Developing a Research-Informed Teaching Module for Learning About Electrical Circuits at Lower Secondary School Level

2018 ◽  
pp. 1-28
Author(s):  
Keith S Taber ◽  
Kenneth Ruthven ◽  
Christine Howe ◽  
Neil Mercer ◽  
Fran Riga ◽  
...  
Keyword(s):  
Secondary Students ◽  
National Curriculum ◽  
Good Practice ◽  
School Level ◽  
Transfer Of Knowledge ◽  
Electrical Circuits ◽  
Teaching Module ◽  
Module Design ◽  
Social Mediation ◽  
Constructivist Perspective

This chapter discusses the design and development of a teaching module on electrical circuits for lower secondary students (11-14 year olds) studying in the context of the English National Curriculum. The module was developed as part of a project: “Effecting Principled Improvement in STEM Education” (epiSTEMe). The electricity module was designed according to general principles adopted across epiSTEMe, drawing upon research and recommendations of good practice offered in curriculum guidance and the advice offered by classroom practitioners who tested out activities in their own classrooms. The module design was informed by the constructivist perspective that each individual has to construct their own personal knowledge and so rejects notions that teaching can be understood as transfer of knowledge from a teacher or text to learners. However, the version of constructivism adopted acknowledged the central importance of social mediation of learning, both in terms of the role of a more experienced other (such as a teacher) in channeling and scaffolding the learning of students and the potential for peer mediation of learning through dialogue that requires learners to engage with enquiry processes and interrogate and critique their own understanding.

Developing a Research-Informed Teaching Module for Learning about Electrical Circuits at Lower Secondary School Level

2014 ◽  
pp. 122-156 ◽  
Author(s):  
Keith S Taber ◽  
Kenneth Ruthven ◽  
Christine Howe ◽  
Neil Mercer ◽  
Fran Riga ◽  
...  
Keyword(s):  
Secondary Students ◽  
National Curriculum ◽  
Good Practice ◽  
School Level ◽  
Transfer Of Knowledge ◽  
Electrical Circuits ◽  
Teaching Module ◽  
Module Design ◽  
Social Mediation ◽  
Constructivist Perspective

This chapter discusses the design and development of a teaching module on electrical circuits for lower secondary students (11-14 year olds) studying in the context of the English National Curriculum. The module was developed as part of a project: “Effecting Principled Improvement in STEM Education” (epiSTEMe). The electricity module was designed according to general principles adopted across epiSTEMe, drawing upon research and recommendations of good practice offered in curriculum guidance and the advice offered by classroom practitioners who tested out activities in their own classrooms. The module design was informed by the constructivist perspective that each individual has to construct their own personal knowledge and so rejects notions that teaching can be understood as transfer of knowledge from a teacher or text to learners. However, the version of constructivism adopted acknowledged the central importance of social mediation of learning, both in terms of the role of a more experienced other (such as a teacher) in channeling and scaffolding the learning of students and the potential for peer mediation of learning through dialogue that requires learners to engage with enquiry processes and interrogate and critique their own understanding.

scholarly journals “I start learning English through speaking”: Social agency demand and inter-school readiness for Indonesian young English learners

2020 ◽  
Vol 10 (1) ◽  
pp. 218-225
Author(s):  
Sri Setyarini ◽  
Bachrudin Musthafa ◽  
Ahmad Bukhori Muslim
Keyword(s):  
School Readiness ◽  
English Learners ◽  
Primary Schools ◽  
English Language ◽  
National Curriculum ◽  
Critical Factor ◽  
Literacy Skills ◽  
School Level ◽  
Social Agency ◽  
Young Learners

Preserving Indonesian as a national identity and institutional readiness to perform the national curriculum 2013 instruction has become a critical factor in the exclusion of English as a compulsory subject at the elementary school level. This leaves rooms for teachers’ confusion and creativity, leading to various practices at different school clusters, depending on parental demands and school readiness. This study thus tries to cast light on the social agency demand and inter-school readiness for young learners in the Indonesian EFL pedagogical contexts. This instrumental case study portrays the practices of English language teaching at three clusters of Indonesian primary schools; local, national, and independent, as well as responses of parents and students to these practices. Involving 4-6 grade students and English teachers of six primary schools, the data were garnered through classroom observation, interviews, and document analysis. The findings revealed that although teaching English to young learners is somehow communicative and fun, it more emphasises  literacy skills (reading, writing, and grammar), particularly at local schools as the majority cluster across the country. Since English is a non-phonetic language, this literacy-focused practice is rather contradictory to what parents as social agencies expect, that is, to develop their children’s English oral proficiency. The study also offers ways by which teachers and schools can accommodate this social agency’s needs for speaking skills by focusing more on student-centred and oral English proficiency activities and assessment.

