Architectural art as a source of aesthetic education of students

2020 ◽  
Vol 589 (4) ◽  
pp. 71-79
Author(s):  
Swietłana Nyczkało
Keyword(s):  
Secondary School ◽  
Scientific Knowledge ◽  
Secondary School Students ◽  
Aesthetic Education ◽  
Educational Technologies ◽  
Educational Impact ◽  
School Students ◽  
Artistic Creativity ◽  
Comprehensive Education ◽  
Education Of Students

The article analyses architecture as a source of comprehensive education of general secondary school students, in particular aesthetic education. Its educational impact is due to the artistic features of architecture that have great potential for use in training and educational activities. The close connection of architecture with numerous material and spiritual manifestations of human culture, and therefore with various fields of scientific knowledge and artistic creativity taught in general secondary school was emphasized. The author defines the principles of using architecture research in aesthetic education, on the basis of which it is possible to develop effective educational technologies.

scholarly journals Secondary-school chemistry textbooks in the 19th century

2015 ◽  
Vol 80 (10) ◽  
pp. 1321-1338 ◽  
Author(s):  
Vesna Milanovic ◽  
Dragica Trivic ◽  
Biljana Tomasevic
Keyword(s):  
Secondary School ◽  
Everyday Life ◽  
19Th Century ◽  
Scientific Knowledge ◽  
Secondary School Students ◽  
Practical Significance ◽  
School Students ◽  
Chemistry Textbooks ◽  
The 19Th Century

The teaching of chemistry in Serbia as a separate subject dates from 1874. The first secondary-school chemistry textbooks appeared in the second half of the 19th century. The aim of this paper is to gain insight, by analysing two secondary-school chemistry textbooks, written by Sima Lozanic (1895) and Mita Petrovic (1892), into what amount of scientific knowledge from the sphere of chemistry was presented to secondary school students in Serbia in the second half of the 19th century, and what principles textbooks written at the time were based on. Within the framework of the research conducted, we defined the criteria for assessing the quality of secondary-school chemistry textbooks in the context of the time they were written in. The most important difference between the two textbooks under analysis that we found pertained to the way in which their contents were organized. Sima Lozanic?s textbook is characterized by a greater degree of systematicness when it comes to the manner of presenting its contents and consistency of approach throughout the book. In both textbooks one can perceive the authors? attempts to link chemistry-related subjects to everyday life, and to point out the practical significance of various substances, as well as their toxicness.

scholarly journals THE EFFECTIVENESS OF EXTRACURRICULAR EDUCATION IN THE FORMATION OF SUBJECT COMPETENCIES IN BIOLOGY AND HUMAN HEALTH IN SECONDARY SCHOOL STUDENTS

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Tetiana I. Yusypiva ◽  
◽  
Maryna O. Miniajlo ◽  
Halyna I. Miasoid ◽  
◽  
...  
Keyword(s):  
Secondary School ◽  
Human Health ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
School Education ◽  
Health It ◽  
School Students ◽  
Hands On ◽  
Education Of Students ◽  
Out Of School

The possibilities of out-of-school education in the formation of subject competencies in Biology and Human Health in secondary school students have been studied. Peculiarities of out-of-school education and their role in ecological-naturalistic education of students are revealed. The pedagogical experience of creating out-of-school circles on Biology, Ecology and Human Health in Novomoskovsk district of Dnipropetrovsk region is investigated. A pedagogical experiment was conducted to test the effectiveness of extracurricular education in the formation of subject competencies in Biology and Human Health in secondary school students who additionally attend the society ‘Young Nature Conservationists’. It is shown that the training load provided by the Curriculum ‘Young Nature Conservationists’ for the study of the section ‘Natural resources of Ukraine. The flora and its protection’ (60 hours) offers an opportunity to consider in detail such topics that according to the programme of the Biology course for the 6th grade at the secondary school have an insufficient number of learning hours. In the process of learning different methods of teaching and learning were used, practical methods and hands-on experience were prevailing. Thus, excursions are the major learning forms to study the local nature reservation areas in Novomoskovsk district of Dnipropetrovsk region. During the excursion the members of the society were learning about the geography, soils, flora and fauna of their environment, were strengthening their health, and became aware of the necessity to keep fit and healthy and preserve nature. The members of the society ‘Young Nature Conservationists’ also participated in a range of contests aimed at developing ecological thinking, preserving nature, creativity and forming major competences in Biology, Ecology and Human health. It is established that the developed set of educational classes increases the efficiency of formation of competences in Biology and Human Health and their components (logical-semantic, cognitive, operational, research) of members of the group ‘Young Nature Conservationists’, increases children`s satisfaction with the forms of teaching and teaching methods, and ensures students’ interest in biology and ecology studied by them at the Centre for Extracurricular Education.

