Robotics as a Powerful Vehicle Toward Learning and Computational Thinking in Secondary Education of 21st Century

2021 ◽  
pp. 1-40
Author(s):  
Katerina V. Glezou
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Education ◽  
21St Century ◽  
Computational Thinking ◽  
Future Research ◽  
Digital Learning ◽  
School Students ◽  
Teaching Interventions ◽  
Authentic Classroom

This chapter focuses on the design and implementation of robotics activities in authentic classroom conditions in secondary education. It suggests that robotics can provide a powerful educational vehicle for guiding high school students toward learning in 21st century. It presents a constructionist approach to foster computational thinking and creativity by engaging in robotics and programming activities in real-world classroom. More specifically, this chapter presents teaching interventions that have been implemented in real conditions to high school students during robotics courses at Arsakeia Schools Psychikou in Athens, Greece. It describes robotics activities employing the Edison educational robotics system. Main features of teaching interventions concerning the utilization of Edison robot, digital learning environments, and unplugged activities in the classroom focused on 21st century skills, computational thinking, and creativity development as well as findings, solutions, recommendations, and future research directions are discussed.

Robotics as a Powerful Vehicle Toward Learning and Computational Thinking in Secondary Education of 21st Century

2022 ◽  
pp. 716-755
Author(s):  
Katerina V. Glezou
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Education ◽  
21St Century ◽  
Computational Thinking ◽  
Future Research ◽  
Digital Learning ◽  
School Students ◽  
Teaching Interventions ◽  
Authentic Classroom

This chapter focuses on the design and implementation of robotics activities in authentic classroom conditions in secondary education. It suggests that robotics can provide a powerful educational vehicle for guiding high school students toward learning in 21st century. It presents a constructionist approach to foster computational thinking and creativity by engaging in robotics and programming activities in real-world classroom. More specifically, this chapter presents teaching interventions that have been implemented in real conditions to high school students during robotics courses at Arsakeia Schools Psychikou in Athens, Greece. It describes robotics activities employing the Edison educational robotics system. Main features of teaching interventions concerning the utilization of Edison robot, digital learning environments, and unplugged activities in the classroom focused on 21st century skills, computational thinking, and creativity development as well as findings, solutions, recommendations, and future research directions are discussed.

Understanding Associations Between Exposure to Violent Pornography and Teen Dating Violence Among Female Sexual Minority High School Students

2021 ◽  
pp. 088626052110283
Author(s):  
Cara Herbitter ◽  
Alyssa L. Norris ◽  
Kimberly M. Nelson ◽  
Lindsay M. Orchowski
Keyword(s):  
High School ◽  
High School Students ◽  
Dating Violence ◽  
Sexual Minority ◽  
Teen Dating Violence ◽  
Baseline Survey ◽  
Future Research ◽  
School Students ◽  
Minority Adolescents ◽  
Teen Dating

Previous research indicates that teen dating violence (TDV) is more common among sexual minority than heterosexual adolescents, with approximately half of female sexual minority adolescents (SMA) endorsing TDV victimization in the last year. In samples of adolescents without regard to sexual orientation, exposure to violent pornography is associated with TDV, but this relationship has not been assessed in female SMA. The current study sample consisted of 10th-grade high school students aged 14–17 who identified as cisgender females ( N = 1,276). Data were collected from a baseline survey prior to the delivery of a sexual assault prevention intervention. Female SMA had 2.54 times the odds (95%CI [1.75, 3.69]) of being exposed to violent pornography and 2.53 times the odds (95%CI [1.72, 3.70)]) of TDV exposure compared to heterosexual girls. Exposure to violent pornography was not associated with involvement in TDV among female SMA, controlling for episodic heavy drinking ( aOR = 2.25, 95%CI [0.88,6.22]). Given the relatively higher rates of violent pornography and TDV exposure among female SMA compared to heterosexual girls, it is critical that sex education curricula address these experiences and meet the needs of adolescents of all sexual orientations. Future research can assess how these TDV interventions might be tailored for female SMA. Although we did not find that exposure to violent pornography was associated with TDV among female SMA, these investigations should be replicated with larger data sets, given that the association between exposure to violent pornography and engagement in TDV was in the expected direction.

