Conceptual Fields and Magnetic Field: a theoretical model for epistemological classification of tasks in magnetostatics

This work presents a theoretical model for epistemological classification of tasks in magnetostatics aimed at High School and Higher Education. The approach is based on the theory of conceptual fields and includes classification in terms of thought operations necessary to solve the tasks and in these situations’ parameters. Four primary classes of situations are proposed, namely, description of magnetic interactions, analogic symbolization of magnetic fields, non-analogic symbolization of magnetic fields and calculation of magnetic fields. These classes cannot be reduced one to another, however they can occur simultaneously in the same task. Each one was subdivided in secondary classes of situations based on parameters they can assume and ordered by epistemological complexity. As contributions for physics teaching research this work offers a theoretical-methodological model for analyzing students’ progression in the conceptual field of magnetostatics, a conceptual structure for building situations based on predicative and operational competences for understanding the concept of magnetic field, and a practical example of epistemological classification of situations that can be adapted for other areas of Science like Quantum Mechanics, for example.

Assessing Writing in French-as-a-Foreign-Language: Teacher Practices and Learner Uptake

Formative assessment and adaptive instruction have been focus areas in Norwegian educational policy for more than a decade. Writing instruction in the language subjects is no exception; assessment of writing should help the learners improve their writing skills and, thus, feedback must be adapted to the individual learner’s needs. The present study aims to shed light on the relations between teacher feedback practices and learner uptake in French-as-a-foreign-language upper secondary classes in Norway. Using material from a longitudinal corpus of learner texts, including teacher feedback (the TRAWL corpus), the study investigates the written feedback practices of three L3 French teachers, and explores whether any signs of uptake can be identified in 27 learners’ new pieces of writings. The findings show that although the teachers followed best practice principles for formative assessment and written corrective feedback, less than half of the students showed any signs of uptake in subsequent pieces of writing. With one exception, these were students with an intermediate-high to very high proficiency level in French. The study emphasises the importance of strategies that could encourage learners to use the feedback they receive, thus moving the centre of attention from teacher practices to learner activities.

Transformational Learning Strategies for the Secondary General Music Classroom

This article discusses transformative learning in secondary general music (SGM), while considering students’ transitions from elementary to secondary music classes. SGM is uniquely situated for expanded pedagogies and musicianship, yet a gap in music activities persists between elementary and secondary classes and between home and school. The authors suggest that autonomous learning opportunities can foster ownership and meaning making for students toward lifelong musicianship as well as toward transformative learning. Three overlapping aspects of transformative SGM are discussed: skill-building, exploring contextual understandings, and making time and space for creativity and ownership. Emergent curricula that take students’ interests and experiences into account is encouraged. The authors advocate for projects that encourage collaboration beyond the school walls to foster purposeful connections to prior learning and personal music growth.

Emergent Implications of the ‘Combined School’ Phenomenon: Lessons from the Upgraded Nangula Combined School in Limulunga District, Zambia

This study was conducted at Nangula Combined school in Limulunga District of Western Province, Zambia. It investigated the emergent implications of the ‘Combined School’ phenomenon through experiences of selected stakeholders of the said school using qualitative methodology and Case Study design. The study sample had 25 participants who were purposively sampled. Key findings of the study revealed that the school had experienced some slight positive changes in infrastructural development. The study also revealed that the introduction of senior secondary classes in the school had been appreciated by all stakeholders as it had reduced some distances that learners cover to access education. On a negative part, the study found that the school had a critical shortage of staff accommodation. The few available houses were in a dilapidated state. Inadequate desks, tables and chairs and weekly boarding facilities also characterized the experiences in this school. Further findings of this study were that the school was understaffed, especially at the primary section, which had three teachers only. Besides, the existence of both primary school trained teachers and secondary school trained teachers in one school enhanced the superiority and inferiority complexes. The school had an inadequate supply of teaching and learning resources coupled with the absence of specialized rooms, technology facilities like mobile network and internet connectivity. Thus, it is recommended that the government should embark on infrastructural development and provide adequately trained teachers. Provision of teaching and learning resources and more desks, chairs and tables should be a priority. It is important also to facilitate the upgrading of teachers who have acquired higher professional qualifications. To curb the inferiority and superiority perceptions that exists between the secondary trained teachers and the primary trained teachers, the study recommends that the two sections be split and work independently.

MOTIVATION FOR ATTENDING PHYSICAL EDUCATION LESSONS BY 14-15 YEAROLD STUDENTS

The level of motor training of students is not a stable index over a period of time. It degrades if the physical activity of the individual is reduced or the practice of physical exercises does not have a systematic character. This process takes place, for example, at the beginning of the school year, for the students who did not play sports during the holidays. For this reason, one of the tasks of physical school education is to train - educate students and form the stable motivation for practicing physical exercises throughout the year, the formation of the skills and abilities to organize the physical activity independently, based on the consideration that, over time, the motivation for practicing physical exercises will decrease. But the motivation is closely related to the gratification of what students have in relation to the physical education lessons. It has been established that the gratification of the physical education lessons is tested by 60% of the students in the primary classes, while in the secondary classes only 30%. The degree of gratification from the physical education lessons is an important component of the children's attitude towards this discipline. Motivated physical activity is one of the most important characteristics of modern physical culture.

