scholarly journals AN EXPLORATORY STUDY ON SECONDARY EDUCATION STUDENTS PREFERENCES REGARDING SCIENCE TEACHING METHODS: THE CASE OF A HIGH SCHOOL

2016 ◽  
Vol 13 (26) ◽  
pp. 33-45
Author(s):  
Joan Josep SOLAZ-PORTOLÉS ◽  
Óscar J DEL CAMPO ◽  
Vicent SANJOSÉ
Keyword(s):  
High School ◽  
Secondary Education ◽  
Science Teaching ◽  
Teaching Methods ◽  
Teaching Method ◽  
Choice Test ◽  
Education Students ◽  
Student Centered ◽  
Academic Level ◽  
And Gender

This study aims to carry out an initial approach to the secondary education students preferences regarding science teaching methods. The study also analyses the influence of academic level and gender on these preferences. Two hundred and forty spanish secondary education students (112 women and 128 men) at different educational levels (but they are all from the same high school) have participated in this research. All of them have been administered a multiple choice test of 6 items each with four options. In these items each option offers a way of teaching. The statistical analysis of the results obtained allow us to conclude that: a) Students show a significant predilection for student-centered teaching methods; and b) Academic level has a significant effect on teaching method preferences among students, but gender does not.

scholarly journals Analisis Pelaksanaan Kurikulum 2013 Pada Pembelajaran Peminatan Di SMA Negeri Kota Ternate

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Widyasari Usman ◽  
Endang Poerwanti ◽  
Atok Miftachul Hudha
Keyword(s):  
High School ◽  
Teaching Methods ◽  
Central Government ◽  
Teaching Method ◽  
Senior High School ◽  
Ministry Of Education ◽  
Curriculum Policy ◽  
Management Models ◽  
The Subject ◽  
The Right

Abstract: The subject of specialization can help the development of abilities possessed by students. Specifically, specialization subjects can be followed according to students' talents and interests. This study aims to describe (1) the implementation of the 2013 curriculum policy in specialization learning in Senior High School 1 Ternate. (2) differences in specialization management models are applied in Senior High School 1 Ternate. And (3) constraints and solutions in the implementation of specialization learning in Senior High School 1 Ternate. This research was conducted with a descriptive qualitative approach. Sources of data and information from three curriculum subjects and nine specialization subject teachers from each of the three schools. The results showed that (1) the implementation of the 2013 curriculum in specialization learning in Senior High School 1 Ternate was by Minister of Education and Culture Regulations number 69 of 2013 and schools only make policies based on the central government and adjust teaching hours and based on specialization manuals and cross-interests from the Ministry of Education and Culture in 2016 and 2017. (2) There are some differences from specialization management models such as specialization mechanisms/procedures in each school have different stages. (3) Obstacles in the implementation of specialization learning in Senior High School 1 Ternate include (a) constraints from teachers; (b) constraints in choosing teaching methods; (c) constraints from students; (d) the constraints of using learning resources; (e) facilities and infrastructure. The solution is that the teacher chooses the right teaching method and can improve the competency of the studentsKeywords: Learning, Specialization Subjects, 2013 Curriculum Abstrak: Diberlakukan mata pelajaran peminatan dapat membantu pengembangan kemampuan yang dimiliki oleh siswa. Secara khusus mata pelajaran peminatan dapat diikuti sesuai bakat dan minat siswa. Penelitian ini bertujuan untuk mendeskripsikan tentang (1) pelaksanaan kebijakan kurikulum 2013 pada pembelajaran peminatan di SMA Negeri Kota Ternate. (2) perbedaan model manajemen peminatan diterapkan di SMA Negeri Kota Ternate. Dan (3) kendala dan solusi dalam pelaksanaan pembelajaran peminatan di SMA Negeri Kota Ternate.Penelitian ini dilakukan dengan pendekatan kualitatif deskriptif. Sumber data dan informasi dari tiga masing-masing wakasek kurikulum dan sembilan guru mata pelajaran peminatan dari tiga masing-masing sekolah. Hasil penelitian menunjukkan bahwa (1) pelaksanaan kurikulum 2013 pada pembelajaran peminatan di SMA Negeri Kota Ternate sudah sesuai dengan Permendikbud No. 69 Tahun 2013 dan sekolah hanya membuat kebijakan berdasarkan dari pemerintah pusat dan menyesuaikan jam mengajar serta berdasarkan buku pedoman peminatan dan lintas minat dari Kemendikbud tahun 2016 dan 2017. (2) Terdapat beberapa perbedaan dari model-model manajemen peminatan seperti mekanisme/prosedur peminatan di setiap sekolah memiliki tahapan-tahapan berbeda. (3) Kendala dalam pelaksanaan pembelajaran peminatan di SMA Negeri Kota Ternate meliputi (a) kendala dari guru; (b) kendala memilih metode mengajar; (c) kendala dari siswa; (d) kendala menggunakan sumber belajar; (e) sarana dan prasarana. Solusi yang dilakukan yaitu guru memilih metode mengajar tepat dan dapat meningkatkan kompetensi peserta didikKata kunci: Pembelajaran, Mata Pelajaran Peminatan, Kurikulum 2013 

