Hands-On Demonstrations for Natural Hazards

2020 ◽  
Author(s):  
Bruce D. Malamud ◽  
Faith Taylor
Keyword(s):  
Secondary School ◽  
Natural Hazards ◽  
Serious Games ◽  
Local Community ◽  
Role Playing ◽  
School Students ◽  
Group Discussions ◽  
Hands On ◽  
Small Group Discussions ◽  
The Subject

<p>Here we present several teaching demonstrations and hands-on activities for natural hazards. Many methods exist to actively involve students and local community participants, particularly when numbers are large, so that teaching is not just `receiving of information' via monologue talks and using powerpoint. These methods include (a) breaking up into small group discussions, (b) group ‘role playing’ exercises, (c) serious games, (d) hands-on activities, and (e) class demonstrations. This paper concentrates on the latter and includes demos/activities for (a) earthquakes, (b) landslides, (c) tsunamis, (d) volcanoes and (e) weather. Natural hazards demonstrations/activities presented here are mostly inexpensive, have been used in front of large university classes and smaller `break-out groups', and are also appropriate for secondary-school students, university students, and local community communications. We have found that as a teaching tool, students and community participants often become much interested and more excited about what they are learning if use is made of these 5-10 minute class demonstrations or activities, even if only peripherally related to the subject at hand. Resultant discussion with questions and comments by students keeps both the students and the lecturer motivated and intrigued about the subjects being discussed. Days, weeks, and months later, the students remember these `demonstrations', but to set these up takes time, effort, and resources of equipment, although not necessarily a large amount of the latter.</p>

scholarly journals Managing Herbicide Resistance: Listening to the Perspectives of Practitioners. Procedures for Conducting Listening Sessions and an Evaluation of the Process

2018 ◽  
Vol 32 (4) ◽  
pp. 489-497 ◽  
Author(s):  
Jill Schroeder ◽  
Michael Barrett ◽  
David R. Shaw ◽  
Amy B. Asmus ◽  
Harold Coble ◽  
...  
Keyword(s):  
Small Group ◽  
Herbicide Resistance ◽  
Planning Process ◽  
Resistance Management ◽  
Time Of Day ◽  
Full Group ◽  
Group Discussions ◽  
Small Group Discussions ◽  
The Subject ◽  
Selection Of

AbstractSeven half-day regional listening sessions were held between December 2016 and April 2017 with groups of diverse stakeholders on the issues and potential solutions for herbicide-resistance management. The objective of the listening sessions was to connect with stakeholders and hear their challenges and recommendations for addressing herbicide resistance. The coordinating team hired Strategic Conservation Solutions, LLC, to facilitate all the sessions. They and the coordinating team used in-person meetings, teleconferences, and email to communicate and coordinate the activities leading up to each regional listening session. The agenda was the same across all sessions and included small-group discussions followed by reporting to the full group for discussion. The planning process was the same across all the sessions, although the selection of venue, time of day, and stakeholder participants differed to accommodate the differences among regions. The listening-session format required a great deal of work and flexibility on the part of the coordinating team and regional coordinators. Overall, the participant evaluations from the sessions were positive, with participants expressing appreciation that they were asked for their thoughts on the subject of herbicide resistance. This paper details the methods and processes used to conduct these regional listening sessions and provides an assessment of the strengths and limitations of those processes.

scholarly journals Psycho-administrative determinants for choice of physical education among senior secondary school students at external examination bodies

2021 ◽  
Vol 8 (2) ◽  
pp. 109-118
Author(s):  
Olusola Samson
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
Chi Square ◽  
Senior Secondary School ◽  
External Examination ◽  
Validated Questionnaire ◽  
The Subject ◽  
Senior Secondary

Empirical observations reveal low enrolment of senior secondary school students for physical education at external examination bodies. The poor rate of students' choice of the subject at this level is a matter of concern to professionals, given the fact of monumental benefits of physical education as a science subject to humanity. The study was conducted to examine how psycho-administrative factors influence the choice of physical education by senior secondary school students at external examination bodies (in Nigeria) to come up with modalities to increase enrolment of the subject at external examination bodies. Descriptive method was applied for the study due to large respondents involved. Self-developed validated questionnaire tagged psycho-administrative determinants for choice of physical education among senior secondary school students at external examination bodies (PADGPEAS) was applied for the research. Out of three thousand and twenty-four (3024) questionnaire forms administered, only two thousand and fifty (2950) copies completed and returned were coded for analysis, with the use of descriptive statistics of percentages and nonparametric statistics of Chi-square (x 2) at 0.05 level of significant. Results unraveled a remarkable influence of psycho-administrative variables on the choice at physical education among senior secondary school students at external examination bodies. Based on this outcome, it is suggested that utilization of variety of methods by physical education teachers will go a long way to kindle the interest of the students for the subject. Enlightenment of students and parents on the values of physical education will facilitate remarkable positive attitude of both parts that relocate their position in favor of the subject.

