scholarly journals THE NATURALISTIC CONCEPTUALIZATIONS ABOUT MORALITY OF SCHOOL AGED CHILDREN: AN EXPLORATORY INVESTIGATION

2021 ◽  
Vol 9 (21) ◽  
Keyword(s):  
Secondary School ◽  
Social Order ◽  
Theoretical Background ◽  
Structured Interviews ◽  
School Students ◽  
Chi Square ◽  
School Aged Children ◽  
Exploratory Investigation ◽  
Secondary Grades ◽  
Primary And Secondary School

This study aimed to examine the naturalistic moral conceptualizations of school aged children with an exploratory investigation, notwithstanding any theoretical background. Semi-structured interviews were conducted with 193 primary and secondary school students (Age range: 7-15 years) from different regions and cities in Turkey. Open-coded content analysis has been used to reveal the most frequent conceptualizations about being a good or bad child. Chi-Square analyses have been conducted to explore if any differences were evident among school periods (primary vs. secondary grades) and gender. The findings showed that children expressed their conceptualizations about being a good child through the concepts of helping others, helping family members, sharing, not saying bad words, listening to advice, respecting nature, being reliable, tolerant, and compassionate person. Thus, respect, benevolence, and being virtuous were essential moral conceptualizations. Similarly, concepts about maintaining healthy relationships were also evident for the conceptualizations of a bad child: physical harm, bullying, property damage, saying bad words, disobedience, and being disrespectful toward parents. Additionally, chi-square results demonstrated that being disrespectful was an important concept to describe the characteristics of a bad child, for boys rather than girls. Results mostly indicate that school aged children construct morality within the perspective of relationship regulation and social order. Keywords Morality, naturalistic conceptualizations, primary and secondary school children, relationality

scholarly journals Prevalence of reduced visual acuity among school-aged children and adolescents in 6 districts of Changsha city: a population-based survey

2020 ◽  
Author(s):  
Menglian Liao ◽  
zehuai cai ◽  
Muhammad Ahmad Khan ◽  
Wenjie Miao ◽  
Ding Lin ◽  
...  
Keyword(s):  
Visual Acuity ◽  
Secondary School ◽  
Secondary School Students ◽  
Population Based ◽  
Primary Grade ◽  
School Students ◽  
School Aged Children ◽  
Distant Visual Acuity ◽  
Grade 3 ◽  
Primary And Secondary School

Abstract Background: To calculate and evaluate the prevalence of reduced uncorrected distant visual acuity (UCDVA) in primary and secondary school students in 6 districts of Changsha, Hunan, China. Methods: A population-based retrospective study was conducted in 239 schools in 6 districts of Changsha. After routine eye examination to rule out diseases that can affect refraction, 250,980 eligible students from elementary, middle and high schools were enrolled in the survey. Then the uncorrected distant and near visual acuity of each eye were measured. Categories of schools, districts, grades, eye exercises and sports time were also documented and analyzed. Results: The overall prevalence of reduced UCDVA was 51.8% (95% confidence interval [CI]: 51.6%-52.0%) in 6 districts of Changsha. Results of individual districts were as follows: Furong district 59.9%(95% CI: 57.9%-61.8%), Tianxin district 62.3%(95% CI: 60.5%-64.0%), Wangcheng district 47.8%(95% CI: 46.8%-48.8%), Kaifu district 58.5%(95% CI: 58.0%-58.9%), Yuhua district 47.0%(95% CI: 46.7%-47.4%) and Yuelu district 52.6%(95% CI: 52.3%-52.9%). The proportion of normal VA is seen to decrease from primary grade 3. The proportion of mildly reduced UCDVA is higher in primary grade 1 and 2. The proportion of moderately reduced UCDVA remains similar during 12 grades. The proportion of severely reduced UCDVA increases with grades. Multivariate analysis shows that the prevalence of reduced UCDVA is higher in key schools (odds ratio [OR]= 1.47, 95% CI 1.44-1.50) than non-key schools. Conclusions: According to the existing data analysis results, the prevalence of reduced UCDVA among primary and secondary school students in Changsha is very high. Some effective measures need to be taken to prevent it.

scholarly journals Prevalence of reduced visual acuity among school-aged children and adolescents in 6 districts of Changsha city: a population-based survey

2020 ◽  
Author(s):  
Menglian Liao ◽  
Zehuai Cai ◽  
Muhammad Ahmad Khan ◽  
Wenjie Miao ◽  
Ding Lin ◽  
...  
Keyword(s):  
Visual Acuity ◽  
Secondary School ◽  
Secondary School Students ◽  
Population Based ◽  
Primary Grade ◽  
School Students ◽  
School Aged Children ◽  
Near Visual Acuity ◽  
Grade 3 ◽  
Primary And Secondary School