scholarly journals EFFEKTIVITAS METODE PEMBELAJARAN THINK-TALK-WRITE TERHADAP HASIL BELAJAR MATA PELAJARAN TEKNIK BUBUT SISWA KELAS XI SMK MUHAMMADIYAH 3 YOGYAKARTA

TAMAN VOKASI ◽  
2016 ◽  
Vol 4 (2) ◽  
pp. 278 ◽  
Author(s):  
Endar Subekti ◽  
Tarto Sentono
Keyword(s):  
High School ◽  
Teaching Methods ◽  
Teaching Method ◽  
Descriptive Analysis ◽  
Average Score ◽  
Vocational High School ◽  
Learning Achievement ◽  
The Mean ◽  
Improved Learning ◽  
Mechanical Machining

The objectives of this study are (1) to describe the effectiveness of think-talk-write teaching method toward learning achievement of mechanical machining lathe, (2) to describe the effectiveness of demonstration teaching method toward learning achievement of mechanical machining lathe, and (3) the teaching methods that are more effective between think-talk-write and demonstration among the eleventh grade students of vocational high school Muhammadiyah 3 Yogyakarta. Data collection techniques used observation and test. Hypothesis testing used descriptive analysis and t test that was started by using normality and homogeny test. This study shows that (1) think-talk-write teaching improved learning achievement of mechanical machining lathe among the eleventh grade students of vocational high school Muhammadiyah 3 Yogyakarta with the average score 15.29. (2) Demonstration teaching improved learning achievement of mechanical machining lathe among the eleventh grade students of vocational high school Muhammadiyah 3 Yogyakarta with the average score 13.13. (3) Based on the result of analysis, the score of tobs = 2.152 > ttable = 2.042 with the significant score 0.035 < 0.05, the mean score of learning achievement by using  think-talk-write teaching method was 15.29, and the mean score of learning achievement by using  demonstration teaching method was 13.13. Based on those mean scores, it could be concluded that the use of think-talk-write teaching method was higher that demonstration teaching method, it means that of think-talk-write teaching method was more effective that demonstration teaching method. 

scholarly journals Design, Description, Implementation and Assessment of a Multimedia Application with Simulations for Teaching Models of Light

2018 ◽  
Vol 3 (7) ◽  
pp. 81
Author(s):  
Nikolaos Voudoukis
Keyword(s):  
Secondary Education ◽  
Educational Software ◽  
Teaching Method ◽  
Educational Material ◽  
Education Students ◽  
Educational Models ◽  
Teaching Models ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Polarization Of Light

The purpose of this study is to describe the use of software and simulations at a didactical approach-teaching method about models of light to upper secondary education students and non major science university students. Light and models of light, is a subject proving too difficult to be taught. A research - didactical intervention was conducted to secondary education students. In order to support the intervention, educational material was developed including the subjects: Propagation, Reflection, Interference – Diffraction, Refraction, Absorption, Analysis – Synthesis and Polarization of light. The didactical approach, which is a proposal for scientific to educational models transformation concerning light, was applied during the school years 2015-2017 to one hundred forty three (143) students of upper secondary education in Athens, Greece. We present the educational software and the assessment/evaluation of the software. Results and general conclusions from the statistical analysis of this computer supported didactical attempt are also presented.

scholarly journals WeChat as a Platform for Problem-Based Learning：towards to exploring new teaching methods for hematological postgraduate (Preprint)

2019 ◽  
Author(s):  
Ping Luo ◽  
Jiancheng Tu ◽  
Fuling Zhou
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Learning Objectives ◽  
Teaching Model ◽  
Hard Problem ◽  
Time Saving ◽  
Teaching Mode ◽  
Student Centered ◽  
Time Dispersion