scholarly journals ENGLISH LANGUAGE IMMERSION BERBASIS KEARIFAN LOKAL BAGI SISWA SEKOLAH DASAR

Sarwahita ◽  
2017 ◽  
Vol 14 (02) ◽  
pp. 140-144 ◽  
Author(s):  
Yusup Supriyono ◽  
Nita Sari Narulita Dewi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Language ◽  
Portfolio Assessment ◽  
National Curriculum ◽  
Language Immersion ◽  
School Level ◽  
Cultural Learning ◽  
Young Learners

ABSTRACT: Early English mastery for children is very urgent considering Indonesia has an important position in the world's interests, both economically, socially, culturally and politically. Therefore, the global communication capability is one of the national agenda which is affixed to the national curriculum which must be studied from elementary level to university. Local Language Wisdom Immersion approach based on Local Wisdom comes as an effort to face the challenge. The targets of this program are young learners, ranging in age from 10-12 years old, who sit at the elementary school level. Learners learn English using a mix of local and international content, enabling cross-cultural learning, and learning patterns using second language acquisition. Furthermore, the portfolio assessment is used for assessment, including test, questionnaire, observation, and documents. The advantages of English language immersion based on local wisdom, ie learners in addition to mastering basic English, they are also prepared psychologically, socially and culturally. Their future hopes will be the future of national communications capabilities of global communications capabilities.   ABSTRAK: Penguasan bahasa Inggris sejak dini menjadi sangat urgen mengingat Indonesia memiliki posisi penting dalam pencaturan kepentingan dunia, baik secara ekonomi, social, budaya maupun politik. Oleh karena itu, kemampuan komunikasi global menjadi salah satu agenda nasional yang dibubuhkan menjadi kurikulum nasional yang harus dipelajari mulai tingkat dasar sampai perguruan tinggi. Pendekatan English Language Immersion berbasis Kearifan lokal hadir sebagai upaya menghadapi tantang tersebut. Sasaran program ini adalah pebelajar muda (English young learners), dengan rentang usia 10-12 tahun, yang duduk ditingkat sekolah dasar. Peserta didik belajar bahasa Inggris dengan menggunakan perpaduan konten lokal dan internasional, sehingga memungkinkan akan adanya belajar lintas budaya, dan pola-pola belajar menggunakan teori pemerolehan bahasa kedua (Second language acquisition). Selanjutnya portfolio assessment digunakan untuk melihat kemampuan, kinerja dan prestasi yang terukur dengan menggunakan alat assessmen, diantaranya test, kuesioner, observasi, dan dokumen. Kelebihan dari English language immersion berbasis kearifan lokal, yaitu peserta didik disamping dapat menguasai bahasa Inggris dasar, mereka juga dipersiapkan secara psikologis, sosial dan budaya. Harapan kedepan mereka akan menjadi duta bangsa di masa depan yang akan menyampaikan pesan kepada dunia bahwa bangsa Indonsia adalah bangsa yang besar yang memiki keunggulan-keunggulan lokal yang dapat dinilai secara ekonomi maupun politik yang patut dibanggakan ditingkat dunia melalui kemampuan komunikasi global yang mereka kuasai.

scholarly journals Preventing depression in final year secondary students: School-based randomized controlled trial

2020 ◽  
Author(s):  
Y Perry ◽  
A Werner-Seidler ◽  
A Calear ◽  
A Mackinnon ◽  
C King ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Depressive Symptoms ◽  
Secondary Students ◽  
Controlled Trial ◽  
School Level ◽  
Control Group ◽  
Depression Symptoms ◽  
Randomized Controlled ◽  
Control Intervention ◽  
The Impact