Abstract Background: To calculate and evaluate the prevalence of reduced visual acuity(VA) in primary and secondary school students in 6 districts of Changsha, Hunan, China. Methods: A population-based retrospective study was conducted in 239 schools in 6 districts of Changsha. After routine eye examination to rule out diseases that can affect refraction, 250,980 eligible students from elementary, middle and high schools were enrolled in the survey. Then the uncorrected distant and near visual acuity of each eye were measured. Categories of key schools, districts, grades, eye exercises and sports time were also documented and analyzed. Results: The overall prevalence of reduced VA was 51.8% (95% confidence interval [CI]: 51.6%-52.0%) in 6 districts of Changsha. Results of individual districts were as follows: Furong district 59.9%(95% CI: 57.9%-61.8%), Tianxin district 62.3%(95% CI: 60.5%-64.0%), Wangcheng district 47.8%(95% CI: 46.8%-48.8%), Kaifu district 58.5%(95% CI: 58.0%-58.9%), Yuhua district 47.0%(95% CI: 46.7%-47.4%) and Yuelu district 52.6%(95% CI: 52.3%-52.9%). The proportion of normal VA is seen to decrease from primary grade 3. The proportion of mildly reduced VA is higher in primary grade 1 and 2. The proportion of moderately reduced VA remains similar during 12 grades. The proportion of severely reduced VA increases with grades. Multivariate analysis shows that the prevalence of reduced VA is lower in the province level key schools (odds ratio [OR]=1.23, 95% CI 1.13-1.33) than in the municipal level key schools (OR=1.47, 95% CI 1.44-1.50). Conclusion: According to the existing data analysis results, the prevalence of reduced VA among primary and secondary school students in Changsha is very high. Some effective measures need to be taken to prevent it.

scholarly journals Systematic Review on Which Analytics and Learning Methodologies Are Applied in Primary and Secondary Education in the Learning of Robotics Sensors

Sensors ◽  
2020 ◽  
Vol 21 (1) ◽  
pp. 153
Author(s):  
Daniel Amo ◽  
Paul Fox ◽  
David Fonseca ◽  
César Poyatos
Keyword(s):  
Systematic Review ◽  
Secondary Education ◽  
Secondary School ◽  
Learning Analytics ◽  
Secondary School Students ◽  
Project Based Learning ◽  
Educational Robotics ◽  
School Students ◽  
Primary And Secondary Education ◽  
Primary And Secondary School

Robotics technology has become increasingly common both for businesses and for private citizens. Primary and secondary schools, as a mirror of societal evolution, have increasingly integrated science, technology, engineering and math concepts into their curricula. Our research questions are: “In teaching robotics to primary and secondary school students, which pedagogical-methodological interventions result in better understanding and knowledge in the use of sensors in educational robotics?”, and “In teaching robotics to primary and secondary school students, which analytical methods related to Learning Analytics processes are proposed to analyze and reflect on students’ behavior in their learning of concepts and skills of sensors in educational robotics?”. To answer these questions, we have carried out a systematic review of the literature in the Web of Science and Scopus databases regarding robotics sensors in primary and secondary education, and Learning Analytics processes. We applied PRISMA methodology and reviewed a total of 24 articles. The results show a consensus about the use of the Learning by Doing and Project-Based Learning methodologies, including their different variations, as the most common methodology for achieving optimal engagement, motivation and performance in students’ learning. Finally, future lines of research are identified from this study.

scholarly journals Secondary School Students’ Perception of the Acquisition of Social Science Skill

2021 ◽  
Vol 10 (4) ◽  
pp. 126
Author(s):  
José María Álvarez Martínez-Iglesias ◽  
Pedro Miralles Martínez ◽  
Jesús Molina Saorín ◽  
Francisco Javier Trigueros Cano
Keyword(s):  
Secondary School ◽  
Social Science ◽  
Demographic Variables ◽  
Quantitative Methodology ◽  
Analysis Software ◽  
School Students ◽  
Chi Square ◽  
Chi Square Test ◽  
Linearity Test ◽  
Ordinal Test

The aim of this study is to find out the relevance of the competences worked on in the area of social science, specifically in the subjects of geography and history, through the perceptions of pupils in the 4th year of compulsory secondary education (ESO). In order to carry out the survey, a purposive sampling was carried out in which more than 1400 4th year ESO students (in Spain) participated. In addition, using a Likert-type scale of our own creation called Evaluation of the Perception of Social Science Competences (EPECOCISO) and following a design of quantitative methodology, an exploratory factor analysis was carried out with the analysis software SPSS through the descriptive process, which allowed us to select the three factors that make up the study. Subsequently, correlations were established between factors through Pearson’s test, and between the different variables that make up each one of them with the socio-demographic variables (distinguishing between ordinal and nominal variables) through the chi-square test of independence and Cramer’s V test (nominal), as well as the linearity test, Goodman’s gamma test, and the Kruskal (ordinal) test. Finally, one of the most important conclusions of this study is that the difficulties encountered by students in the acquisition of competences is conditioned by the development of the assessment processes that are carried out.

scholarly journals Discourse markers in non-native EFL teacher talk

2017 ◽  
Vol 7 (4) ◽  
pp. 649-671 ◽  
Author(s):  
Gloria Vickov ◽  
Eva Jakupčević
Keyword(s):  
Secondary School ◽  
Classroom Management ◽  
Classroom Discourse ◽  
Secondary School Students ◽  
Discourse Markers ◽  
School Students ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Discourse Organization ◽  
Primary And Secondary School

The present study aims to investigate the use of discourse markers (DMs) in non-native (Croatian) EFL teachers´ talk with primary and secondary school students. The study concentrates on the occurrences and frequencies of DMs, but it also provides an account of the function distribution of the three most frequently used DMs (ok, so, and). The quantitative and qualitative analyses of the recorded transcriptions reveal that the teachers use a variety of DMs, almost exclusively the ones typical of classroom management and classroom discourse organization, with no significant differences in the patterns of DM use with the primary and secondary school students. The DMs fulfill a number of structural and interpersonal functions mainly aimed at providing coherent and stimulating classroom discourse. The findings of this study might contribute to raising awareness of the diversified functions of DMs, which could facilitate non-native EFL teachers´ overall lesson organization and structuring of particular teaching segments.

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