Effect of a Physics Conceptual Model Completion Activity and a Physics Conceptual Model Modifying Activity on High-school Students' Achievement in Physics Conceptual Learning

2011 ◽  
Vol 61 (5) ◽  
pp. 471-478
Author(s):  
Jung Kuk KIM ◽  
Youngmin KIM*
Keyword(s):  
High School ◽  
High School Students ◽  
Conceptual Model ◽  
Conceptual Learning ◽  
School Students ◽  
Model Completion

A Conceptual Model for Solving Percent Problems

1994 ◽  
Vol 1 (1) ◽  
pp. 20-25
Author(s):  
Albert B. Bennett ◽  
L. Ted Nelson
Keyword(s):  
High School ◽  
High School Students ◽  
Conceptual Model ◽  
Basic Concept ◽  
Junior High ◽  
Approaches To Teaching ◽  
School Students ◽  
Alternative Method ◽  
The Given

Applications of percents are often taught by solving proportions that require variables and some familiarity with algebra. Such formal approaches to teaching percent have not been successful for many junior high and high school students (Wiebe 1986). This article present an alternative method that focuses on the basic concept of percent, that of “parts per hundred.” A 10 × 10 grid, which is a common model for visualizing percents, is extended in the following examples to solve various types of percent problems. This model offers a means of representing the given information as well as suggesting different approaches for finding a solution.

scholarly journals Model of formation of the value attitude of high school students to the Russian language in the lyceum educational environment

2021 ◽  
Vol 101 ◽  
pp. 03009
Author(s):  
E. K. Al-Yanai
Keyword(s):  
High School ◽  
High School Students ◽  
Conceptual Model ◽  
Educational Environment ◽  
Russian Language ◽  
Practical Significance ◽  
School Students ◽  
A Value ◽  
Leading Position ◽  
The Russian Language

At the present stage of the development of pedagogy, due to the tendency to axiologize education, special attention should be paid to the spiritual and moral development and education of the child's personality. In the process of studying at school, the subject of «Russian language» occupies a leading position, the metasubject educational functions of which make it possible to involve schoolchildren in the spiritual richness of Russian culture and literature, and the cultural and historical experience of mankind. In this regard, it is necessary to provide scientific and methodological support for the process of forming a value attitude of students to the Russian language, which allows organizing Training and Learning activities of high school students on a value basis. The purpose of this publication is to theoretically substantiate the conceptual model of forming the value attitude of high school students to the Russian language in the lyceum educational environment. Research methods and methodology. In the course of the work, the following methodological approaches were used: axiological, system-activity, environmental approaches, modeling method. Research results.1. The conceptual model of the formation of the value attitude of high school students to the Russian language in the conditions of the lyceum educational environment has been substantiated. 2. The substantive and procedural aspects of the process of forming the value attitude of high school students to the Russian language are characterized. Practical significance. The model of the formation of the value attitude of senior pupils to the Russian language in the process of classroom and extracurricular educational activities in the conditions of the lyceum educational environment, aimed at understanding the Russian language as a national and cultural value, may be in demand in further studies considering the value approach in education, the value-oriented aspect of teaching native language, as well as to be used in the development of special courses for students, graduate students and teachers on the problems of learning a language from an axiological standpoint.

scholarly journals Testing the Conceptual Model of Creativity-based Teaching Method among High School Students

2020 ◽  
Vol 2 (4) ◽  
pp. 316-325
Author(s):  
Mhammad Sadegh Hoseini ◽  
Nadereh Sohrabi ◽  
Hosein Baghooli ◽  
Majid Barzegar ◽  
◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Conceptual Model ◽  
Teaching Method ◽  
School Students

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

2006 ◽  
Vol 11 (4) ◽  
pp. 268-276 ◽  
Author(s):  
Aida Orgocka ◽  
Jasna Jovanovic
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Youth Development ◽  
Female Students ◽  
Male Students ◽  
Opportunity Structure ◽  
School Students ◽  
Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

Mobilizing for Some

2016 ◽  
Vol 28 (3) ◽  
pp. 123-135 ◽  
Author(s):  
Raffael Heiss ◽  
Jörg Matthes
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Experimental Design ◽  
Collective Efficacy ◽  
Political Efficacy ◽  
Negative Effects ◽  
School Students ◽  
Positive Effects ◽  
Specific Factors

Abstract. This study investigated the effects of politicians’ nonparticipatory and participatory Facebook posts on young people’s political efficacy – a key determinant of political participation. We employed an experimental design, using a sample of N = 125 high school students (15–20 years). Participants either saw a Facebook profile with no posts (control condition), nonparticipatory posts, or participatory posts. While nonparticipatory posts did not affect participants’ political efficacy, participatory posts exerted distinct effects. For those high in trait evaluations of the politician presented in the stimulus material or low in political cynicism, we found significant positive effects on external and collective efficacy. By contrast, for those low in trait evaluations or high in cynicism, we found significant negative effects on external and collective efficacy. We did not find any effects on internal efficacy. The importance of content-specific factors and individual predispositions in assessing the influence of social media use on participation is discussed.

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