scholarly journals Ski lifts, bowling balls, pipe system or waterfall? Lower secondary students’ understanding of analogies for electric circuits.

2020 ◽  
Vol 16 (1) ◽  
pp. 37-51 ◽  
Author(s):  
Erik Mogstad ◽  
Berit Bungum
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Teaching Material ◽  
Lower Secondary School ◽  
Height Difference ◽  
Electric Circuits ◽  
Pipe System ◽  
System A ◽  
Wide Range ◽  
Group Interviews

Electric circuits are challenging for students to understand, and a wide range of analogies are developed in order to support their learning. This article investigates how lower secondary students understand four analogies presented in teaching material for science for Norwegian schools. The analogies compare electric circuits to a ski lift, a water pipe system, a waterfall and moving bowling balls, respectively. Data in the study consist of group interviews with 12 students in lower secondary school, about how they understand the analogies. Results show that students are able to reason about continuity and the concept of current in circuits based on all the analogies, but that the concept of voltage remains a challenge. It seems from the results that analogies relating voltage to energy transfer as an effect of height difference in a gravitational field are constructive, despite the need for the more abstract concept of field. In addition, the results demonstrate that weaknesses in how the analogies are presented may cause major problems for students in building a fruitful understanding. This kind of weaknesses are prevalent in the teaching material studied.

scholarly journals Teaching "Climate Change and Glaciers" Using ESA-Eduspace Material

2020 ◽  
pp. 68-78
Author(s):  
Athina Karatza ◽  
Lia Galani ◽  
Issaak Parcharidis
Keyword(s):  
Climate Change ◽  
Secondary School ◽  
Secondary Students ◽  
Satellite Imagery ◽  
Theoretical Background ◽  
Control Group ◽  
Lower Secondary School ◽  
Positive Effects ◽  
Holistic Understanding

According to the literature, satellite imagery has positive effects on the teaching of Geography. Some of the most prominent benefits to students are the development of geographic thinking, the holistic understanding of the world, and the recognition of the problems the active citizen of the future will encounter. The present study forms part of a broader postgraduate work focusing on Satellite Imagery in Education. Aims: The research undertaken for the present study aimed to determine the appropriateness for the Greek school system of a case study (i.e. theoretical background and worksheet exercises) presented through the European Space Agency’s (ESA) website, Eduspace. Study Design:  Quasi-experimental. Place and Duration of Study: National and Kapodistrian University of Athens, between December 2016 and May 2017. Methodology: The case study entitled “Climate change and glaciers” was implemented to 19 Greek lower secondary students (control group) as approached by ESA. The purpose was to determine its positive aspects as well as points that could be further improved. Based on the findings of the implementation, researchers modified the case study proposing qualitative changes to adapt it to the Greek lower secondary school. The modified case study was applied to 20 Greek lower secondary students (experimental group). Results: Results indicated there were differences in the educational outcomes of the two groups and, more specifically, in the degree of students' understanding of the theoretical framework and the corresponding exercises, as well as their understanding of glaciers as systems influenced by many factors. Conclusion: Modifications can be made to the ESA case study “Climate change and glaciers” in order for it to be effective and useful in Greek lower secondary school.

An analogical simulation for teaching electric circuits: a rationale for use in lower secondary school

2021 ◽  
Vol 56 (5) ◽  
pp. 055010
Author(s):  
Jan-Philipp Burde ◽  
Thomas Sean Weatherby ◽  
Arthur Kronenberger
Keyword(s):  
Secondary School ◽  
Lower Secondary School ◽  
Electric Circuits

scholarly journals Influence of the English Language in Shaping Islamic Identity Among Religious Secondary School Students

2019 ◽  
Author(s):  
Ahmad Taufik Hidayah b. Abdullah ◽  
Mohd Nazri B. Latiff Azmi ◽  
Engku Muhammad Tajuddin b. Engku Ali ◽  
Mohd Hazli B. Yah@Alias ◽  
Muzammir B. Anas ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
English Language ◽  
Native Speakers ◽  
School Students ◽  
Self Identity ◽  
Face To Face ◽  
Urban Elite ◽  
Group Interviews

Identity refers to how people understand their relationship to the world, how that relationship is constructed across time and space, and how people understand their possibilities for the future. This research examined some claims made that learners of the English language as a second language have associated themselves with the culture and practices of the native speakers thus eroding the identity of the learners as good Moslems. This research aimed at investigating this phenomenon, to what extent the changes existed, if any. The main topics to discuss were the influence of the English language towards religious secondary school students’ identity and to what extent the students could retain their identity as Moslems. There was one theory employed in this research called Self-Identity Theory. 90 religious secondary students and 8 teachers were used as respondents by conducting focused group interviews and face to face interviews with them. They came from urban, sub-urban, elite and rural schools respectively. The findings revealed that there were mixed responses from the respondents on the issues. 85 students, making up 94.5 % of the whole respondents, asserted that the English language did not change the students’ Islamic identity. Meanwhile only 5 students, comprising 5.6% of the respondents, were of the opinion that the students had been influenced by the culture of native speakers of the English language thus eroding their identity as good Moslems. In a positive note, it was also found that there were some good values instilled in the teaching of the English language such as confidence, helping each other, teamwork, etc.

