda for moving the field of research in the use of didactic learning materials forward.  

Representations of chemical phenomena in secondary school chemistry textbooks

2019 ◽  
Vol 20 (1) ◽  
pp. 146-159 ◽  
Author(s):  
Johnson Enero Upahi ◽  
Umesh Ramnarain
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Learning Resources ◽  
Chemistry Teaching ◽  
Intrinsic Nature ◽  
Symbolic Representations ◽  
Chemistry Textbooks ◽  
Mixed Representation ◽  
Different Levels ◽  
Chemical Representations

The difficulties encountered by students in learning chemistry range from human factors to the intrinsic nature of chemistry. To enhance students’ understanding of chemistry, there is a wide consensus within the community of chemistry educators on the importance of and need to integrate different levels of representations in chemistry teaching and learning resources. As learning resources, textbooks are ubiquitous and usually readily available to both students and teachers. Therefore, this study investigated how chemical phenomena are represented or depicted in secondary school chemistry textbooks. We adopted a rubric developed by Gkitziaet al.(Gkitzia V., Salta K. and Tzougraki C., (2011), Development and application of suitable criteria for the evaluation of chemical representations in school textbooks,Chem. Educ. Res. Pract.,12, 5–14) to analyze the textbooks for types of representations; relatedness of chemical representations to text; and the appropriateness of captions. The results indicated the dominance of symbolic representations, followed by sub-microscopic, then hybrid and multiple representations. In all three textbooks, there was no evidence of mixed representation. While many of the chemical representations were completely related to the texts, some were unlinked. The germaneness of suitable captions in textbooks is in the explicit, brief and concise explanation that captions give to an entire representation. While our results indicated that more than half of the representations had suitable captions, there was evidence of representations that were problematic and had no captions. The implication of these results for students’ cognitive load, and the need for textbook-users to explore alternative resources that depict phenomena in 2D or 3D representations are discussed.

scholarly journals Teaching Grammar: Degrees of Adjective Comparisons in Secondary School of Indonesian Context

2019 ◽  
Vol 1 (1) ◽  
pp. 41-49
Author(s):  
Muflihun Muflihun
Keyword(s):  
Secondary School ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Learning And Teaching ◽  
Grammar Teaching ◽  
Research Findings ◽  
Teaching Grammar

This article explores the teaching grammar in secondary school in Indonesian context, the writer noticed that most of the students were struggling to clearly understand and unable to use comparison of adjective. Therefore, the writer would clearly explain those problems supported by research findings from previous studies. There are several activities to be used in teaching grammar, which surely could also be adapted to teaching adjective comparisons. However, in this essay, the writer would only address two common activities; namely grammar games and discovering grammar. It can be concluded that teaching grammar to some extent would not be complicated if it is delivered though appropriate teaching methods and deeply understand students’ problems. Numerous engaging activities to teach grammar is available and this would shift our common paradigm of seeing learning and teaching grammar as a passive and ‘old’ fashioned thing to more communicative grammar teaching and learning.

MODELING USING PHET SIMULATIONS IN TEACHING PHYSICS AT SECONDARY SCHOOL

2020 ◽  
Vol 11 (1) ◽  
pp. 199-203
Author(s):  
Hristina Petrova ◽  
Keyword(s):  
Secondary School ◽  
Group Work ◽  
Physics Education ◽  
Teaching And Learning ◽  
Education Technology ◽  
Cognitive Activity ◽  
Student Group ◽  
Knowledge And Skills ◽  
Demonstration Experiment ◽  
Teaching Physics

A particularly important aspect of learning physics is using models of physical objects, processes and phenomena. Modeling is an important component of learning and cognitive activity. This determines its importance for the formation and development of students’ knowledge and skills. The Physics Education Technology (PhET) project creates useful simulations for teaching and learning physics and makes them freely available on the PhET web site: http://phet.colorado.edu The simulations are interactive, animated and visual. Some ideas for their using in physics education are presented. They can be used in various of ways, including demonstration experiment as part of lecture, student group work or individual worksheets, homework assignments or labs. The possibility for using simulations in remote education is considered. Students are given interactive assignments. They include interactive problems in the form of computer simulation and questions related to it. The students work with data which they analyze and present tabular and graphically. This approach suggest activities based on enquiry. In result their motivation and interest in physics increases.

Pressures of Managerialism and its Implications: Perspectives from the Centre and the Secondary School

1997 ◽  
Vol 41 (3) ◽  
pp. 276-288 ◽  
Author(s):  
Bridget M. Leggett
Keyword(s):  
School Improvement ◽  
Secondary School ◽  
Teaching And Learning ◽  
School Administration ◽  
Central Office ◽  
School Personnel ◽  
Key Concepts ◽  
Approach To Teaching ◽  
Secondary School Administration ◽  
Western Australian

CENTRALLY prescribed managerialist practices have become part of the assumed processes of secondary school administration. But the logic which linked the new practices for central office bureaucrats was absent in the understandings of teachers in Western Australian secondary schools in 1992. There were substantial differences in the meanings attributed to key concepts and the value ascribed to the required procedures. The implications of these differences are established in this paper, using insights from central office and school personnel. Particular attention is given to the three agendas of school improvement, accountability and participative decision making. The pressure to re-norm the management of schooling has been applied through a range of discursive practices including the use of language, the presumption of meaning and the enforcement of policy. Although claims have been made that these changes have resulted in a more professional approach to teaching and learning, questions remain as to their real impact.

An Exploration of Factors Influencing Teachers’ Attitudes toward the Use of Information and Communication Technology (ICT) in Classroom Practice A Case Study of Secondary School EFL Teachers in the Western District of Chlef , Algeria

2021 ◽  
Vol 12 (2) ◽  
pp. 37
Author(s):  
Kouider Makhlouf ◽  
Zoulikha Bensafi
Keyword(s):  
Secondary School ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Classroom Practice ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Independent Variables ◽  
Efl Teachers ◽  
Information And Communication ◽  
Teachers Attitudes

The use of Information and Communication Technology (ICT) in the teaching and learning process has been the subject of extensive research in the past few decades. Many studies have discussed the benefits of ICT for teachers and learners. However, little is known about the main factors that influence teachers’ attitudes toward the use of ICT in their teaching practices. This study aimed to explore the attitudes of secondary school EFL teachers in the Western District of Chlef toward ICT use in Algeria. Additionally, the study attempted to investigate the relationship between teachers’ computer attitudes and five independent variables: personal characteristics, computer attributes, cultural perceptions, computer competence, and computer access. Mixed methods research was used to combine both quantitative and qualitative research methods. A questionnaire and semi-structured interview were used in order to collect the data. Both descriptive and inferential statistics as well as content analysis were conducted to analyse the data. The findings indicated that EFL teachers held positive attitudes toward ICT in education. There were statistically significant positive correlations between teachers’ attitudes toward ICT and the five aforementioned independent variables. It was also found that age and academic qualification had negatively correlated with attitudes. The results of this study give meaningful insights for educational practitioners and policy-makers in relation to the implementation of ICT for teaching and learning in the classroom. Finally, the study presented some implications for policy and practice and recommendations for further research that will enhance teachers’ use of ICT in their teaching practices.

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