STUDENTS’ OPINIONS ABOUT THE SUBJECT OF SECURITY EDUCATION IN UPPER SECONDARY SCHOOLS

In this article the author discusses the teaching of history in Iceland, first and foremost in relation to the environment in which the subject finds itself, the legislation relating to it and the curriculum. Curriculum development over the past decades is examined, in addition to changes in teaching material and the general attitudes that have influenced both of these from the time of the struggle for national independence in the former half of the twentieth century. There is a discussion of the disputes that have arisen as a result of tampering with the curriculum and teaching material in history in recent years, both when new emphases were introduced in the eighties and when history teaching in upper secondary schools was substantially reduced with the new curriculum in 1999. Considerable attention is given to history teaching in upper secondary schools, despite there being a dearth of research at this level. There is quite a degree of evidence that history is popular amongst Icelandic students and the public at large. In this article, an attempt is made to analyse the state of history as a school subject in Iceland, not least in the light of the extensive freedom enjoyed by teachers in their jobs, bearing in mind that there are no standardized exams in the subject and no supervision of teaching methods. At present there is a review of the curricula at all school levels in Iceland and the future of history as a subject is therefore rather uncertain.

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Designing Better Mobile Collaborative Laboratories for Ecology Field Work for Upper Secondary Schools

2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education ◽

10.1109/wmute.2012.20 ◽

2012 ◽

Cited By ~ 2

Author(s):

Daniel Spikol ◽

Nuno Otero

Keyword(s):

Secondary Schools ◽

Field Work ◽

Upper Secondary ◽

Upper Secondary Schools

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A quantitative investigation of the effects of new generation vs traditional upper secondary schools in Cambodia through the lens of STEM transfer model

International Journal of Comparative Education and Development ◽

10.1108/ijced-03-2021-0025 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Sovansophal Kao

Keyword(s):

Secondary Schools ◽

Attitudes Toward Science ◽

Content Type ◽

Math Teachers ◽

Upper Secondary ◽

New Form ◽

K 12 ◽

New Generation ◽

Upper Secondary Schools ◽

Practical Implications

PurposeThis study aimed to examine the effects of Cambodia's New Generation Schools (NGS), as compared to their traditional counterparts, in enhancing the seven constructs: (1) science and math achievement, (2) science and math self-efficacy, (3) science and math outcome expectations, (4) attitudes toward science, (5) interactive science and math lessons, (6) support from science and math teachers and (7) encouragement and support in science from family.Design/methodology/approachThe two observations data was collected using self-rated questionnaire from 301 11th graders from five upper secondary schools located in three provinces of Cambodia. Independent sample t-test, Analysis of Covariance (ANCOVA) and dependent sample t-test were used to analyze the repeated measures data.FindingsThe study revealed that students from the NGS exhibited statistically higher scores for most constructs, especially for attitudes toward science. However, when controlling for the differences in the first observation data, the significant effects of the three constructs have been neutralized. Moreover, though there was an increase in science activities outside school, there was a negative trajectory in the other two sub-constructs of attitudes toward science and support from science and math teachers, both in NGS and traditional schools.Practical implicationsThese findings point some practical implications for enhancing the effectiveness of the two school types and further research.Originality/valueThere is heavy investment in new form of schools across the world to enhance students' learning and academic achievement in science and math in K-12 and to promote their interest in STEM in higher education. However, there is little document on the effectiveness of this new form of school, particularly in the Cambodian context.

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