Perception and Interest of English Language Learners (ELL) toward Collaborative Teaching; Evaluation towards Group Activities

This study focuses on evaluating the perceptions of Saudi ELLs enrolled in secondary classes, with an emphasis on group activities. A total of 424 ELLs were enrolled in this study on the basis of purposive sampling technique from eight public schools in Riyadh city, Saudi Arabia during the time period of January 2020 to May 2020. A close-ended questionnaire comprising 23 items was distributed online to collect data regarding perceptions of participants towards collaborative teaching and group activities. Descriptive statistics, independent t-test and One-Way ANOVA were used as statistical tools to analyze the data through SPSS version 25.0. Collaborative teaching techniques and group activities were preferred by ELLs with respect to gender differences and grade-level differences, respectively. It was concluded that students studying in different classes preferred group activities in comparison with collaborative teaching techniques.

Students’ experiences and learning of social inclusion in team activities in physical education

Physical education (PE) can be a context in which students are ‘educated through the physical’, which includes the possibility to learn social inclusion as an important life skill and contributor to the greater good of society. A key goal in the Norwegian educational system is that such positive life skills become internalised in students. The aims of this study were to understand students’ experiences of and behaviour towards social inclusion – such as passing the ball – in team activities and how the teacher facilitated the learning of social inclusion. We use Dewey’s pedagogical perspective on education, and Johnson and Johnson’s cooperative learning model to discuss possible consequences and implications of our findings. The participants consisted of two secondary classes from two state schools in Norway, where one class was investigated in depth. Methods comprised written narratives, interviews, observation and video recordings of PE lessons. Data creation was triangulated, and thematic analysis was conducted. The results highlighted a paradox between students’ experiences of and behaviour towards social inclusion in team activities. Students disliked socially exclusive behaviours, but they often provided positive feedback when the behaviour was seen as successful in the context of a game; furthermore, students could themselves behave in a socially exclusive manner. Although the teacher could ‘teach by telling’ the students to pass the ball or by having rules, passing the ball did not become internalised in students. We discuss a model of ‘learning through experiences and reflections’, according to which students may learn to become socially inclusive beings.

Programs for the Prevention of Adolescent Bullying in the Activities of a Teacher-Psychologist

Prevention of adolescent bullying is one of the leading areas of activity of a teacher-psychologist. Being a widespread issue of the modern school bullying in adolescence demands to be separated from other aggressive behaviors by specific criteria. There are: primary prevention, aimed at pre-venting bullying situations in an educational institution, at forming public unacceptance of aggressive behavior, at creating an active position to stop it; secondary prevention, which implies the containment of provocative bullying factors and the strengthening of protective factors (first of all, the optimization of relationships in the adolescent environment and the dyads “adolescent — adult (teacher, parent)”; tertiary prevention, which is a set of measures of psychological assistance to victims, abusers and witnesses of bullying and their social environment. At each level of preventive work, measures are developed in four main directions: work at the school level in general, work at the school class level, work at the family level, work at the individual level (with an adolescent). In each of these areas of work, a teacher-psychologist, classroom teachers of secondary classes, a social teacher, and deputy director for educational work have their own tasks and responsibilities. They take part in the development of a unified school anti-bullying program as members of a single team. There are specifics in prevention programs — depending on the role of an adolescent in bullying: a victim, an abuser or a witness. The basis for the development of a bullying prevention pro-gram at school is to understand and take into account the main patterns of school bullying identified on the basis of the analysis of the results of scientific research in this area, as well as an analysis of the specific situation in an educational institution and school monitoring data on bullying cases.

Substance Abuse among In-School and Out-Of-School Youth in Sokoto, Northwestern Nigeria

The objective of this study was to investigate substance abuse amongst in-school and out-of-school youth in Sokoto, northwestern Nigeria using cross-sectional descriptive survey. In the course of the survey, the commonly use substances, causes, effects, and protection were assessed. The data obtained show that, most of the respondents were males (93%), only few were females (6.7%). All the respondents were Muslims. Most of the out-of-school youth (OSY) were married (80%) and only 6.7% are married among in-school youth (ISY).The respondent’s age was within 18-22 years in most cases. Most (80%) of ISY were at senior secondary classes, 46.7% of OSY left school after primary education, 26.7% never attended school. Most of the respondents have more than 2 kids (93.3%), only 6.7% have about 10 kids. Commonly cited drugs are: cigarette, cannabis, alcohol, inhalants, tranquilizers, opiates, and hallucinogens. Reasons for substance abuse were: social/ peer pressure, rebellion, overwork/learning, shyness, fear, parental influence, fun and lack of role model. It also revealed that ISY started drug use earlier than the OSY. Friends, drug pushers, curiosity introduced youth to drugs. Effects of substance abuse are: bad temper, disturbed sleep, ill-health, depression, anxiety, tiredness, disrespect, failure at workplace/school on individual. At family level the effects include: disgrace, breakdown of relationship, loss of confidence in child, and ill-health. While at friend’s level, the effects include: breakdown of relationship, fear, anxiety. And at community or society levels, the effects listed were: crime, reduced productivity, violence, ill-health, high cost of treatment, accidents. To protect youth from substance abuse diverse efforts by governmentand NGOs and interventions are required. Keywords: Substance abuse, drug, out-of-school youth, in-school youth, key informants, public health