Triggers and constraints of lower secondary students’ willingness to communicate orally in English in a CLIL setting in the Norwegian context

2018 ◽  
Vol 6 (1) ◽  
pp. 27-56
Author(s):  
Dina Lialikhova
Keyword(s):  
Qualitative Study ◽  
Secondary School ◽  
Secondary Students ◽  
Willingness To Communicate ◽  
Ninth Graders ◽  
Small Scale ◽  
Classroom Observations ◽  
Lower Secondary School

Abstract This article reports on findings from a small-scale qualitative study performed in a CLIL setting in a Norwegian lower secondary school. The study explored the effect of a six-week CLIL intervention project combining history and English on 27 Norwegian ninth graders’ motivation to engage in classroom oral activities and, consequently, their willingness to communicate (WTC) orally, as well as factors triggering and constraining the students’ WTC in the CLIL lessons. Data were collected through classroom observations, teacher pre- and post-interviews, and student pre- and post-questionnaires. The findings revealed that the CLIL intervention had reinforced most students’ motivation and WTC orally compared to their regular EFL lessons. The study adds to the sparse CLIL research in Norway.

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 Developing design literacy for sustainability

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Ingvill Gjerdrum Maus
Keyword(s):  
Experiential Learning ◽  
Secondary School ◽  
Life Cycle Thinking ◽  
Lower Secondary School ◽  
Design For Sustainability ◽  
Study Case ◽  
Group Interviews ◽  
Product Durability ◽  
Participation In Research

This article discusses the case study Case Keramikk, examining students’ use of experiential learning from a craft-based design practice in life cycle thinking on their products. Data were constructed through semi-structured group interviews with students of a Norwegian lower secondary school and thematic analysis based on the principles and practices of design for sustainability (DfS). The interview questions engaged the students to assess their practice and products and to estimate environmental considerations. The students used experiential learning that correspond with the DfS practices of eco-efficiency, eco-effectiveness and product durability in the production phase, as well as the distinctive characteristics of materials, products and production decisive for practice of these in the material extraction and use and disposal phases. These reflections enhance students’ development of design literacy for sustainability and strengthen their democratic participation in research for development of education in craft-based design for sustainability.

A Study of Study Habits and Academic Achievement among Secondary and Senior Secondary School Students of Mysore City

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Roya Sherafat ◽  
C. G. Venkatesha Murthy
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary Students ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Secondary Level ◽  
Study Habits ◽  
School Students ◽  
Senior Secondary School ◽  
Senior Secondary

The authors of this study have attempted to understand whether study habits affect academic achievement among secondary and senior secondary school students of Mysore. It is also attempted to know whether students at secondary level differ from senior secondary level on their study habits. The study was conducted on the sample of 625 students of Mysore City in India using stratified random sampling technique. Results indicated that the study habits facilitate higher academic achievement. Further, it was also found that secondary school students are significantly better than senior secondary students on study habits. The findings are analyzed and explained. Thus, study habit is found to be an important correlate of academic achievement.

Social Influences - a Psychological Phenomenon in the Choice of Further Course of Education and Career

2015 ◽  
Vol 5 (2) ◽  
pp. 32-53
Author(s):  
Petr Hlaďo
Keyword(s):  
Secondary School ◽  
Family Background ◽  
Social Influences ◽  
Compulsory Schooling ◽  
Lower Secondary School ◽  
Main Attention ◽  
School Students ◽  
Research Papers ◽  
Psychological Phenomenon ◽  
Research Findings

The aim of this overview study is to synthesize Czech, Slovak and foreign empirical findings on the choice of further course of education and career. Attention is focused specifically on social influences as a psychological phenomenon affecting this decision-making process in lower secondary school students at the end of compulsory schooling. The main attention is paid to the roles of parents and family, particularly the influence of family background and family processes. Another issue is the influence of peers, teachers and career counsellors on the choice of further course of education and career. The synthesis of research findings is based primarily on an analysis of research papers published in journals.

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