scholarly journals Vargfrågan - Gymnasieelevers argumentation kring ett sociovetenskapligt dilemma. "The Wolf Issue - Upper Secondary Students’ Argumentation about a Socio-Scientific Issue."

2012 ◽  
Vol 8 (1) ◽  
pp. 43-58 ◽  
Author(s):  
Martin Eriksson ◽  
Carl-Johan Rundgren
Keyword(s):  
Secondary Students ◽  
Negative Attitude ◽  
Scientific Issue ◽  
Upper Secondary ◽  
Personal Experiences ◽  
Biological Aspects ◽  
Informal Argumentation ◽  
Group Interviews

The focus of this study is the attitudes towards wolves in Sweden among upper secondary students. This socio-scientific issue (SSI) involves many aspects, such as ethical, political and biological aspects, and provides a context to study students’ informal argumentation. The different arguments used by the students were analyzed using the framework of the SEE-SEP-model. A questionnaire probing attitudes to the existence of wolves in the neighbourhood was distributed to 352 upper secondary students. 18 students were interviewed in focused group-interviews (in pairs). The results showed that 55% of the students showed a negative attitude towards the existence of wolves in the neighbourhood. The analysis of the different aspects of arguments used by the students in the interviews showed that arguments based on value were more dominant (60%) than arguments based on knowledge(30%), and arguments based on personal experiences (10%).

scholarly journals Using Photostory, MovieMaker and Voki to motivate Danish Upper Secondary Students to learn German language and culture – An empirical qualitative study of students’ perceived intrinsic motivation

2014 ◽  
Vol 7 (12) ◽  
Author(s):  
Lisbet Pals Svendsen ◽  
Margrethe Smedegaard Mondahl ◽  
Zaki Faizi
Keyword(s):  
High School ◽  
High School Students ◽  
Intrinsic Motivation ◽  
Secondary Students ◽  
German Language ◽  
Culture Learning ◽  
School Students ◽  
Language And Culture ◽  
Upper Secondary ◽  
Group Interviews

Foreign language and culture learning suffers from a bad image in Danish Upper Secondary schools and German is not an exception. It means that the majority of Danish Upper Secondary school students are not particularly interested in learning the language. Therefore, intrinsic motivation plays a pivotal role in German language and culture learning in Denmark. One didactic initiative proposed to remedy the lack of intrinsic motivation is the introduction of various ICT (Information and Communication Technology) tools. This is the background for the research described in this article. Our study which was conducted on the basis of semi-structured focus group interviews with n=50 high school students and n=2 high school teachers shows that the ICT tools Photostory, MovieMaker and Voki indeed have an influence on students’ perceived intrinsic motivation in connection with German language and culture learning. Depending on the nature of the tool, our thematic analysis indicates that such tools facilitate different aspects of perceived intrinsic motivation. Still, our study shows that the tools have a limited effect on perceived intrinsic motivation, unless they are addressed and used strategically in the proper pedagogical context.

scholarly journals Educational Roles in Corpus-Based Education: From Shift to Diversification

2021 ◽  
Vol 9 (1) ◽  
pp. 1-12
Author(s):  
Petter Hagen Karlsen
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Tertiary Education ◽  
First Year ◽  
Student Centered ◽  
Education Literature ◽  
Self Study ◽  
Upper Secondary ◽  
Implementation Period ◽  
Group Interviews

This study discusses the educational roles afforded by the use of linguistic corpora as a teaching tool in pre-tertiary education and explores upper secondary students’ opinions and experiences of educational roles following corpus-based lessons. The data were collected through group interviews of 20 students following a two-week period where the students’ regular English teacher collaborated with the researcher/author to plan and implement a corpus-based approach in two first-year upper secondary school classes. The interview subjects were selected from the 69 total students across the two classes based on the teacher’s recommendations and the researcher’s observations throughout the implementation period. The results show that during the largely student-centered, corpus-based approach, students felt that the teacher was absent and unengaging at times, but that they were used to “self-study” in his lessons. The students also wanted more variation in the approaches taken by their teacher beyond purely student-centered ones. This paper advocates for a diversification of educational roles where both teachers and learners adopt and change between different roles depending on the particular situation. At the same time, the call for role shifts in the corpus-based education literature is criticized in favor of a change in discourse toward one of role diversification.  

scholarly journals Ethical and Moral Competences of Upper Secondary Students: A Comparative Study

2020 ◽  
pp. 209653112097395
Author(s):  
Zhengmei Peng ◽  
Dietrich Benner ◽  
Roumiana Nikolova ◽  
Stanislav Ivanov ◽  
Tao Peng
Keyword(s):  
Moral Judgment ◽  
Moral Education ◽  
Secondary Students ◽  
Chinese Students ◽  
Educational Background ◽  
Moral Knowledge ◽  
Moral Action ◽  
Action Plans ◽  
Upper Secondary ◽  
Moral Competences