UNSTRUCTURED Hematological medicine is a practical discipline that difficult to study. The cultivation for postgraduate majored in hematology is rather hard. Problem-based learning (PBL) is a student-centered innovating teaching method that students define their own learning objectives from clinically based problem. It has been widely accepted in student-centered medical education. Owing to the geographic and time dispersion of the students, traditional PBL has its own limitations. WeChat, the most popular platform among university students in China, was introduced in hematology teaching. In this study, we combine traditional PBL and WeChat together to explore a new WeChat Problem-Based learning mode for postgraduate majored in hematology. 100 questionnaires were distributed to evaluate how the students and tutors think about the WeChat-PBL teaching mode. The data showed that the WeChat-PBL teaching mode was popular and widely accepted. Our new PBL mode is time saving, convenience and easy to conduct. It emphasizes interoperable, interactive, effective and more participatory. We firmly believe that using this new WeChat-PBL teaching model will certainly help students be more excellent.

scholarly journals Innovating in Nutrition Education: Application of Gamification and Digital Resources in High School Students (Innovando en educación nutricional: Aplicación de la gamificación y recursos digitales en estudiantes de secundaria)

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 438-446
Author(s):  
Antonio-José Moreno-Guerrero ◽  
María-Elena Parra-González ◽  
Jesús López-Belmonte ◽  
Adrián Segura Robles
Keyword(s):  
High School Students ◽  
Secondary Education ◽  
Nutrition Education ◽  
Teaching Method ◽  
Education Students ◽  
Nutritional Education ◽  
Training Experience ◽  
School Students ◽  
Training Plan ◽  
Quasi Experimental

  Teachers have to use technology and active methodologies as fundamental tools for teaching basic nutrition issues. The objective of this research was to analyze the potential of a training plan on nutritional education carried out using both educational technology and a gamified methodology. For this, a quasi-experimental design was used in a sample of 237 Spanish students of the third level of Secondary Education. After the training experience on teaching was carried out, data were collected with a questionnaire. The results showed that the teaching of nutritional education through gamification fosters motivation, the relationship among students, autonomy, time perception during classes, and the improvement of marks. It can be concluded that gamification is an effective teaching method for nutritional education for Compulsory Secondary Education students.  Resumen. Los docentes deben utilizar la tecnología y las metodologías activas como herramientas fundamentales para la enseñanza de temas básicos de nutrición. El objetivo de esta investigación fue analizar el potencial de un plan de formación en educación nutricional realizado tanto con tecnología educativa como con una metodología gamificada. Para ello, se utilizó un diseño cuasi-experimental en una muestra de 237 alumnos españoles de tercer nivel de Educación Secundaria. Una vez realizada la experiencia formativa en docencia, se recogieron datos con un cuestionario. Los resultados mostraron que la enseñanza de la educación nutricional a través de la gamificación fomenta la motivación, la relación entre los estudiantes, la autonomía, la percepción del tiempo durante las clases y la mejora de las notas. Se puede concluir que la gamificación es un método de enseñanza eficaz para la educación nutricional de los estudiantes de Educación Secundaria Obligatoria.

scholarly journals Pedagogical Approaches in the Knowledge Society: The Flipped Classroom Method for the Development of Creativity and Dialogical Learning

2020 ◽  
Vol 15 (03) ◽  
pp. 4 ◽  
Author(s):  
Inmaculada Aznar-Díaz ◽  
Francisco-Javier Hinojo-Lucena ◽  
María-Pilar Cáceres-Reche ◽  
José-María Romero-Rodríguez
Keyword(s):  
Teaching Methods ◽  
Flipped Classroom ◽  
Quantitative Method ◽  
Ad Hoc ◽  
Teaching Method ◽  
Knowledge Society ◽  
Pedagogical Approach ◽  
Academic Level ◽  
Flipped Classrooms ◽  
Pedagogical Approaches

Dialogical learning and teamwork have become the principles demanded by the knowledge society, given that we are currently living in a completely globalised world that requires skilled citizens to collaborate on a social, pro-fessional and academic level. Likewise, creativity is another key element re-quested by organisations to solve problems. Against this background, some student-centred teaching methods like flipped classrooms are appearing. Therefore, this paper aimed to analyse the implementation of the flipped classroom method as a factor to develop dialogical learning and creativity. To this regard, a quantitative method was used, applying a survey prepared ad hoc to a sample of 308 students from Spain and Colombia, in order to know whether implementing the flipped classroom truly enhances the develop-ment of such skills. According to the results obtained, it is stated that devel-oping the flipped classroom method promotes a team-based work dynamic, which generates dialogical learning among students. It also enhances creativ-ity, since it provides students with autonomy to carry out their tasks. Final-ly, the flipped classroom pedagogical approach is a teaching method with numerous advantages and benefits for students to adapt to the competencies required by the knowledge society.