scholarly journals Students learning with interactive virtual math: an exploratory study in the classroom

2017 ◽  
Vol 1 (1) ◽  
pp. 80 ◽  
Author(s):  
Sônia Palha
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Tertiary Education ◽  
Learning Experience ◽  
Small Scale ◽  
School Students ◽  
Dynamic Events ◽  
The Subject ◽  
Scale Experiment ◽  
Further Development

Interactive Virtual Math (IVM) is a visualization tool to support secondary school students’ learning of graphs by dynamic events. In the prototype version students construct a graph and try to improve it themselves and with the feedback of the tool. In a small-scale experiment, which involved four classes at secondary and tertiary education and their mathematics teachers we investigated how the students used the tool in the classroom. In this study we focus on the students learning experience and the results are expected to provide knowledge and directions for further development of the tool. The corpus data consists of self-reported questionnaires and lessons observations. One main finding is that students, at different school levels, find the tool useful to construct or improve graphical representations and it can help to get a better understanding of the subject. The tool features that helped students most were the self-construction of the graphs and to get feedback about their own graph at the end. Other findings are that the students can work independently with the tool and we know more about the tool features that are attractive or need to be improved.

Kijken Naar (Eigen) Begeleidersgedrag een Verslag van de Workshop 'de Taaldocent' als Begeleider Van Lerende Volwassenen ik Groepsverband

1982 ◽  
Vol 12 ◽  
pp. 58-71
Author(s):  
Adriaan Bakker ◽  
Louis van Kessel ◽  
Luuk Staallekker
Keyword(s):  
Small Group ◽  
Plenary Session ◽  
Necessary Condition ◽  
Video Tape ◽  
Group Discussions ◽  
Teaching Behaviour ◽  
Small Group Discussions ◽  
The Subject ◽  
Adult Classes

This article is the report of a workshop on the subject 'Looking at tutor-behaviour as a teacher of adults'. The workshop consisted of looking at a video-tape with scenes fro» adult classes, small-group discussions and a plenary session on 'differences and correspondences between the teacher styles shown and my own. One of the conclusions drawn by the authors is that teachers are very eager to look at and learn from teaching behaviour of colleages and that this may be the necessary condition for changing their own behaviour.

Investigating students' engagement in epistemic and narrative practices of chemistry in the context of a story on gas behavior

2016 ◽  
Vol 17 (3) ◽  
pp. 523-531 ◽  
Author(s):  
A. Pabuccu ◽  
S. Erduran
Keyword(s):  
Secondary School ◽  
Conceptual Understanding ◽  
Student Outcomes ◽  
Secondary School Students ◽  
Data Sources ◽  
Student Group ◽  
School Students ◽  
Group Discussions ◽  
Epistemic Practice

This study investigated secondary school students' engagement in epistemic and narrative practices of chemistry in the context of a chemistry story on gas behavior. Argumentation is an example of an epistemic practice in science and stories are one kind of narrative (Ricoeur, 1981). By using a chemistry story, the authors hoped to engage students in the argumentation processes by linking chemistry knowledge to everyday contexts (Erduran and Pabuccu, 2012). Student group discussions and written frames during the activity were used as data sources. Analysis of these student outcomes concentrated on (a) the nature of the students' discourse; (b) the quality of students' argumentation; and (c) students' conceptual understanding of gas behaviors. The authors categorized the nature of group discourse using five different codes, determined the quality of student argumentation by counting the number of rebuttals, and measured conceptual understanding through students' answers in the writing frames. The results of this study add to the literature seeking to understand how to develop students' engagement in the argumentation process, how to enhance the quality of students' argumentations, and how to improve their conceptual understanding of gas behaviors.

