scholarly journals The conception of substitution of the equals sign plays a unique role in students' algebra performance

2019 ◽  
Vol 5 (1) ◽  
pp. 24-37 ◽  
Author(s):  
Emine Simsek ◽  
Iro Xenidou-Dervou ◽  
Ilyas Karadeniz ◽  
Ian Jones
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
The Other ◽  
School Students ◽  
Unique Role ◽  
School Year ◽  
Equals Sign ◽  
Definition Of ◽  
Unique Predictor ◽  
Algebra Learning

Students’ conceptions of the equals sign are related to algebraic success. Research has identified two common conceptions held by children: operational and relational. The latter has been widely operationalised in terms of the sameness of the values on each side of the equals sign, but it has been recently argued that the substitution component of relational equivalence should also be operationalised (Jones, Inglis, Gilmore, & Dowens, 2012, https://doi.org/10.1016/j.jecp.2012.05.003). In this study, we investigated whether students’ endorsement of the substitution definition of the equals sign is a unique predictor of their algebra performance independent of the other two definitions (operational and sameness). Secondary school students were asked to rate the ‘cleverness’ of operational, sameness, and substitution definitions of the equals sign and completed an algebra test. Our findings demonstrate that endorsement of substitution plays a unique role in explaining secondary school students’ algebra performance above and beyond school year and the other definitions. These findings contribute new insights into how students’ algebra learning relates to their conceptions of the equals sign.

scholarly journals Investigation of secondary school students’ cognitive structure about the concept of atom through the drawing techniqueOrtaokul öğrencilerinin atom kavramına ilişikin bilişsel yapılarının çizim tekniği ile incelenmesi

2018 ◽  
Vol 15 (2) ◽  
pp. 984
Author(s):  
Özlem Eryılmaz Muştu ◽  
Sare Ucer
Keyword(s):  
Secondary School ◽  
Full Text ◽  
Secondary School Students ◽  
Cognitive Structure ◽  
English Summary ◽  
The Internet ◽  
School Students ◽  
School Year ◽  
8Th Grade ◽  
Drawing Technique

In the current study, the purpose is to determine the secondary school students’ cognitive structure related to the concept of atom by using the drawing technique. The study was conducted with the participation of 90 5th, 6th, 7th and 8th grade students in 2016-2017 school year. The students were asked two open-ended questions to illustrate the concept of atom in their minds and to explain where they have learned the information expressed in their drawings about the atom so that the atom models in their minds could be elicited. The students’ responses to these questions were categorized by means of qualitative analysis and frequencies were calculated for them. At the end of the study, it was determined whether the atom models drawn by the students are false or acceptable. It was seen that the students rarely illustrated nucleus and electrons in their drawings and they usually drew spheres. Moreover, the students stated that they learned this information mostly from different textbooks or the Internet. Extended English summary is in the end of Full Text PDF (TURKISH) file.  ÖzetÇocuklar, etraflarında olan olaylara karşı aşırı meraklıdırlar ve kavramlara kendileri kişisel anlamlar yüklemektedir. Öğrencilerin kavramları anlayabilmeleri için kavramların zihinlerine doğru bir şekilde kodlanması gerekmektedir. Bu çalışmada; ortaokul öğrencilerinin atom kavramı ile ilgili bilişsel yapılarının çizim tekniği ile belirlemesi amaçlanmıştır. 2016-2017 eğitim öğretim yılı bahar döneminde gerçekleştirilen çalışma; 5., 6., 7. ve 8. sınıflarında  öğrenim görmekte olan toplam 90 ortaokul öğrencisiyle gerçekleştirilmiştir. Çalışmada öğrencilerin zihinlerindeki atom modellerini belirlemek amacıyla atom kavramı ile ilgili bir çizim yapmaları ve bu çizdikleri şekle ait bilgiyi nereden öğrendiklerini ifade edebilmeleri için iki adet açık uçlu soru sorulmuştur. Öğrencilerin verdikleri cevaplar nitel analiz yöntemiyle kategorilere ayrılmış ve frekans değerleri elde edilmiştir. Araştırma sonucunda öğrencilerin çizdikleri atom modellerinin yanlış veya kabul edilebilir seviye olduğu belirlenmiştir. Öğrencilerin çizimlerinde nadiren çekirdek ve elektronlara yer verdiği genellikle küre şeklinde çizim yaptıkları görülmektedir. Ayrıca öğrencilerin bu bilgilere genellikle farklı ders kitaplarından veya internetten öğrendiklerini ifade ettikleri tespit edilmiştir.

