scholarly journals Exploring High School Students’ Cognitive Structures for Energy Concept Through Word Association Test

2021 ◽  
Vol 14 (9) ◽  
pp. 58
Author(s):  
Ömer Türksever
Keyword(s):  
High School ◽  
High School Students ◽  
Word Association ◽  
Association Test ◽  
School Students ◽  
Repeated Word ◽  
Word Association Test ◽  
9Th Grade ◽  
12Th Grade ◽  
11Th Grade

This research, which was conducted in order to reveal the cognitive structures of high school students regarding the concept of energy through the word association test, was designed in a survey model. Word association test was used as a data collection tool. After the necessary information was given to the students, they were given three minutes and they were asked to write the first words that came to mind about the key concept. The study group of the research consists of 202 students studying in a high school in the province of Malatya in the 2019-2020 academic year. 58 of these students are 9th grade, 46 are 10th grade, 45 are 11th grade and 53 are 12th grade. While choosing the study group of the research, one of the purposeful sampling types was chosen based on easily accessible situation sampling. The words obtained related to the concept of energy are tabulated using Microsoft office excel program. The cut-off points of the tables, which were examined in detail and repeated words were taken into account, were determined. Concept networks were created in line with the determined cut-off points. In the research, 189 different words were produced for the concept of energy by high school students. While 114 of these words were not included in the analysis because they had 4 or less frequencies, 75 words were included in the analysis. Among the words included in the analysis, the most repeated word in the 9th grade was “petrol” (f = 30), the most repeated word in the 10th grade was “fossil fuel” (24), the most repeated word in the 11th grade “electricity” (19), the most repeated word in the 12th grade was found to be “potential” (28). In the comparison between the classes, a difference in quantity and quality is observed. It has been observed that as the grade level increases, the quality of the answers given increases.

scholarly journals Analysis of high school students’ cognitive structures related to musical genre via word association test

2020 ◽  
Vol 15 (1) ◽  
pp. 127-143
Author(s):  
Burcu Ozer
Keyword(s):  
High School ◽  
High School Students ◽  
Folk Music ◽  
Word Association ◽  
Art Music ◽  
Association Test ◽  
Western Music ◽  
Pop Music ◽  
School Students ◽  
Word Association Test

The aim of this study, via the Word Association Test, an alternative assessment and evaluation technique, to reveal the cognitive structures by determining high school students' perceptions about music genres. For this purpose, in the spring semester of 2015–2016 academic year, Data in the study is obtained with the participation of 100 students in 11th and 12th. Independent word association test was used to collect data. In order to create the test, music genres, namely, Turkish Folk Music, Turkish Art Music, Pop Music and Classical Western Music, were chosen as key concepts. The data were evaluated according to the content analysis; frequency values were given and divided into categories. In line with the findings of the research, the categories of ‘cultural’ related to the concept of Turkish Folk Music, ‘instrument’ about Turkish Art Music, ‘rhythmic’ about Pop Music, and ‘instrument’ related to Classical Western Music, answer words were produced. Keywords: Concept, cognitive structure, musical genres, word association test.

Using a word association test for the assessment of high school students' cognitive structures on dissolution

2016 ◽  
Vol 17 (4) ◽  
pp. 902-913 ◽  
Author(s):  
Ayşegül Derman ◽  
Ingo Eilks
Keyword(s):  
High School Students ◽  
Word Association ◽  
Mapping Method ◽  
Association Test ◽  
Solution Chemistry ◽  
Cognitive Structures ◽  
School Students ◽  
Knowledge Domain ◽  
Word Association Test ◽  
Data Source

Understanding students' cognitive structures in a specific knowledge domain helps to determine the “what, how and why” features of such knowledge, so that we can take these structures into consideration in teaching. The purpose of the present study was to identify students' cognitive structures about solution and dissolution concepts. The study utilized mixed methods within a non-experimental descriptive design. The data source for this study consisted of 157 11th grade students' written accounts of solution chemistryviaa Word Association Test (WAT). A response frequency mapping method was used to identify the students' cognitive structures. To determine the nature of students' cognitive structures, sentences were analyzed in terms of misconceptions, lacking understanding, and vague understanding. Overall the study shows a very diverse picture in cognitive structures existing among the students, including many poorly-developed concepts. Implications for teaching are given.