Background: Depression often emerges for the first time during adolescence. There is accumulating evidence that universal depression prevention programs may have the capacity to reduce the impact of depression when delivered in the school environment. Objective: This trial investigated the effectiveness of SPARX-R, a gamified online cognitive behavior therapy intervention for the prevention of depression relative to an attention-matched control intervention delivered to students prior to facing a significant stressor-final secondary school exams. It was hypothesized that delivering a prevention intervention in advance of a stressor would reduce depressive symptoms relative to the control group. Methods: A cluster randomized controlled trial was conducted in 10 government schools in Sydney, Australia. Participants were 540 final year secondary students (mean 16.7 [SD 0.51] years), and clusters at the school level were randomly allocated to SPARX-R or the control intervention. Interventions were delivered weekly in 7 modules, each taking approximately 20 to 30 minutes to complete. The primary outcome was symptoms of depression as measured by the Major Depression Inventory. Intention-to-treat analyses were performed. Results: Compared to controls, participants in the SPARX-R condition (n=242) showed significantly reduced depression symptoms relative to the control (n=298) at post-intervention (Cohen d=0.29) and 6 months post-baseline (d=0.21) but not at 18 months post-baseline (d=0.33). Conclusions: This is the first trial to demonstrate a preventive effect on depressive symptoms prior to a significant and universal stressor in adolescents. It demonstrates that an online intervention delivered in advance of a stressful experience can reduce the impact of such an event on the potential development or exacerbation of depression.

scholarly journals Differences in state- and district-level stakeholders’ perceptions of curriculum coherence and school impact in national curriculum reform

2019 ◽  
Vol 57 (3) ◽  
pp. 210-226 ◽  
Author(s):  
Jenni Sullanmaa ◽  
Kirsi Pyhältö ◽  
Janne Pietarinen ◽  
Tiina Soini
Keyword(s):  
Curriculum Reform ◽  
Educational System ◽  
Latent Profile Analysis ◽  
National Curriculum ◽  
District Level ◽  
School Level ◽  
Reform Process ◽  
Content Type ◽  
The Core ◽  
High Coherence

Purpose Shared understandings of curriculum reform within and between the levels of the educational system are suggested to be crucial for the reform to take root. The purpose of this paper is to explore variation in perceived curriculum coherence and school impact among state- and district-level stakeholders. Design/methodology/approach The participants (n=666) included state- and district-level stakeholders involved in a national curriculum reform in Finland. Latent profile analysis was employed to identify profiles based on participants’ perceptions of the core curriculum’s coherence and the reform’s impact on school development. Findings Two profiles were identified: high coherence and impact, and lower consistency of the intended direction and impact. State-level stakeholders had higher odds of belonging to the high coherence and impact profile than their district-level counterparts. Practical implications The results imply that more attention needs to be paid in developing a shared and coherent understanding particularly of the intended direction of the core curriculum as well as the reform’s effects on school-level development among state- and district-level stakeholders. Originality/value The study contributes to the literature on curriculum reform by shedding light on the variation in perceived curriculum coherence and school impact of those responsible for a large-scale national curriculum reform process at different levels of the educational system.

scholarly journals School Indicators of Violence Experienced and Feeling Unsafe of Dutch LGB Versus Non-LGB Secondary Students and Staff, 2006-2010

2016 ◽  
Vol 31 (20) ◽  
pp. 3413-3442 ◽  
Author(s):  
Ton Mooij
Keyword(s):  
Secondary Students ◽  
Secondary Analysis ◽  
Support Staff ◽  
School Level ◽  
Significant Relationships ◽  
School Variables ◽  
Lgbtq Students ◽  
Mean Differences ◽  
And Behavior ◽  
Lgb Students

Gender and sexual orientation are expressed in heterosexual, lesbian (L), gay (G), bisexual (B), transgender (T), or queer (Q) interests and behavior. Compared with heterosexual persons, LGBTQ persons seem to experience more antisocial behavior, including negative discrimination and violence. To assess differences in LGBTQ-related discrimination in schools, the question for this research is “Do the degrees of violence experienced and feeling unsafe of LGBTQ students and staff in a school differ from those of non-LGBTQ students and staff in the same school?” Secondary analysis was carried out on data from a Dutch national digital monitor survey on safety in secondary schools. In 2006, 2008, and 2010, participation amounted to 570 schools, 18,300 teaching and support staff, and 216,000 students. Four indicators were constructed at the school level: two Mokken Scale means assessing severity of violence experienced and two Alpha Scale means assessing feeling unsafe. Analysis of mean differences showed that LGB students experienced more violence and felt less safe than non-LGB students; LGB staff felt less safe in school than non-LGB staff. When LGB students experienced more violence at school than non-LGB students, LGB students also felt less safe than non-LGB students for all 3 years. No such relationships existed for LGB staff, or between LGB staff and LGB students. No significant relationships were found between the four LGB school indicators and contextual school variables. The outcomes and uniqueness of the study are discussed. Recommendations are made to improve assessment and promote prosocial behavior of students and staff in schools.