Interest and Learning Approaches as Discriminating Factors in the Performance of Senior Secondary School Students in Economics

2019 ◽  
Vol 9 (1) ◽  
pp. 1-13
Author(s):  
Oyebode Stephen Oyetoro ◽  
Odeyemi Taiwo Grace ◽  
Bimbola Abosede Adesina
Keyword(s):  
Secondary School ◽  
Discriminant Function ◽  
Discriminant Function Analysis ◽  
Function Analysis ◽  
Learning Approaches ◽  
School Students ◽  
Senior Secondary School ◽  
Ex Post ◽  
The Subject ◽  
Senior Secondary

The study utilized the ex-post facto research design to investigate how interest and learning approaches utilized in Economics discriminates the academic performance of students in the subject area. The population comprised senior secondary school two students in Ife Central Local Government of Osun State while the sample comprised 94 students in five secondary schools in the area. Three research instruments viz: Individual Interest Questionnaire (IIQ), Revised Two Factor Study Process Questionnaire (R-SPQ-2F) and Economics Achievement Test (EAT) were used to collect appropriate data. The Discriminant Function Analysis was utilized to analyse data collected. Findings revealed a function with coefficients in order of magnitude as revealed by structure matrix as follows: Interest in Economics (1.06), Surface Approach (0.41) and Deep Approach (-1.14). None of coefficients was significant at 0.05 significance level. The function was maximized for: 47.1% of students who scored above 50% and 57.1% of those who scored below 50%. The conclusion that was reached was that adequate cognizance should be given to the improvement of the process of teaching the subject including assessment practices.   Key words: Discriminant Function Analysis; Interest; Learning Approaches; Performance; Senior Secondary School.  

Hands-On Engineering Experiments for Secondary School Students

2000 ◽  
Vol 126 (2) ◽  
pp. 69-73 ◽  
Author(s):  
Mark Pickett ◽  
Doug Oliver ◽  
Sam Giles ◽  
Ella Fridman ◽  
Marcia Fetters ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
Hands On

scholarly journals A STUDY OF FACTOR INFLUENCING ATTITUDE TOWARDS LEARNING OF PHYSICS AMONG SENIOR SECONDARY SCHOOL STUDENTS

2021 ◽  
Vol 9 (5) ◽  
pp. 359-365
Author(s):  
Monica a ◽  
◽  
A. Abuh ◽  
Nwaba A. Attah ◽  
◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Attitude Scale ◽  
School Level ◽  
Cross Sectional Survey ◽  
School Students ◽  
Cross Sectional ◽  
Senior Secondary School ◽  
The Subject ◽  
Senior Secondary

Physics is among the significant science subjects taught at the secondary school level in Nigerias education system. There has been a growing concern about the poor performance in physics in Nigeria. The present study was aimed to determine teachers likability as a factor that could influence students attitudes towards physics. The study adopted a cross-sectional survey. The population of the survey includes secondary school students in the Kogi State of Nigeria. Participants comprised males and females senior secondary school students. They were mainly pooled from the science class. One hundred and thirty-nine students participated in the study. Data was collected using a Teachers Likability Scale and the Physics Attitude Scale (PAS). The result revealed that most of the respondents indicated a negative attitude toward the subject (M = 0.87, SD = 0.35), while few (M = 0.18, SD = 0.39) showed a positive attitude towards the subject. A linear regression model was conducted to test the study hypothesis.The result showed that teachers likability statistically significantly predicted attitude towards physics F(1,137), 124.617 P< .05. The study concluded that a teachers likability is a significant predictor of attitude towards physics. Thus, it is recommended that teachers should be more facilitators than strict instructors.

scholarly journals The Effect of Integrative Pedagogy on Academic Achievements of Chemistry Students

2021 ◽  
Vol 2 (1) ◽  
pp. 275-279
Author(s):  
Dr. Khisro Kaleem Raza ◽  
Dr. Niaz Muhammad Aajiz ◽  
Dr. Alam Zeb
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Total Sample ◽  
School Students ◽  
Chemistry Students ◽  
Group Design ◽  
Academic Achievements ◽  
The Subject ◽  
Subject Performance ◽  
Integrative Pedagogy

The study in hand aimed to determine the effects of integrative pedagogy over the academic performance of secondary school students in the subject of Chemistry. The study was conducted in an experimental framework following the Solomon Four Group Design. A total sample of 120 students of 10th class was randomly taken from 4 private sector Secondary Schools of Khyber Pakhtunkhwa, Pakistan. The sample was divided into 4 groups, each having 30 students. Giving a randomized treatment to the groups, two groups were taken as experimental while two were taken as controlled. One experimental and one controlled group were pre-tested for Chemistry subject performance through objective achievement tests, while others were not pre-tested. Both experimental groups were taught through integrative pedagogy while the controlled groups were taught through the traditional method for three months. After regular monthly post-testing, the triplicate data revealed an 11-point average increase in the academic performance of chemistry students in both the experimental groups in comparison to the controlled groups.

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