Methodologies for Learning and/or Teaching

2021 ◽  
pp. 15-27
Keyword(s):  
Secondary School ◽  
Teaching Mathematics ◽  
Electronic Technology ◽  
Computer Based ◽  
The Relationship ◽  
Primary And Secondary School

In this chapter, there is an introduction of the problem of methodologies and strategies for learning and/or teaching mathematics in primary and secondary school. The first methods are the symbolic-reconstructive and perceptive-motor. For the authors, the problem about contemporary teaching is characterized by the relationship between mathematics and electronic technology. Finally, a new didactic approach will be proposed. It is called “from concrete/virtual-concrete to abstract” and it consists in the introduction of a new computer-based phase, called graphic-numerical, in a good traditional didactic path.

scholarly journals Variation in SARS-CoV-2 seroprevalence across districts, schools and classes: baseline measurements from a cohort of primary and secondary school children in Switzerland

BMJ Open ◽  
2021 ◽  
Vol 11 (7) ◽  
pp. e047483
Author(s):  
Agne Ulyte ◽  
Thomas Radtke ◽  
Irene Alma Abela ◽  
Sarah R Haile ◽  
Jacob Blankenberger ◽  
...  
Keyword(s):  
Secondary School ◽  
School Children ◽  
Serological Test ◽  
Adult Population ◽  
Credible Interval ◽  
Registration Number ◽  
Age Range ◽  
The Relationship ◽  
Primary And Secondary School

ObjectivesTo determine the variation in SARS-CoV-2 seroprevalence in school children and the relationship with self-reported symptoms.DesignBaseline measurements of a longitudinal cohort study (Ciao Corona) from June to July 2020.Setting55 schools stratified by district in the canton of Zurich, Switzerland.Participants2585 children (1339 girls; median age: 11 years, age range: 6–16 years), attending grades 1–2, 4–5 and 7–8.Main outcome measuresVariation in seroprevalence of SARS-CoV-2 in children across 12 cantonal districts, schools and grades, assessed using Luminex-based test of four epitopes for IgG, IgA and IgM (Antibody Coronavirus Assay,ABCORA 2.0). Clustering of cases within classes. Association of seropositivity and symptoms. Comparison with seroprevalence in adult population, assessed using Luminex-based test of IgG and IgA (Sensitive Anti-SARS-CoV-2 Spike Trimer Immunoglobulin Serological test).ResultsOverall seroprevalence was 2.8% (95% CI 1.5% to 4.1%), ranging from 1.0% to 4.5% across districts. Seroprevalence in grades 1–2 was 3.8% (95% CI 2.0% to 6.1%), in grades 4–5 was 2.4% (95% CI 1.1% to 4.2%) and in grades 7–8 was 1.5% (95% CI 0.5% to 3.0%). At least one seropositive child was present in 36 of 55 (65%) schools and in 44 (34%) of 131 classes where ≥5 children and ≥50% of children within the class were tested. 73% of children reported COVID-19-compatible symptoms since January 2020, with the same frequency in seropositive and seronegative children for all symptoms. Seroprevalence of children and adults was similar (3.2%, 95% credible interval (CrI) 1.7% to 5.0% vs 3.6%, 95% CrI 1.7% to 5.4%). The ratio of confirmed SARS-CoV-2 cumulative incidence-to-seropositive cases was 1:89 in children and 1:12 in adults.ConclusionsSARS-CoV-2 seroprevalence was low in children and similar to that in adults by the end of June 2020. Very low ratio of diagnosed-to-seropositive children was observed. We did not detect clustering of SARS-CoV-2-seropositive children within classes, but the follow-up of this study will shed more light on transmission within schools.Trial registration numberNCT04448717.