Combining Webduino Programming With Situated Learning to Promote Computational Thinking, Motivation, and Satisfaction Among High School Students

2021 ◽  
pp. 073563312110399
Author(s):  
Ting-Ting Wu ◽  
Jian-Ming Chen
Keyword(s):  
High School ◽  
High School Students ◽  
Programming Languages ◽  
Situated Learning ◽  
Learning Strategy ◽  
Computational Thinking ◽  
Learning Motivation ◽  
School Students ◽  
Study Results ◽  
Significant Difference

Many countries have incorporated computational thinking (CT) and programming languages into their science and technology courses. Students can improve their CT ability by learning programming languages. Moreover, situated learning enables students to generate knowledge and master problem-solving skills through interaction with situations. This study incorporated Webduino learning and the situated learning strategy into a programming course and analyzed its impact on high school students’ CT ability, learning motivation, and course satisfaction. A quasi-experimental research method was adopted, wherein the experimental group was subjected to the situated learning strategy and the control group was subjected to a traditional teaching method. The study results revealed that integrating Webduino programming with situated learning could effectively improve five categories of CT skills; moreover, the activity models of situated learning enhanced the value and expectation dimensions of learning motivation. In addition, satisfaction with the course content and self-identity slightly improved. However, because teachers were required to elaborate on stories to promote learner engagement with life situations, the time available for programming was limited. Thus, no significant difference was observed in teaching satisfaction.

Feasibility and Acceptability of Classroom-Based Interventions for Students With Emotional/Behavioral Challenges at the High School Level

2016 ◽  
Vol 19 (1) ◽  
pp. 26-36 ◽  
Author(s):  
Talida M. State ◽  
Judith R. Harrison ◽  
Lee Kern ◽  
Timothy J. Lewis
Keyword(s):  
High School ◽  
High School Students ◽  
Study Skills ◽  
School Level ◽  
Future Research ◽  
Individual Student ◽  
High School Level ◽  
School Students ◽  
Behavioral Challenges ◽  
Organizational Skills

Little is known about the feasibility and acceptability of interventions designed to address the needs of high school students with emotional and behavioral challenges and adopted by their teachers. In this study, 336 general and special education teachers rated classwide interventions (e.g., expectations, routines, positive student–teacher interactions [PSTI]) and individual student interventions (e.g., study skills, organizational skills) in terms of priority, feasibility, and acceptability before implementation. Teachers who implemented the interventions rated their acceptability post-implementation. Results indicated that acceptability ratings varied across interventions, and it appeared that teachers rated interventions that required the least amount of time to implement (e.g., PSTI) most acceptable and those that required the most time for implementation (e.g., study skills) least acceptable. Lack of time, perceived lack of effectiveness, and poor environmental fit were often cited as reasons for lack of feasibility. Regression analyses revealed that teacher characteristics (e.g., years of experience) and type of intervention (e.g., classwide vs. individualized) contributed to teacher ratings of intervention acceptability. Implications for future research and practice are discussed.

scholarly journals Stratégies de prise de notes à l'aide d'une tablette électronique chez des étudiants du secondaire | Digital Tablet Note-Taking Strategies among High School Students

2017 ◽  
Vol 42 (5) ◽  
Author(s):  
Patrick Giroux ◽  
Diane Gauthier ◽  
Nadia Cody ◽  
Sandra Coulombe ◽  
Andréanne Gagné ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
21St Century ◽  
Active Role ◽  
Educational Success ◽  
Note Taking ◽  
Ict Integration ◽  
School Students ◽  
Technological Tools ◽  
Digital Tablet

Both media and digital literacies are essential for the 21st century. Consequently, several governments have integrated technologies with school curriculums. Recently, ICT integration efforts, particularly with the digital tablet, have multiplied. Several academic uses of the tablet are explored, and some raise questions. This is the case of note taking as viewed in a single Quebec high school. Which application should students use, and should it be the same one for all subjects? Is it effective? Which strategies should be promoted? These are not trivial questions where educational success is concerned. Whereas note taking using certain technological tools has already been studied, little research has focused on with the use of a digital tablet. Students who use a tablet daily were asked a series of questions related to note taking. Our analysis suggests that teachers should play an active role in the appropriation of this tool.Les littératies médiatique et numérique sont essentielles pour le 21e siècle. Plusieurs gouvernements les intègrent par conséquent aux curriculums scolaires. Actuellement, les efforts d’intégration de la tablette numérique se multiplient. Plusieurs usages scolaires sont cités et certains soulèvent des interrogations. C’est le cas de la prise de notes qui soulève des questions auprès de plusieurs enseignants d’une école secondaire québécoise. Avec quelle application? Une seule? Toujours la même? Dans toutes les matières ? Est-ce efficace? Quelles stratégies de prise de notes doit-on favoriser? Ces questions sont importantes pour la réussite scolaire. La prise de notes à l’aide d’outils technologiques a déjà fait l’objet d’études lors de l’intégration d’autres technologies mais peu de recherches se sont intéressées à cette stratégie d’apprentissage avec les tablettes numériques. Un questionnaire a été rempli par des étudiants du secondaire qui utilisent la tablette quotidiennement. L’analyse des résultats montre que les enseignants doivent jouer un rôle actif dans l'appropriation de cet outil.