scholarly journals Creencias de los estudiantes de educación secundaria sobre la naturaleza de la ciencia y los modelos científicos: un estudio transversal

2018 ◽  
Vol 36 (3 Noviembr) ◽  
pp. 465-484
Author(s):  
Olga Pardo Marín ◽  
Joan Josep Solaz-Portolés ◽  
Vicente Sanjosé López
Keyword(s):  
Secondary School ◽  
Scientific Knowledge ◽  
Exploratory Study ◽  
Knowledge Construction ◽  
Secondary School Students ◽  
Scientific Models ◽  
School Students ◽  
Academic Level ◽  
Better Than

En este trabajo se lleva a cabo un estudio exploratorio de las creencias de los estudiantes de secundaria de distintos niveles académicos sobre la construcción y naturaleza de la ciencia y de los modelos científicos. Se cumplimentó un cuestionario cuyos ítems están vinculados tanto a la naturaleza, elaboración y validación del conocimiento científico, como a la naturaleza, función, formulación y validación de los modelos científicos. Participaron 216 estudiantes de ESO y Bachillerato (entre 12 y 18 años). De las puntuaciones medias obtenidas por los estudiantes y del ANOVA efectuado puede concluirse que: a) los conocimientos sobre la construcción y naturaleza de la ciencia y de los modelos científicos no son los más adecuados epistemológicamente y no se alteran con la formación académica; b) las ideas sobre modelos científicos son significativamente mejores que en el caso de la construcción del conocimiento científico, independientemente del curso que se trate; y c) sobrevaloran la observación y la experimentación en los procesos de construcción del conocimiento científico. This exploratory study examines the beliefs of secondary school students at different academic levels regarding the construction and nature of scientific knowledge and scientific models. To this end, a questionnaire was administered to 151 secondary school students in grades 8-12 (ages 12-18). Items included in the questionnaire relate both to nature, elaboration and validation of scientific knowledge and to nature, role, formulation and validation of scientific models. Based on the scores obtained by students and the analyses of variance undertaken, it can be concluded that: a) students' knowledge about the nature of science and scientific models is not epistemologically appropriate and does not improve the higher academic level is; b) students' ideas about scientific models are significantly better than ideas about the construction of scientific knowledge, regardless of academic level; and c) students tend to overvalue the role of observation and experimentation in the processes of scientific knowledge construction.

scholarly journals Assessing students’ information literacy skills in two secondary schools in Singapore

2012 ◽  
Vol 6 (2) ◽  
pp. 19 ◽  
Author(s):  
Yun-ke Chang ◽  
Xue Zhang ◽  
Intan Azura Mokhtar ◽  
Schubert Foo ◽  
Shaheen Majid ◽  
...  
Keyword(s):  
Secondary School ◽  
Information Literacy ◽  
Secondary School Students ◽  
Online Survey ◽  
Information Use ◽  
Literacy Skills ◽  
Educational Impact ◽  
School Students ◽  
Information Literacy Skills ◽  
Literacy Level

Appropriately measuring information literacy skills is essential to understand their educational impact as well as exploring pedagogies to improve teaching of these skills. This paper reports findings of a baseline study to understand the information literacy level of secondary school students in Singapore. A comprehensive instrument encompassing a new dimension of ethical usage of information as well as major IL principles and guidelines was developed for data collection. A total of 298 responses were gathered through the online survey. The findings indicate that overall there was a scope to improve students’ IL skills. That stated, higher order IL skills (such as information use, synthesis, and evaluation) demand more attention, as comparatively lower levels of proficiency were observed in this study. 

scholarly journals Determining Secondary School Students’ Knowledge and Awareness about Antarctica

2020 ◽  
Vol 4 (1) ◽  
pp. 61-68
Author(s):  
Nazihan Ursavas ◽  
Raif Kandemir
Keyword(s):  
Secondary School ◽  
Northern Hemisphere ◽  
Scientific Knowledge ◽  
Secondary School Students ◽  
North Pole ◽  
Alternative Conceptions ◽  
Polar Bears ◽  
School Students ◽  
The North

Antarctica has been an object of interest for a long. It is considered important to increase individuals awareness and knowledge about Antarctica. The accuracy of individuals’ scientific knowledge plays an important role in creating the awareness. In this study, the 349 secondary school students’ knowledge and awareness about Antarctica was determined quantitatively with a questionnaire. Nineteen questions, including current topics were prepared. that addressed from biological geographic and climatic perspectives. According to the findings, 40% of the students thought Antarctica is in the North Pole, 42.6% thought polar bears and penguins live together; 46.6% thought Antarctica is best visited during summer months, 70.5% thought most glaciers are located in the northern hemisphere. Based on these findings, it can be said that students have inadequate and alternative conceptions about Antarctica. Studies can be conducted to determine how best to increase students’ awareness.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

Sign in / Sign up

Export Citation Format

Share Document