scholarly journals The influence of school as a planned agent of socialisation on the development of secondary school students' interest in theatre

2021 ◽  
pp. 271-285
Author(s):  
Dušica Dragin
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
The State ◽  
Structured Interviews ◽  
Educational Content ◽  
School Students ◽  
A Minor ◽  
Novi Sad ◽  
The Given ◽  
Insight Into

This paper deals with determining whether school as a planned agent of socialisation influences the development of secondary school students' interest in theatre. We observed school through the prism of the theory of socialisation, because the socialisation function of education is one of the most important for society and that is why the school is considered one of the most important agents, i.e. the transmitter of what socialization actually is. The conducted multidisciplinary research first included an analysis of the content of strategic and legal acts, as well as bylaws in the field of education, which aimed to determine whether and to what extent the state prescribes theatre as an acceptable way of socialisation. Considering that the research was conducted during 2015, the mentioned documents have been changed to a greater or lesser extent. For these reasons, and for the purposes of this paper, a comparative analysis was performed. In order to get an insight into whether and in what way the school carries out the prescribed content related to the theatre, a survey was realised with a formalised (standardised) written questionnaire and individual structured interviews were conducted with employees in schools where the survey was organised. A total of 648 secondary school students from Novi Sad were examined. We start from the assumption that theatre will be defined as acceptable in the overall educational content of socialisation within the framework of public practical policy in education depending on how important it is to the state, more precisely to the 'ruling forces'. In accordance with the educational policy, school will transfer the prescribed amount of content related to the theatre to the given extent. The results of this research prove that the level of representation of theatre in the educational content of socialisation is extremely low, which leads to the fact that school as a planned agent of socialisation has a minor impact on the formation and development of secondary school students' interest in theatre.

scholarly journals STEM-aspiraties en studiekeuze in het secundair onderwijs in Vlaanderen: de intersectie van gender en etniciteit

2021 ◽  
pp. 117-140
Author(s):  
Lore Van Praag ◽  
Roslyn Arlin Mickelson ◽  
Peter A.J. Stevens ◽  
Mieke Van Houtte
Keyword(s):  
Secondary School ◽  
Ethnic Minority ◽  
Secondary School Students ◽  
Stem Careers ◽  
Structured Interviews ◽  
School Students ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Lower Status ◽  
Stem Career

This article explores why some Flemish secondary school students’ study choices are content-wise not in line with their career aspirations and, to some extent, follow gender and ethnic patterns. We use 83 semi-structured interviews, conducted with students in academic and technical tracks in three Flemish secondary schools. Compared to female pupils, male pupils are more likely to enrol in lower status tracks whose curricular substance prepares them for a STEM career (Science, Technology, Engineering, Mathematics). Ethnic majority female pupils seem to adjust their study choices better to their aspirations, or the other way round. However, especially when changing track or field of study, ethnic majority female pupils are more likely to adapt their aspirations consistent with gender norms. While ethnic minority female pupils are more likely than ethnic majority female pupils to have STEM aspirations, their goals do not always seem to correspond with the study choices they have made. Additionally, perceived discrimination and family aspirations further impact both study choices and aspirations of ethnic minority pupils. Gendered study recommendations and choices, favouring male pupils in STEM careers, especially make that female pupils make study choices that are in terms of curriculum not always in line with their aspirations.

scholarly journals Reading literacy of secondary school students - current requirements and achievements (Example of the third grade of Novi Sad secondary schools)

2017 ◽  
pp. 317-332
Author(s):  
Vesna Pilipovic ◽  
Tatjana Glusac
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Third Grade ◽  
Reading Literacy ◽  
Academic Education ◽  
School Students ◽  
Functional Literacy ◽  
The Third ◽  
Document Literacy ◽  
Novi Sad

Reading literacy, consisting of prose and document literacy, is an integral part of functional literacy that has become one of the key goals and success criteria of contemporary educational systems around the world. Lower level of functional literacy limits not only the opportunities of an individual, but also the development and successful functioning of the whole society. This paper analyzes the average degree of prose and document literacy of the third grade secondary school students (N=703) in Novi Sad who are nearing the end of their secondary education. Their literacy rate is therefore likely to determine their forthcoming chances related to academic education or success in the labor market. The instrument employed in this research was a questionnaire consisting of 20 extracts from a variety of texts, 10 of which were related to prose and 10 to document literacy. The analysis of the results focused on average achievements in different types of schools as well as on specific problems observed in text processing and potential solutions. The findings indicate that the level of reading literacy of an average third grade student is relatively low, which might lead to their limited professional opportunities in the future. The analysis of the results also shows that students have serious difficulties in processing prose and scientific texts, particularly if the information is not displayed explicitly. Skills that were found to be insufficiently developed involve comparing, integrating or synthesizing information.