scholarly journals CHANGES OF TECHNICAL PREPAREDNESS INDICATORS HIGH SCHOOL STUDENTS ACCORDING TO THE RESULTS OF THE IMPLEMENTATION THE VARIABLE MODULE "WRESTLING" ANNOTATION

2020 ◽  
Vol 4 (2) ◽  
pp. 130-140
Author(s):  
Tkach Yulya ◽  
Okopny Andriy ◽  
Kharchenko-Baranetska Lyudmila ◽  
Stepanyuk Svitlana ◽  
Pityn Maryan
Keyword(s):  
High School ◽  
High School Students ◽  
Initial Level ◽  
Modular System ◽  
The Internet ◽  
Physical Culture ◽  
School Students ◽  
10Th Grade ◽  
High Level ◽  
11Th Grade

Introduction. Modern curriculum («Physical culture 10-11 classes») for the last decades is developed according to requirements of operating standards of basic and full general secondary education. In particular on a modular system Aim is to find out the changes of technical preparedness of high school students according to the results of implementation the variable module "Wrestling". Material and methods. There were used theoretical analysis and generalization of scientific and methodical data and sources of the Internet, analysis of documentary materials, pedagogical testing, pedagogical experiment (there was tested the effectiveness of the developed variable module "Wrestling" in the physical education of high school students in secondary schools), methods of mathematical statistics. During the 2017-2019, school years were involved 53 students of 10 classes (31 boys and 22 girls) and 74 students of 11 classes (41 boys and 33 girls). Results. Analysis of the 10th grade boys’ results indicated the presence of significant changes a high level (p≤0.01). In all cases, the average scores improved by 0.54-0.71 points (from 16.79% to 22.66% of initial level). The girls of the 10th grade best realized the technical and tactical elements standing - dumping, beating (24.76% improvement from the initial level) and on the ground - twists and somersault (24.51%, respectively). For 11th grade boys technical and tactical improvement there was on the level of p≤0.05(9.35–18.45% of the initial level). According to the percentage values for 11th grade girls, in general, there were changes in grades by 10.67–21.13% from the initial level. Conclusions. It was found that in most technical and tactical elements, girls show higher relative rates of improvement. The only exception is in somersault with running, where the boys had the best changes. The factors of this are the better functional start an organism of young people at the beginning of the pedagogical experiment and higher indicators of fitness, which all owed to better master the technique of the wrestling elements at the beginning of the variable module. The girls gradually increased both fitness and technique of performing theses pacificelements of wrestling.

scholarly journals Applying Pedagogical Usability for Designing a Mobile Learning Application that Support Reading Comprehension

Proceedings ◽  
2019 ◽  
Vol 31 (1) ◽  
pp. 6
Author(s):  
Gustavo Zurita ◽  
Nelson Baloian ◽  
Sergio Peñafiel ◽  
Oscar Jerez
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Mobile Learning ◽  
Likert Scale ◽  
Added Value ◽  
School Students ◽  
12Th Grade ◽  
Comprehension Ability ◽  
Reading Comprehension Ability

The pedagogical usability is an important characteristic of applications that support learning as it relates to the added value students perceive while using it for learning. A good pedagogical usability means that an application has more chances to be accepted and used by the students thus raising the possibilities that students actually will learn with it. However important, this concept tends to be neglected by many authors. In this work we show how this concept can be applied to evaluate an application by presenting a real example of an application that has been re-designed to improve its usability, thus showing how pedagogical usability can be operationalized to be applied in general. The application shown in this work is called RedCoMulApp (Reading Collaborative Multiple-option Application) and its goal is to raise the reading comprehension ability of 12th grade high school students. In order to capture the pedagogical usability, we used 12 metrics to design a questionnaire with 26 questions to be answered with a 5-point Likert-scale, plus two open-ended questions to capture aspects that were positively valued, and those that should be improved. The results for the pedagogical usability allow us to validate that the design of the application was perceived by the students as pedagogically useful to learning about reading comprehension.

Identifying Combinations of Risk and Protective Factors Predicting Physical Activity Change in High School Students

2011 ◽  
Vol 23 (1) ◽  
pp. 106-121 ◽  
Author(s):  
Genevieve Fridlund Dunton ◽  
Audie A. Atienza ◽  
James Tscherne ◽  
Daniel Rodriguez
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Protective Factors ◽  
Risk And Protective Factors ◽  
School Students ◽  
Physical Activity Change ◽  
Smoking Exposure ◽  
One Year ◽  
11Th Grade

Research sought to identify combinations of risk and protective factors predicting change in physical activity (PA) over one year in high school students. Adolescents (N = 344; M = 15.7 years) participated in a longitudinal study with assessment of demographics, substance use/smoking exposure, height and weight, psychological factors, and PA in 10th and 11th grade. PA participation in 11th grade was greatest for adolescents who engaged in PA and had high sports competence (78%), and least for adolescents who did not engage in or enjoy PA (13%) in 10th grade. Identifying adolescent subgroups at risk for decreasing PA can inform the development of tailored interventions.