scholarly journals Reflection on exam grades to improve calibration of secondary school students: a longitudinal study

2020 ◽  
Vol 15 (3) ◽  
pp. 291-317
Author(s):  
Marloes L. Nederhand ◽  
Huib K. Tabbers ◽  
Joran Jongerling ◽  
Remy M. J. P. Rikers
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
The Third ◽  
School Year ◽  
Quasi Experimental ◽  
Actual Grade ◽  
Calibration Accuracy ◽  
The Difference

Abstract Grades provide students with information about their level of performance. However, grades may also make students more aware of how well they have estimated their performance, their so-called calibration accuracy. This longitudinal quasi-experimental study, set in secondary education, examined how to increase students’ awareness of the accuracy of their grade estimates in order to improve their calibration accuracy. During an entire school year, students from year 1, 2, and 3 provided grade estimates after each of their French exams. Subsequently, when students received their grades, the level of reflection support on their earlier estimates was manipulated. The first group of students just received their grade, the second group had to calculate the difference between their estimate and the actual grade, and the third group also had to reflect on reasons for a possible mismatch. We expected that more reflection support would lead to more improvement in calibration accuracy. Results showed that providing grade estimates already improved calibration accuracy over the school year, regardless of level of reflection support. This finding shows that asking for grade estimates is an easy-to-implement way to improve calibration accuracy of students in secondary education.

scholarly journals The role of motivation on secondary school students’ causal attributions to choose or abandon chemistry

2020 ◽  
Author(s):  
Diego Ardura ◽  
Ángela Zamora ◽  
Alberto Pérez-Bitrián
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Causal Attributions ◽  
The Other ◽  
Education Curriculum ◽  
School Students ◽  
The Family ◽  
The Right

The present investigation aims to analyze the effect of motivation on students’ causal attributions to choose or abandon chemistry when it first becomes optional in the secondary education curriculum in Spain. Attributions to the effect of the family and to the teacher and classroom methodology were found to be common predictors of the choice to all the students in the sample. However, our analyses point to a significant effect of the students’ motivation in other types of attributions. In the case of at-risk of abandonment students, specific causal attributions to the effect of friends and to the subject's relationship with mathematics were found. On the other hand, the effect of media was a significant predictor only in the case of highly-motivated students. Our study provides several suggestions for teachers, schools, and administrations to design counseling strategies to help students make the right choices.

Moving beyond the Crises in Secondary Physical Education: An Australian Initiative

1997 ◽  
Vol 16 (2) ◽  
pp. 155-175 ◽  
Author(s):  
Doune Macdonald ◽  
Ross Brooker
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Empirical Research ◽  
Secondary School Students ◽  
Recent Literature ◽  
The Other ◽  
School Students ◽  
Australian Context

Recent literature suggests that secondary school physical education is in crisis due to uncertainties about focus, status, and accountability. After providing some background discussion to the crises, two curriculum approaches, one current and the other in trial, to secondary physical education in an Australian context are reviewed. Drawing upon empirical research, the various strengths and weaknesses of each approach are highlighted. The paper concludes with proposals that the movement-centered conceptualization of physical education in the trial approach offers a defensible physical education for secondary school students.