Purpose: This article presents the theoretical framework, research design, methodology, and main findings of the comparative measurement of ethical–moral competences of 15-year-old upper secondary students in Shanghai, under the ETiK-International-Shanghai project. Design/Approach/Methods: By dividing the ethical–moral competences into the categories of basic ethical–moral knowledge, ethical–moral judgment competence, and competence in developing ethical–moral action plans, a survey of 2,036 students was conducted, using a reliable and valid testing instrument. Findings: In general, 15-year-olds from homes with more educational resources perform higher in all three scales across all countries taken under consideration in our study. Furthermore, school practices, teaching, as well as quantity and quality of instruction play a very important role in the moral education process and especially in developing students’ proficiency levels of ethical–moral knowledge, reasoning competence, as well as students’ high abilities in developing moral action plans. When relevant educational background factors are held constant, Chinese students show lower average scores on basic ethical–moral knowledge and moral judgment competence. With exception of the tested Vienna students, all other European samples scored better than the Chinese students—also on the test for developing ethical–moral action plans. However, Chinese students are especially able to display outstanding empathy when dealing with suffering, misfortune, and sorrow, as well as in their willingness to help others. Originality/Value: The findings of this article can foster thinking about which topics should be further discussed to improve the ethical–moral knowledge and competences of Chinese students and highlight requirements for the further development of moral education in China at the levels of teaching, curriculum, teacher education, and research.

scholarly journals EFL Textbook Analysis: A Case Study

2012 ◽  
Vol 14 (3) ◽  
pp. 27 ◽  
Author(s):  
Harison Mohd Sidek
Keyword(s):  
Instructional Design ◽  
Secondary Students ◽  
Grade Level ◽  
Textbook Analysis ◽  
Secondary Curriculum ◽  
Upper Secondary ◽  
Below Grade Level

The purpose of the present study was to determine how well Malaysian EFL Secondary Curriculum prepares upper secondary students for tertiary reading in English. This study is explorative in nature. The data for this study were acquired from a Malaysian national EFL upper secondary textbook. The data were in the form of comprehension reading passages in the selected EFL textbook. In this case study, reading instructional design in the EFL textbook was analyzed in terms of types and the grade-level length of passages used in the textbook. The findings show that reading instructional design in the EFL textbook significantly emphasizes the use of narrative passages with the majority of the passages being below grade-level texts.

Trying to fit in – Upper secondary school students’ negotiation processes between sports culture and youth culture

2017 ◽  
Vol 54 (4) ◽  
pp. 445-458 ◽  
Author(s):  
Stine Frydendal Nielsen ◽  
Lone Friis Thing
Keyword(s):  
Secondary School ◽  
Youth Culture ◽  
School Context ◽  
Upper Secondary School ◽  
School Students ◽  
Physically Active ◽  
Sports Culture ◽  
Norbert Elias ◽  
Upper Secondary ◽  
Group Interviews

In this paper we present results concerning how students in a Danish upper secondary school negotiate between sports culture and the prevailing norms of youth culture in a local school context. The study shows that it can be rather difficult for young people to combine sports culture with the local youth culture, because living a healthy and physically active life doesn’t fit very well with the prevailing norms of youth culture, which involve a dominant social arena characterized by parties and alcohol. By applying the figurational sociology of Norbert Elias, this article shows that being included in a sports figuration can result in exclusion from the youth figuration. Young athletic students are therefore in a constant process of negotiation, where they struggle to fit into both sport and non-sport related contexts, because it is important to belong within both. The study is based on 16 focus group interviews [N=120] conducted over four years in one Danish upper secondary school.

Attitudes of Iranian nurses toward caring for dying patients

2008 ◽  
Vol 6 (4) ◽  
pp. 363-369 ◽  
Author(s):  
Sedigheh Iranmanesh ◽  
Helen Dargahi ◽  
Abbas Abbaszadeh
Keyword(s):  
Emotional Support ◽  
Death And Dying ◽  
Negative Attitude ◽  
Decision Makers ◽  
Attitudes Toward Death ◽  
The People ◽  
Dying Patients ◽  
Personal Experiences ◽  
Reflective Narrative

ABSTRACTObjective:To examine the attitudes of Iranian nurses toward caring for dying patients.Methods:Nurses' attitudes toward death and caring for dying patients were examined by using two types of questionnaires: the Death Attitude Profile–Revised (DAP-R) and Frommelt's Attitude towards Caring for Dying Patients (FATCOD), both with a demographic survey.Results:The results showed that most respondents are likely to view death as a natural part of life and also as a gateway to the afterlife. The majority reported that they are likely to provide care and emotional support for the people who are dying and their families, but they were unlikely to talk with them or even educate them about death. They had a tendency not to accept patients and their families as the authoritative decision makers or involve families in patient care. Nurses' personal views on death, as well as personal experiences, affected their attitudes toward care of the dying.Significance of results:Lack of education and experience, as well as cultural and professional limitations, may have contributed to the negative attitude toward some aspects of the care for people who are dying among the nurses surveyed. Creating a reflective narrative environment in which nurses can express their own feelings about death and dying seems to be a potentially effective approach to identify the factors influencing their interaction with the dying. Continuing education may be required for Iranian palliative care nurses in order to improve the patients quality of care at the end of life.

scholarly journals Carrot or stick?: an investigation into motivation orientations in learning English among Hong Kong Chinese students

2010 ◽  
Vol 10 (1) ◽  
pp. 71-87
Author(s):  
Ruth Wong
Keyword(s):  
Second Language ◽  
Hong Kong ◽  
Intrinsic Motivation ◽  
Secondary Students ◽  
Chinese Students ◽  
Theoretical Framework ◽  
Hong Kong Chinese ◽  
Student Groups ◽  
Upper Secondary ◽  
Learning English

This paper publishes the results of a study of Hong Kong Chinese upper secondary students (Form 4 and Form 6) regarding their motivation orientations for learning English. The study analysed male and females student groups using Gardner and Lambert's (1972) 'extrinsic and intrinsic motivation' theoretical framework in order to elicit the most revealing results from the data. Findings will have meaningful implications for pedagogy, helping educators identify strategies more appropriate to distinct Chinese-speaking second-language student groups.

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