Senior Chinese high school students' awareness of thematic and taxonomic relations in L1 and L2

2010 ◽  
Vol 14 (4) ◽  
pp. 444-457 ◽  
Author(s):  
DEGAO LI ◽  
XIANNV ZHANG ◽  
GUOYING WANG
Keyword(s):  
High School ◽  
High School Students ◽  
Word Association ◽  
First Language ◽  
Semantic Networks ◽  
School Students ◽  
Choice Decision ◽  
Chinese High School Students ◽  
L1 And L2 ◽  
Taxonomic Relations

In the development of their semantic networks, bilinguals can be influenced by the levels of proficiency they have in their second language (L2) and by the age at which they acquired the language. Two exercises, one in word association and one in forced-choice decision-making, were used to test whether the pattern of relative awareness of thematic and taxonomic relations that senior Chinese high school students had in L2 differed from the pattern they had in their first language (L1). The results consistently indicated that (i) the participants appeared as aware of taxonomic relations in L2 as they were in L1; and (ii) they were more readily aware of thematic than of taxonomic relations in L1 but less readily aware of thematic than of taxonomic relations in L2. It was concluded that with taxonomic relations, low-proficiency bilinguals could have a common set of conceptual representations for both L2 and L1, as they are assumed in the revised hierarchical model (RHM) to have. With thematic associations, they might have more difficulty gaining access to their representations in L2 than they might have in L1.

Creative Thinking in Mathematics in Israeli High School Students

2005 ◽  
Vol 20 (2) ◽  
pp. 155-165
Author(s):  
Nava L. Livne ◽  
Roberta M. Milgram
Keyword(s):  
High School ◽  
High School Students ◽  
Creative Thinking ◽  
Large Scale ◽  
School Students ◽  
Mathematical Talent ◽  
Domain Specific ◽  
Iq Scores ◽  
Practical Implications ◽  
11Th Grade

The authors distinguished both theoretically and empirically between academic and creative abilities in mathematics. The former was postulated as intelligence applied to mathematics and the latter as creative thinking, operationally defined as ideational fluency, applied to mathematics. The findings of a large-scale study of 10th and 11th grade students (N = 1,090) conducted in Israel indicated that creative thinking constitutes a necessary but not sufficient component in creative thinking in mathematics. The practical implications of these findings are that it would be worthwhile to add reliable measures of both general creative thinking and domain-specific creative ability in mathematics, such as the ones developed in the current study, to IQ scores and school grades in order to identify pupils with such abilities and to help them realize their mathematical talent.

Relative Effectiveness of Continued, Lapsed, and Delayed Smoking Prevention Intervention in Senior High School Students

1997 ◽  
Vol 11 (6) ◽  
pp. 418-421 ◽  
Author(s):  
Laura Eckhardt ◽  
Susan I. Woodruff ◽  
John P. Elder
Keyword(s):  
High School ◽  
High School Students ◽  
Relative Effectiveness ◽  
Senior High School ◽  
Smoking Prevention ◽  
School Students ◽  
Prevention Intervention ◽  
11Th Grade ◽  
Delayed Intervention ◽  
Senior High School Students

The relative effectiveness of continued, lapsed, and delayed smoking prevention intervention was tested with senior high school students. The original intervention was conducted during Grades 7 through 9, with significantly fewer intervention students reporting smoking than control students. The intervention was reintroduced in the 11th grade to one-half of intervention students (continued intervention), was withdrawn from the other half (lapsed intervention), and was initiated with one-half of control students (delayed intervention). The 11th-grade smoking rates of these three groups were compared to those of a fourth group, a continued control group. Results showed that continued intervention students reported significantly less smoking than continued control students and lapsed intervention students. Additionally, the delayed intervention group exhibited smoking rates lower than the lapsed intervention and continued control groups. This finding underscores the importance of continuing smoking prevention activities, as well as initiating these activities, in senior high school years.

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