scholarly journals Development of Secondary School Students’ Generic Structure Execution in Personal Experience Recount Writing Texts through SFL Genre-based Approach

2018 ◽  
Vol 9 (6) ◽  
pp. 112
Author(s):  
Pajonsak Mingsakoon ◽  
Udomkrit Srinon
Keyword(s):  
Secondary School ◽  
Personal Experience ◽  
Secondary School Students ◽  
Teaching Writing ◽  
School Students ◽  
Generic Structure ◽  
Writing Ability ◽  
Upper Secondary ◽  
Teaching Learning ◽  
Academic Year

This paper is a partial fulfillment of the dissertation undertaken with the case study of teaching writing recounts for the EFL Thai upper secondary school students with SFL genre-based approach at Hunkhapittayakom Secondary School, Hunkha District, Chainat Province, Thailand, the second semester of the academic year 2015. This study focused on the analysis of students’ generic structure development of recount writing texts through SFL perspective. Teaching of personal experience recount genre using the teaching-learning cycle of the SFL genre-based approach was employed to 26 Mattayom Suksa five students. The analysis of the students’ pretest writing texts showed that they could not control the structures of their texts in that these writing texts were non-conformed to the stages of recount writing, and the themes were sidetracked from the topic. However, when these students were exposed writing with the SFL genre-based approach, the analysis demonstrated that their personal experience recounts were positively developed with a higher degree of generic structure construction in terms of conformity when compared to the modeling texts of the literature review and the pretest texts at the commencement of the course. It was observable that all students could expand communicative details and dialogic expansion in their final personal experience recount texts from such the orientation stage, the series of the events and the re-orientation stage with some CODA, argumentative elaboration. This is argued that SFL genre-based approach helps promote the students’ understanding and writing ability about the meaning, purpose and organization of the personal experience recount texts insofar that they could independently execute the similar texts themselves in a more degree. The study suggested that the SFL genre-based approach should be promoted continuously to develop writing skill of secondary school students in all levels of education related or in other similar contexts.

scholarly journals UPPER-SECONDARY SCHOOL STUDENTS’ APPROACHES TO SCIENCE EXPERIMENTS IN AN EXAMINATION DRIVEN CURRICULUM CONTEXT

2020 ◽  
Vol 19 (4) ◽  
pp. 523-535
Author(s):  
Tamirirofa Chirikure
Keyword(s):  
Secondary School ◽  
Scientific Reasoning ◽  
Secondary School Students ◽  
Procedural Knowledge ◽  
Upper Secondary School ◽  
Iterative Approach ◽  
School Students ◽  
Linear Approach ◽  
Upper Secondary ◽  
Teaching Learning

This research explored upper-secondary school students’ approaches when they engage in planning and conducting science experiments. Approaches to science experiments are important because they provide insight into students’ scientific reasoning and their enactment of scientific methods. An explanatory mixed-methods design was employed to determine and explain students’ approaches to science experiments. Data were generated by administering a 15-item Approaches to Science Experiments Questionnaire (ASEQ) on 211 participants and interviewing a smaller sample of 33. The linear approach was predominant while the divergent approach was least adopted by the participants. The teaching-learning context, substantive and procedural knowledge lead to specific approaches and the emergence of subcategories of the three broad approaches. Capable students engaged in a self-directed iterative approach while external help resulted in an assisted iterative approach. Rigid and contrived linear approaches were a result of time constraints, substantive and procedural shortcomings. Scattergun and blanking divergent approaches emerged from extreme weaknesses in substantive and procedural knowledge. Assessing practical skills through long-term projects is recommended to focus more on developing students’ scientific reasoning and process skills. Research with the ASEQ in other teaching-learning cultures, observing students in action and analysing their write-ups could provide deeper insights into approaches to science experiments. Keywords: science experiments, divergent approach, iterative approach, linear approach, mixed methods.

Identity in adolescence and emerging adulthood: relationships with emotional and educational factors

2013 ◽  
Vol 44 (3) ◽  
pp. 266-276 ◽  
Author(s):  
Konrad Piotrowski
Keyword(s):  
Identity Development ◽  
Secondary School ◽  
Secondary School Students ◽  
Identity Crisis ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Identity Statuses ◽  
Upper Secondary ◽  
Shame And Guilt

Abstract In the processual approach to identity, the role of the interaction between subjective and contextual factors in the process of its development is emphasized. Based on the model of Luyckx et al. (2008) relationships between identity and educational context, as well as the tendency to experience shame and guilt were analyzed.. 821 people aged from 14-25 and belonging to six educational groups: (1) lower secondary school, (2) basic vocational school, (3) technical upper secondary school, (4) general upper secondary school, (5) post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) and (6) university, took part in the research. Two questionnaires were used: The Dimensions of Identity Development Scale (DIDS), to allow the measurement of the five dimensions of identity postulated by Luyckx et al (2008) and The Personal Feelings Questionnaire-2 (PFQ-2, Harder, Zalma, 1990) to measure of the shame and guilt proneness. The results show that general upper secondary school students in terms of the dimensions of identity are closer to lower secondary school students rather than to their peers from technical and vocational schools. Among general upper secondary school students not only was a higher intensity of an identity crisis observed, but also a strong tendency to experience shame and guilt. Among lower secondary school students and general upper secondary school students, people with diffusion and moratorium as identity statuses prevailed, while in the remaining groups the achievement and foreclosure identity were observed more frequently. A general relationship was also observed, namely, a greater tendency to experience shame was associated with a higher intensity of an identity crisis.