scholarly journals TEACHERS’ SELF-CONCEPT AND ITS BENEFITS FOR SCIENCE EDUCATION

2019 ◽  
Vol 18 (1) ◽  
pp. 105-116
Author(s):  
Jelena Ž. Maksimović ◽  
Jelena S. Osmanović
Keyword(s):  
Factor Analysis ◽  
Secondary School ◽  
Work Experience ◽  
Secondary School Teachers ◽  
Self Concept ◽  
Pay Satisfaction ◽  
School Teachers ◽  
Openness To Change ◽  
The Relationship ◽  
Primary And Secondary School

Self-concept, understood as an impression or idea one has about oneself, represents a significant precondition for the professional improvement of teachers, as well as for the advancement of teaching itself and students’ development of their own positive self-concept. This research aimed to examine the idea of self-concept with the purpose of determining the manner in which primary and secondary school teachers perceive themselves. The factors to be analyzed in relation to the variables, work experience and pay satisfaction, were defined by means of the scale of estimates and factor analysis. The obtained results showed that accepting oneself, self-improvement, self-satisfaction and job satisfaction, as well as the initiative and openness to change varied depending on work experience and pay satisfaction. Work experience, not pay satisfaction, proved to have an impact on the teachers’ perception of the relationship with their colleagues, whereas the perception of personal and teaching qualities did not depend on the aforementioned variables.

Psychological empowerment and work burnout among rural teachers: Professional identity as a mediator

2021 ◽  
Vol 49 (6) ◽  
pp. 1-9
Author(s):  
Jinliang Ding ◽  
Zechen Xie
Keyword(s):  
Secondary School ◽  
Professional Identity ◽  
Secondary School Teachers ◽  
Psychological Empowerment ◽  
School Teachers ◽  
Rural Teachers ◽  
Advance Research ◽  
The Relationship ◽  
Primary And Secondary School ◽  
Work Burnout

We examined the relationship between psychological empowerment and work burnout as mediated by professional identity. Participants were 650 primary and secondary school teachers from nine rural provinces in China. The results indicate that both psychological empowerment and professional identity were significantly and negatively related to work burnout, and that psychological empowerment was significantly and positively associated with professional identity. Furthermore, professional identity partially mediated the relationship between psychological empowerment and work burnout. These findings advance research on the psychology of professional identity by clarifying the relationship between psychological empowerment and work burnout.

scholarly journals Relationship between Parental Involvement and Students’ Academic Achievement in Model Primary and Secondary School of Haramaya University, East Hararghe Zone, Oromia Regional State, Ethiopia

2019 ◽  
Vol 7 (2) ◽  
pp. 46
Author(s):  
Abate Assefa ◽  
Birhanu Sintayehu
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Secondary School ◽  
High Achievers ◽  
Academic Rank ◽  
Correlational Research ◽  
Regional State ◽  
Interview Guide ◽  
The Relationship ◽  
Primary And Secondary School

The purpose of this study was to examine the relationship between parental involvement and students’ academic achievement in Model Primary and Secondary School of Haramaya University, Oromia Regional State, Ethiopia. Correlational research design was employed to carry out the current study. Questionnaire interview and document analysis were employed to was employed to collect the data from selected respondents. The sample consists of 52 parents and 60 students purposively selected. The students were selected by their academic rank which means 50% were high achievers whereas below50% were lower achievers from the 8th, 10th and 12th grades. Parents of 30 top scoring and 30 low scoring students were selected purposively. Parental involvement was measured by using self-developed questionnaire with 10 items and eight interview guide questions were used, and students’ academic achievement was measured by their recorded scores by their respective grades in the past three years four interview guide questions were employed. The first finding was that there was statistically significant positive relationship between parental involvement and students’ academic achievement, (r=0.64, p<0.01). The second finding was that the portrayed students who ranked from 1st to 10th from grades 8, 10 and 12 were highly involved, supported and followed by their parents on their education. The third finding was that students who were scored below 50% and ranked last 10’s from perspective grades were children whose families were less encouraged and involved. In general, parents’ involvement in supporting their students to boost their academic achievement is moderate. It is recommended that more detailed studies can be conducted in the future in different areas as well as country wide.

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