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 Mathematical Investigation Proficiency among Singapore Secondary School Students: An Exploratory Study

2014 ◽  
Vol 4 (1) ◽  
pp. 3-21
Author(s):  
Joseph B. W. YEO
Keyword(s):  
Secondary School ◽  
Exploratory Study ◽  
Secondary School Students ◽  
Specific Problem ◽  
Prior Experience ◽  
School Students ◽  
Know How ◽  
Mathematical Investigation ◽  
Paper And Pencil ◽  
The Difference

This article presents an exploratory study to find out whether high-ability secondary school students in Singapore were able to deal with open mathematical investigative tasks. A class of Secondary One (or Grade 7) students, who had no prior experience with this kind of investigation, were given a paper-and-pencil test consisting of four open tasks. The results show that these students did not even know how to begin, despite sample questions being given in the first two tasks to guide and help them pose their own problems. The main difficulty was the inability to understand the task requirement: what does it mean to investigate? Another issue was the difference between searching for any patterns without a specific problem to solve, and searching for patterns to solve a given problem. The implications of these findings on teaching and on research methodologies that rely on paper-and-pencil test instruments will also be discussed.

scholarly journals Knowledge and perception of the role of water, sanitation and hygiene in containment of Ebola virus disease among secondary school students in Ibadan, Nigeria

2019 ◽  
Vol 9 (4) ◽  
pp. 635-643
Author(s):  
Faith I. Edoror ◽  
Elizabeth O. Oloruntoba ◽  
Shade J. Akinsete
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Ebola Virus ◽  
Virus Disease ◽  
Ebola Virus Disease ◽  
School Students ◽  
Hygiene Practices ◽  
Sanitation And Hygiene ◽  
Ibadan Nigeria

Abstract This study assessed the knowledge and perception of the role of water supply, sanitation and hygiene (WASH) in the containment of Ebola virus disease (EVD) among secondary school students in Ibadan, Nigeria. A cross-sectional study of 420 students from eight schools (public and private) in Ibadan was conducted. A semi-structured questionnaire and an observational checklist were used to collect data. Data were analysed using descriptive statistics, Chi-square test and logistic regression at 5% level of significance. Overall, 60% reported EVD was airborne. A majority (71%) of the respondents had good knowledge of EVD, while a majority (92%) had a good perception of the role of WASH in EVD containment. Class of respondents was significantly (p = 0.045) associated with knowledge of WASH. Although schools had satisfactory sanitary facilities, only a few (21%) sustained good hygiene practices at the end of the Ebola outbreak in Nigeria. Our findings revealed suboptimal knowledge on transmission of EVD, and unsustainable hygiene practices among secondary students post-Nigeria's EVD outbreak. High priority should be given to hygiene education among educators and students. Implementation of monitoring and evaluation of hygiene behaviour among secondary school students should also be a priority.

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.

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