Music in the National Curriculum: The First Year

1994 ◽  
Vol 11 (3) ◽  
pp. 191-196 ◽  
Author(s):  
Janet Mills
Keyword(s):  
Secondary Schools ◽  
Primary Schools ◽  
National Curriculum ◽  
Good Practice ◽  
First Year ◽  
Music Teaching ◽  
Music Lessons ◽  
Wide Range ◽  
Academic Year

During the academic year 1992–93 HM Inspectors of Schools (HMI) inspected 1208 class music lessons in maintained schools in England. These included almost 400 lessons attended by pupils in their first, third or seventh year of statutory schooling, that is pupils to whom the National Curriculum applies. HMI found a wide range in the quality of the practice in both primary and secondary schools. However, the proportion of lessons which HMI judged to be satisfactory or better in at least one of three important dimensions was substantially higher in primary schools. Primary class teachers often under-rated the quality of their music teaching. Some principles for developing good practice were identified.

scholarly journals Adjustment of Higher Secondary Students of NCR (National Capital Region)

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Dr. Ekta Chauhan
Keyword(s):  
Secondary Students ◽  
Social Adjustment ◽  
Emotional Adjustment ◽  
Uttar Pradesh ◽  
Female Students ◽  
School Level ◽  
National Capital Region ◽  
School Students ◽  
Male And Female ◽  
Gender Biases

Maladjustment in any way leads to lot of social, psychological and behavioural problems. Present research paper is an attempt to find out the difference in the level of adjustment of male and female higher secondary students of NCR region, so that the measures are taken at school level to enhance the levels of adjustment amongst school students enabling them to become better performers at school and to deal with gender biases prevalent in Indian system. For this study a sample of 200 higher secondary students (100 female students and 100 male students from higher secondary classes) was selected with the help of stratified random sampling method from Ghaziabad and Gautam Budh Nagar of Uttar Pradesh, India. For collection of data A.I.S.S(Adjustment Inventory For School Students) by Prof. A.K.P. Sinha and Prof .R.P. Singh (published by National Psychological Corporation, Agra, India) was administered on selected sample. With the help of this study significance of differences with respect to emotional adjustment, social adjustment, educational adjustment and total adjustment between female and male higher secondary students, is analyzed. These differences in adjustment between male and female students were compared with the help of statistical Analysis: mean, standard deviation and t value. Analyses of data revealed that significant differences exist at .05 and .01 levels between male and female higher secondary students only in the area of social adjustment.

scholarly journals Piloting a full-year, optics-based high school course on quantum computing

2021 ◽  
Vol 57 (2) ◽  
pp. 025010
Author(s):  
Joel A Walsh ◽  
Mic Fenech ◽  
Derrick L Tucker ◽  
Catherine Riegle-Crumb ◽  
Brian R La Cour
Keyword(s):  
High School ◽  
Quantum Computing ◽  
Course Design ◽  
Materials Science ◽  
School Level ◽  
Transfer Of Knowledge ◽  
High School Level ◽  
University Of Texas ◽  
Educational Structures ◽  
Quantum Optical

Abstract Quantum computing was once regarded as a mere theoretical possibility, but recent advances in engineering and materials science have brought practical quantum computers closer to reality. Currently, representatives from industry, academia, and governments across the world are working to build the educational structures needed to produce the quantum workforce of the future. Less attention has been paid to growing quantum computing capacity at the high school level. This article details work at The University of Texas at Austin to develop and pilot the first full-year high school quantum computing class. Over the course of two years, researchers and practitioners involved with the project learned several pedagogical and practical lessons that can be helpful for quantum computing course design and implementation at the secondary level. In particular, we find that the use of classical optics provides a clear and accessible avenue for representing quantum states and gate operators and facilitates both learning and the transfer of knowledge to other Science, Technology, and Engineering (STEM) skills. Furthermore, students found that exploring quantum optical phenomena prior to the introduction of mathematical models helped in the understanding and mastery of the material.

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