scholarly journals Ligga steget före: Barnskötares yrkesomdöme åskådliggjort genom bedömningshandlingar

2021 ◽  
Vol 11 (3) ◽  
Author(s):  
Enni Paul ◽  
Camilla Gåfvels
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Multimodal Interaction ◽  
Video Sequences ◽  
Upper Secondary School ◽  
School Students ◽  
Central Aspect ◽  
Upper Secondary

This study explores vocational judgement, which is discernible in the assessment actions of a supervising childminder directed towards upper secondary school students – while interacting with the children – during work-based learning in Sweden. The research aims to identify the characteristics of vocational knowing in terms of judgement, as exhibited in everyday interactions with children, by applying multimodal interaction ana-lysis to two video sequences from different Swedish preschools. The study findings show how vocational judgement – in the form of embodied discernment – is a central aspect of a childminder’s vocational knowing. Vocational judgement becomes discernible, for instance, in how supervising childminders are consistently one or several steps ahead of both children and upper secondary school students

scholarly journals The Instructional Design of an Online Learning Environment (RISSC) for Upper Secondary School Students’ Research Skills

2019 ◽  
pp. 174-182
Author(s):  
Louise Maddens ◽  
Fien Depaepe ◽  
Annelies Raes ◽  
Jan Elen
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Secondary School ◽  
Learning Environment ◽  
Secondary School Students ◽  
Online Learning Environment ◽  
Upper Secondary School ◽  
School Students ◽  
Research Skills ◽  
Upper Secondary

In today’s complex world, the acquisition of research skills is considered an important goal in (upper secondary) education. Consequently, there is a growing body of literature that recognises the value of well-designed (online) learning environments for effectively supporting the development of this complex set of skills. However, a clear consensus on how these research skills can be facilitated is currently lacking. Furthermore, interventions aiming to foster these skills are often implemented in specific domains, mostly in physics, biology and chemistry. In addition, current approaches to facilitation often refer to only a few epistemic activities related to research skills. Because of the broad and (mainly) domain-specific character of research skills, the purpose of this paper is to articulate the instructional design considerations for an online learning environment for upper secondary school students’ (broad set of) research skills in a(n) (underrepresented) behavioural sciences context.

scholarly journals The Level of Accuracy and Grammatical Complexity in Written Texts by Chinese Students

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Ling Yu
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
First Language ◽  
Negative Influence ◽  
Language Family ◽  
School Students ◽  
Subordinate Clauses ◽  
Upper Secondary ◽  
Grammatical Complexity ◽  
L1 And L2

The influence of the first language (L1) on the acquisition of a second language (L2) is inevitable. In addition, when L1 and L2 do not belong to the same language family, a negative influence, i.e., an interference, will occur. The current study aims to investigate the level of accuracy and grammar complexity in texts written by Chinese upper secondary school students from the perspective of language transfer. It involves an analysis of a small corpus comprising 54 texts with the use of the terminable unit (T-unit) measure. The finding shows that the Chinese writers produced a text with only a few error-free T-units largely due to the syntactical transfer from Chinese to English. With regard to grammatical complexity, subordinate clauses are frequent in the corpus but relative clauses are rare.

scholarly journals Views of secondary school students on ideal teacher qualifications: A phenomenological analysis

2021 ◽  
Vol 10 (1) ◽  
pp. 317
Author(s):  
Fatma Kalkan ◽  
Emine Dağlı
Keyword(s):  
Secondary School ◽  
Classroom Environment ◽  
Secondary School Students ◽  
Teaching Profession ◽  
Teacher Qualifications ◽  
School Students ◽  
Ideal Teacher ◽  
Interview Technique ◽  
Grid Technique ◽  
Academic Year

This research aimed to reveal the views of secondary school students on ideal teacher qualifications. For this purpose, research was carried out in a phenomenological pattern, which is one of the qualitative research methods. The study was carried out with 76 students who were studying in a secondary school in the 2017-2018 academic year. The data were obtained with the repertory grid technique and interview technique. As a result of the analysis of the data, it was seen that the qualifications of the teachers considered ideal by the participants were among the general competencies of the teaching profession. According to the results of this research, ideally, teachers are expected to provide good and fun lessons, not discriminate among students, be friendly and calm in communications with students, and ensure discipline and democracy in the classroom environment.

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