scholarly journals The The perceptions of Senior High School students and teachers about organic chemistry: A Ghanaian perspective

2021 ◽  
Vol 32 (4) ◽  
pp. 331-342
Author(s):  
Esther Nartey ◽  
◽  
Ruby Hanson ◽  
Keyword(s):  
Organic Chemistry ◽  
High School ◽  
High School Students ◽  
Chemical Reactions ◽  
Simple Random Sampling ◽  
Senior High School ◽  
Future Research ◽  
Positive Perception ◽  
School Students ◽  
Teachers Perceptions

The purpose of the study was to determine the perceptions that senior high school (SHS) chemistry students and teachers have about organic chemistry as well as to compare organic chemistry topics that are difficult for students and teachers. Simple random sampling (lottery) and purposive sampling methods were used to select a sample of one hundred (100) SHS students who studied elective chemistry and ten (10) chemistry teachers. The research instruments used to collect data for this study were the ‘organic chemistry perceptions questionnaire for students’ (OCPQS) and ‘organic chemistry perceptions questionnaire for teachers’ (OCPQT). Descriptive statistics (frequencies and percentages) were used to analyze the data collected. The findings revealed that these SHS students have a fairly positive perception of organic chemistry while their teachers had a highly positive perception of organic chemistry. Preparation and chemical reactions of alkenes, preparation and chemical reactions of alkynes, structure and stability of benzene, reactions of benzene, comparison of reactions of benzene and alkenes, petroleum, polymers and naming of alkanes and structural isomerism were perceived by students as difficult to understand. The rest of the Ghanaian SHS organic chemistry topics (26 out of 34 topics) were perceived as easy to understand by students. Also, the teachers perceived all the SHS organic chemistry topics as easy to teach with the exception of reactions of benzene. The insights gained about teachers’ and students’ perceived difficult organic chemistry topics in this study imply that teachers’ perceptions and how these are communicated to students can have significant effects on learning. The authors believe that both teachers and learners could benefit from this increased awareness of perceptions about difficulties in teaching and learning organic chemistry. They therefore suggest that further studies into how teachers’ perceptions influence their teaching and consequently their students’ experiences be carried out. In addition, in future research, a diagnostic test based on the topics in the SHS organic chemistry syllabus could be added to ascertain whether the perceived difficult topics are actually difficult for students to answer questions on. This would help teachers to separate perceived difficulties from the actual difficulties (realities) and be able to address them in their lessons.

scholarly journals Difficulties in the Development of English-Language Competence in Reading in High School Students of General Secondary Education

2021 ◽  
Vol 7 (1) ◽  
pp. 71-78
Author(s):  
Iryna V. Vlasiuk
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Education ◽  
Foreign Language ◽  
English Language ◽  
Industrial Society ◽  
School Students ◽  
Language Competence ◽  
Personal Skills ◽  
English Competence

The relevance of the study is conditioned by the growth of intercultural communication in modern post-industrial society, resulting in the need to change opinions on the development of foreign language competence in school-age students for its effective improvement and further use in professional activities. The purpose of the study is to determine the features of the development of English language competence in reading in high school students of general secondary education and to find methods of overcoming difficulties in the process of mastering a foreign language. In the process of the study, the author used general scientific theoretical methods, including methods of analysis, synthesis, generalisation, and classification. Based on research results of Ukrainian and foreign scholars, the study characterised the basic opinions on the development of foreign language competence in reading, in particular, in high school students. The study defines the term “reading” and considers its main categories, such as types of reading, levels of comprehension of the text, general personal skills for perfect command of reading in a foreign language, etc. It was found that the main difficulties in the development of English competence in reading in high school students are general language, including spelling, and psychological, based on the lack of motivation to learn the language. Tips for English teachers are presented, focused on improving the development of English competence in reading in students, including the use of authentic materials, information technology, as well as the use of practical exercises that help improve reading aloud. The authors see the prospects for further research in the empirical substantiation of methods for overcoming the difficulties of developing English-language competence among high school students

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