Source-Based Writing in Secondary School

2021 ◽  
pp. 63-83
Author(s):  
Tamara Kavytska ◽  
Vyacheslav Shovkovyi ◽  
Viktoriia Osidak
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Procedural Knowledge ◽  
Positive Impact ◽  
Schema Theory ◽  
School Students ◽  
General Hypothesis ◽  
Reading And Writing ◽  
Processing Information ◽  
Insight Into

This chapter examines the instructional intervention aimed at enhancing source-based compare-contrast writing in the secondary school students. Conceptually, it relies on the schema theory as a cognitive basis for integrated reading-writing instruction. The theory asserts that writing and reading both generate meaning using similar cognitive processes and types of knowledge: meta-knowledge of reading and writing strategies in relation to communicative goals, domain and textual knowledge, procedural knowledge that involves integrating writing and processing information while reading the text. Methodologically, the instruction is based on read-write cycle and was carried out in a secondary public school of Kyiv, with the 10th-grade students being the participant (n=22). The general hypothesis about a positive impact of read-write cycle instruction is partially confirmed in the research, which is an indication of the necessity to give further insight into the issue.

scholarly journals An assessment of the level of knowledge of secondary school students from the State of Pernambuco, Brazil, regarding Human Papillomavirus (HPV) and prophylactic vaccinations

2019 ◽  
Vol 2 (6) ◽  
pp. 6145-6160
Author(s):  
Ismael Gomes Rocha ◽  
Raphael Ferreira Pimentel ◽  
Giwellington Silva Albuquerque ◽  
Jonathan Wagner Medeiros ◽  
Dafne Carolina Alves Quixabeira ◽  
...  
Keyword(s):  
Human Papillomavirus ◽  
Secondary School ◽  
Secondary School Students ◽  
The State ◽  
School Students ◽  
Level Of Knowledge

scholarly journals Determination of secondary school students' ability of making transitions between representations related to the

2015 ◽  
Vol 5 (5) ◽  
pp. 607-624
Author(s):  
Ebru Ezberci ◽  
Mehmet Altan Kurnaz ◽  
Nezihe Gökçen Bayri
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Measurement Tool ◽  
School Students ◽  
Graphic Representations ◽  
Working Groups ◽  
The Given ◽  
Academic Year

The aim of this study was to reveal secondary school students' ability of making transitions between text, picture, table and graphic representations related to the electricity. The research is a case study of the qualitative research methods. The working groups of the study were totally 100 students, including 50 from each of 6th, 7th and 8th students, studying at a secondary school in the 2012-2013 academic year. To determine the students' status of transitions in representations, a measurement tool relating to the subject of electricity was developed by researches. The measurement consists open-ended questions which questioned transitions representations (text, images, tables and graphics) with each other. Document analysis method was used in data analysis. In this context, determining specific criteria, established codes in accordance with the given answers by the students and the questions was evaluated in certain dimensions. Consequently, students were found to be inadequate to present transitions in representations in electricity. When the results are evaluated, it was suggested that during the teaching of electricity topic, teaching practices to draw attention to transition between different representations and in measurement-assessment processes, the questions reflecting the transition between different representations should be given; regulation the assessment questions in textbooks in this direction is recommended.

scholarly journals A Picture is Worth a Thousand Words: Examining learners’ illustrations to understand Attitudes towards Mathematics

2015 ◽  
Vol 2 (2) ◽  
pp. 234-248
Author(s):  
Farhat Syyeda ◽  
Farhat Syyeda
Keyword(s):  
Secondary School ◽  
Mixed Method ◽  
Secondary School Students ◽  
Positive Attitude ◽  
School Students ◽  
Exploratory Case Study ◽  
East Midlands ◽  
Mathematical Symbols ◽  
Insight Into

This article presents my experience of using pictures/images drawn by children as a form of data in research and discusses the merits and implications of employing this method. It comes from research of a mixed method exploratory case study to investigate the attitudes of 11 and 15 year old secondary school students (in the East Midlands) towards Mathematics. The aim of this research was to gain an insight into the emotions, cognition, beliefs and behaviour of learners regarding Maths and the factors which influence their attitude. Besides using the tried and tested data collection tools such as focus groups and questionnaires, the children were asked to draw pictures illustrating their vision of Maths and its impact on their lives. The idea was to offer them an alternative medium of communication to exhibit their feelings and thoughts. Students used emoticons, numerals, figures, characters and mathematical symbols to show their favourable/unfavourable attitudes towards Maths and their understanding of the importance of Maths in future life. The results of visual data in this study conform to the findings of the other forms of data collected and show that boys and higher ability students have a more positive attitude towards Mathematics as compared to girls and low ability students.