scholarly journals Peculiarities of Secondary Education Management

2020 ◽  
pp. 20-26
Author(s):  
M. Rakhym
Keyword(s):  
High School ◽  
Older Adults ◽  
Secondary Education ◽  
Older People ◽  
Teaching Methods ◽  
Innovative Teaching ◽  
Education Management ◽  
Biological Development

In the article, the author explored that teenagers differ from adults in that it differs not only in older adults but also in biological development (puberty, etc.). In general, teenagers have different characters. In fact, some teenagers are kind and courteous in dealing with older people during this period, and at times they are more arrogant, that is, more disciplined. This is especially true for students in grades 7, 8 and 9. Teenagers realize that they are no longer children, but are no longer adults. Imitating adults, repeating their behavior, others indulge in harmful habits. Teenagers do not like wisdom. After all, they feel smart. They are against their parents 'warnings, their parents' counsel and their advice and ideas. Teenagers start to grow up, especially when the girls are mature. They pretend to neglect of their short classmates, and as a result, they pay more attention to high school peers. In this regard, the author proposes innovative teaching methods for students in grades 5 through 9. Keywords: teenager, communication, class, adult, habit, teacher.

scholarly journals LA COMPLEMENTARIEDAD ENTRE EL MÉTODO DE ENSEÑANZA DE SINTAXIS TRADICIONAL E INVERSO EN 3º DE E.S.O.

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Francisco Javier Galera Fernández
Keyword(s):  
High School ◽  
Secondary Education ◽  
Teaching Methods ◽  
Learning Processes ◽  
Del Rio

El presente trabajo analiza dos métodos de enseñanza de sintaxis aplicados en Educación Secundaria: la sintaxis tradicional y la sintaxis inversa. Del estudio de ambos métodos se deduce su complementariedad y su necesidad mutua a la hora de ponerlos en práctica. Así, el objetivo fundamental del trabajo es estudiar cómo se comportan los dos métodos en un aula de 3º E.S.O. y añadir un componente lúdico a su enseñanza que motive a los alumnos y los lleve hacia una mejora de los resultados. Además, para corroborar todo ello se recoge una muestra empírica en el Centro I.E.S. Rosa Navarro (Olula del Río, Almería) en 3º de E.S.O. Una vez analizados los datos, se proponen una serie de conclusiones que dejan patente el grado de complementariedad que puede existir entre ambos métodos de enseñanza. This document analyses two teaching syntax methods applied to Secondary Education: the traditional syntax and the inverse syntax. From the study of these two methodologies, their complementarity and mutual necessity are deduced when putting them into practise. In this way, the main objectives of this research are to study how these two methods work in a 3rd ESO class and to add a playful component to their learning processes that motivate the students so they can get an improvement on their results. Also, in order to confirm all these, an empirical sample is collected from the Secondary Education High School called Rosa Navarro (Olula del Río, Almería) in the 3rd year of ESO. Once the data are analysed, some conclusions are proposed in order to establish the degree of complementarity existing between the two mentioned teaching methods.

scholarly journals Turkish Secondary Education Students’ Perceptions of Justice and Their Experiences of Unjustice

2018 ◽  
Vol 7 (2) ◽  
pp. 247
Author(s):  
Sinem Tarhan
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Education ◽  
Descriptive Analysis ◽  
Education Students ◽  
School Students ◽  
Science High School ◽  
School Rules ◽  
The Right ◽  
Negative Feelings

The purpose of this study was to identify how secondary education students define the concept of justice, based on which criteria they define their experiences as just/unjust, what they see as the source of injustice, how they feel and how they behave when they face injustice.This study was designed as a qualitative research study. Open-ended questions were asked to the students and they were asked to give detailed answers. Descriptive analysis was used in analysing the collected data. The study group consisted of students studying at 9th, 10th, 11th and 12th grades in different types of high schools (Anatolian High School, Vocational School for Girls, Science High School). A total number of 268 high school students participated in the study. We used convenience sampling to choose the study group.The results of the study indicated that students defined the concept of justice with the “equality, equity non-discrimination, respect, rights and freedoms, conscience, rights, deciding the right, being fair and needs” concepts. The students see grades, school rules and non-communication they experience with their teachers and principals as unjust, so they point the school principals as the source of injustice. Besides, the students indicated that they had negative feelings when they experienced something that is not just but preferred to stay silent. 

Sign in / Sign up

Export Citation Format

Share Document