scholarly journals Proces globalizacji. Ocena pozytywnych i negatywnych skutków globalizacji przez młodych Polaków

2011 ◽  
Vol 7 ◽  
pp. 383-390
Author(s):  
Krystian Sowislok
Keyword(s):  
Young People ◽  
Secondary School ◽  
Secondary School Students ◽  
Young Age ◽  
Third Grade ◽  
School Students ◽  
Negative Results ◽  
Definition Of ◽  
Positive Results

What is globalization? What does this term mean to young people? Is the dictionary definition of th is term meaningful to them; is schoolbook information on this issue thorough and precise? What are positive results of globalization and does the youth notice any negative results of globalization in Poland and worldwide? How can they support or counteract this process? Second and third grade secondary school students were asked these and similar questions connected with globalization. As a teacher of Entrepreneurship I have always emphasized my interest in opinions and attitudes of young people. Taking into consideration the young age of the surveyed, I decided that posing questions directly connected to this year conference and teachers’ meetings title, that is entrepreneurship in the context of globalization, would be premature. I would like to present the results of the survey conducted among the students of the school I work in and their opinions on the process as well as results of globalization in this year conference sessions.

scholarly journals Analysis of Quantitative Change of Motor Child Indicators of Secondary School Students Under The Influence of Regular Physical Education // Analiza kvantitativnih promjena pokazatelja motoričkih znanja učenika srednje škole pod uticajem redovne nastave tjelesnog odgoja

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Senad Bajrić ◽  
Osmo Bajrić ◽  
Velibor Srdić ◽  
Saša Jovanović
Keyword(s):  
Physical Education ◽  
Elementary Education ◽  
Secondary School ◽  
Motor Skills ◽  
Secondary School Students ◽  
Measurement Data ◽  
Global Changes ◽  
School Students ◽  
School Year ◽  
Quantitative Changes

The research was conducted on a sample of 166 students of „Secondary Technical School Travnik”, first and second malegrade who regularly attended elementary education during the 2016/2017 school year. A total of 15 variables were used in the research to assess the level of motor skills (three variables for assessing the motor skills of basketball, volleyball, handball, volleyball and athletics).The main aim of the research was to determine the quantitative changes of the motor skills of secondary school students through the longitudinal study in one school year duration under the influence of the program contents of regular physical education. Quantitative changes in motor skills and analysis of differences between initial and final measurements were determined by analysis of changes under the difference model and SSDIF analysis (Bonacin, 2004). By projecting measurement data, a hypothetical measurement matrix is defined, and by explicating the set of linear displacements on the association matrix, a structural vector is described describing quantitative changes, taking into account the relations of initial variables.The results of the SSDIF analysis indicate that a one-year curriculum of physical education has caused statistically significant changes in motor skills at the global level (p = 0.000). According to the results of the quantitative global changes, they are not particularly significant and extend across a whole set of analyzed variables. The greater the number of variables that contribute to these quantitative changes, but the contributions of some variables to the discriminating function are relatively small, which means that the effects produced are mild, without dramatic changes, and virtually all variables contribute positively.

scholarly journals 5G Joint Artificial Intelligence Technology in the Innovation and Reform of University English Education

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Xia Sun
Keyword(s):  
Artificial Intelligence ◽  
Secondary School ◽  
Gesture Recognition ◽  
Secondary School Students ◽  
The Other ◽  
Logical Thinking ◽  
School Students ◽  
Human Subjectivity ◽  
Oral Teaching ◽  
Primary And Secondary School