scholarly journals Secondary School Students’ Cognitive Structure and Misconception in Respiration Topic

2020 ◽  
Vol 8 (3) ◽  
pp. 1272-1284
Author(s):  
Noraini Mahror ◽  
Siti Nur Diyana Mahmud
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Word Association ◽  
Cognitive Structure ◽  
Anaerobic Respiration ◽  
Cognitive Structures ◽  
School Students ◽  
Word Association Test ◽  
The Given ◽  
Breathing Mechanism

Purpose of the study: This study aims to explore the cognitive structures and identify the misconceptions experienced by secondary school students in the respiration topic. Methodology: This study is a qualitative study. The instruments used for data collection were the Word Association Test (WAT) and the Questionnaire of Writing Sentence (QWS). The data obtained were in word form. The breakpoint technique was used to analyze the data for WAT while the data for QWS were analyzed by category. Purposive sampling was applied in this study. A total of 23 forms four students comprising 12 boys and 11 girls participated in this study. Main Findings: The result showed that the students’ cognitive structures in the respiration topic were incomplete. The students were unable to form a comprehensive relationship for the given keywords, and there were also weak or incorrect associations. The misconceptions that had been identified are largely related to the keywords about cell respiration, anaerobic respiration, and breathing mechanism. Applications of this study: This study provides insights into the students’ cognitive structures and misconceptions about respiration. Thus, it will be useful for teachers in planning their teaching strategies so that they can improve the students’ cognitive structures as well as avoid misconceptions. Novelty: Most of the previous studies only focused on the identification of misconceptions without further investigation into the students’ cognitive structures, especially on the respiration topic. Thus, this study investigates the cognitive structures and misconceptions specifically among secondary school students who have learned respiration in biology.

scholarly journals Factors Affecting Bhutanese Secondary School Students’ Ability in Solving Mathematical Word Problems: A Case Study

2021 ◽  
pp. 1-13
Author(s):  
Phuntsho Wangmo
Keyword(s):  
Secondary School ◽  
Language Proficiency ◽  
Word Problems ◽  
Secondary School Students ◽  
Solution Process ◽  
Structured Interviews ◽  
School Students ◽  
Factors Affecting ◽  
Mathematical Word Problems

Mathematical word problems are part of the school curriculum and are taught at all levels of education in Bhutan. However, it poses difficulties for many students because of the complexity of the solution process. There are various factors that affect students’ ability to solve mathematical word problems. Hence, this study was conducted to investigate the factors affecting Bhutanese secondary school students' ability to solve mathematical word problems. This study employed a qualitative case study approach. Data was collected through semi-structured interviews, classroom observations, and document analysis. Four mathematics teachers and four students were selected as participants based on purposive sampling. The data were analyzed using thematic analysis. The findings revealed that factors such as language proficiency, reading skills, and contextual understanding affect students' ability in solving mathematical word problems. Moreover, the language proficiency of students, as well as teachers, was the most important factor for solving mathematical word problems. The study recommends the Ministry of Education places more importance on reading activities across schools in Bhutan to enhance language proficiency.

scholarly journals Students’ Views on the Use of Technology in Geography Course

2020 ◽  
Vol 15 (23) ◽  
pp. 42
Author(s):  
Ussenov Nurbol ◽  
Zhoya Kairat ◽  
Аbdimanapov Bakhadurkhan ◽  
Mamadiyarov Marat ◽  
Tleubergenova Kenjekey ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Relevant Literature ◽  
Structured Interview ◽  
Technology In Education ◽  
Data Collection Tool ◽  
Structured Interviews ◽  
School Students ◽  
Use Of Technology ◽  
Academic Year

Use of technology in education enables students to be motivated and eager to participate in the lesson and is also a more effective tool in increasing motivation, encouraging students to the lesson and understanding the sub-ject. The aim of this study is to determine the views of secondary school students on the use of technology in geography lessons. Qualitative re-search method was used in this study. Semi-structured interviews were car-ried out with 32 students who took geography lessons in Kazakhstan dur-ing the 2018-2019 academic year. The semi-structured interview form de-veloped within the scope of this research was used as a data collection tool. Results of the study showed that secondary school students found tech-nology effective and funny to use in geography lessons. Projections, com-puters, tablets and smart phones were specified by the students as useful technological tools for teaching geography. Results of the study were dis-cussed with relevant literature and important implications for further re-search and practices were presented.

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