This paper considers the issue of human subjectivity in the system of “5G + AI+Education” from the perspective of, on the one hand, the real need for the problems that gradually emerge in the new round of development and application of artificial intelligence, and a philosophical reflection on the application of artificial intelligence in specific fields, on the other hand. It is also a further examination of the issue of human subjectivity in the new context. On the other hand, it is also a further examination of the issue of human subjectivity in the new context of the times, which can also provide students with an immersive learning environment, and AI artificial intelligence and hologram technology can enhance students’ motivation. This paper shows the specific steps and implementation measures of “5G” technology into online oral teaching and provides a case study design to explore the new online oral teaching model, summarizing the advantages and proposing solutions to the shortcomings. The system visualizes each step of gesture recognition to facilitate students’ understanding. Students can experience the process of gesture recognition according to the guidance of the interactive interface, and then, the complex and abstract gesture recognition process is explained with a figurative example, which is conducive to primary and secondary school students’ deeper understanding and improved logical thinking. This will help primary and secondary school students to have a deeper understanding and improve their logical thinking skills. Finally, a comparison experiment is designed to verify the effectiveness of using this system to learn AI knowledge compared with traditional learning methods. The experimental results are analyzed to prove that using this system to learn AI knowledge is effective and helps improve users’ interest in learning and hands-on ability.

scholarly journals Secondary School Students’ Mental Models Regarding the Space

2018 ◽  
Vol 7 (4) ◽  
pp. 122 ◽  
Author(s):  
Sendil Can ◽  
Meryem Gorecek Baybars
Keyword(s):  
Secondary School ◽  
Mental Models ◽  
Secondary School Students ◽  
Data Collection Tool ◽  
School Students ◽  
School Year ◽  
Grade Levels ◽  
Celestial Bodies ◽  
Special Case

This study was carried out to reveal the mental models of the secondary school students from different grade levels regarding the concept of space. At the same time, within the context of the study, it was aimed to determine the factors playing a role in the construction of their concepts of space. The study employed the special case study design, one of the descriptive methods. The study was conducted in the spring term of the 2016-2017 school year and the sampling of the study is comprised of the students attending a private secondary school in a city located in the western region of Turkey. In the study, a data collection tool including four open-ended questions developed by the researchers to determine the students’ mental models of the “space” was used. The collected data were analyzed by using descriptive statistical techniques. The findings of the study have revealed that the students mostly associate the concept of the space with the concepts of emptiness (53 students), infinity (50 students), planet (48 students) and star (28 students). These findings are also supported by the students’ drawings and the Celestial Bodies Mental Model was found to be the model most frequently used by the students.

scholarly journals The Dietary, Physical Activity and Sedentary Behaviours of Victorian Regional Secondary School Students

2007 ◽  
Vol 13 (1) ◽  
pp. 81 ◽  
Author(s):  
Clare Vaughan ◽  
Annamari Kilkkinen ◽  
Sami Heistaro ◽  
Tiina Laatikainen ◽  
James Dunbar
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Dairy Products ◽  
Secondary School Students ◽  
Normal Weight ◽  
School Students ◽  
Physically Active ◽  
School Year ◽  
Sedentary Behaviours ◽  
Lifestyle Questionnaire

The aim of this study was to investigate the dietary, physical activity and sedentary behaviours of adolescents from four secondary schools in Warrnambool, regional Victoria. In 2004, a random sample of students (n=712), stratified by school year level, was generated from school enrolment databases and 443 students completed a lifestyle questionnaire. Twenty per cent of students were physically active for 60 minutes or more per day; 28 per cent used electronic media in free time for a maximum of two hours per day. Only seven per cent of students met these two Australian physical activity recommendations. Fruit, vegetables and dairy products were consumed every day by 39 per cent, 40 per cent and 71 per cent of students respectively; three serves per day of each of these foods are recommended for Australian adolescents. Compared with boys, girls were less physically active (p<0.001), consumed more fruit (p=0.011) and vegetables (p<0.001), but fewer dairy products (p<0.024). Seventeen per cent of students were overweight or obese; these students were less physically active than normal weight peers (p<0.018). The dietary, physical and sedentary behaviours of regional Victorian secondary school students in this study were inadequate when compared with Australian recommendations. Dietary and physical activity habits are still evolving in adolescence and unhealthy habits can still be changed.

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