Secondary school students’ misconceptions in genetics: obstacles to learning and to address complexity

This paper analyzes the school experience of adult people that quit school without getting a Lower Secondary Education (ESO) degree. This paper analyzes what they say about their school days when minors and what they are experiencing as adult pupils in the so called Center for the Education of Adult People (CEPA). Work field is based on participant observation in classrooms in ten adult schools in the city of Madrid during the 2011-12 and 2012-13 academic years. On top of that, more than one hundred in-depth interviews with students of these schools were made. The analysis of the interviews allows for guessing the many difficulties these students confronted during their childhood and adolescence. Most of the interviewees talk about harsh situations as those related to family matters (divorces, deaths of parents and low levels of education and income), schooling in overcrowded classrooms or the fact of being an immigrant. Spanish economy has been able to thrive till the beginning of the economic crisis in spite of high levels of early school leaving rates. Nowadays, secondary education degree is the minimum educational degree to enter the labor market.

Evolution of the Concept of the Teaching Profession in Secondary School Teacher Training

Adolescence is a transitional stage of physical and mental human development with substantial risk for initiating substance use. The aim of this study was to assess knowledge and attitude of the secondary school and college students about drug abuse and participation in prevention programs. Design and Methods: descriptive comparative study. The study was carried out in technical secondary school in Tanta city and Faculty of Nursing, Tanta University, Egypt. The sample consisted of two groups where their total number constituted 406 students. The tools of the study: The first, structured interview sheet concerning socio-demographic data and knowledge of students regarding knowledge about 1) Drug abuse, 2) Participation in prevention programs. The second tool, it was used to measure the students' attitudes towards abuse and participate in prevention programs of it. Results: the study reveals that about two-thirds of the college students (65.02%) had information about the drug abuse dangers through various media as a main source of information, followed by (30.54% and 21.18%) from professors and subjects at the school and family respectively, compared to (35.47%) of the secondary school students who had information from colleagues and friends, while the information from family constituted 28.08%. (74.88%) of college students and (98.03%) of the secondary school students had poor score knowledge regarding drug abuse, there was statistically significant difference found. While (63.05%) of the college students and (63.55%) of the secondary school students had fair score knowledge regarding participation in prevention programs, there wasn't difference found. The students from two groups had a negative attitude toward drug abuse which represented about (96.55%) for college students and (100%) for the secondary school students, while the college students and secondary students had positive attitude toward participation in prevention programs (87.19% and 94.09% respectively), there were statistically significant difference were found. Conclusion: The students from college and the secondary school students had poor knowledge regarding drug abuse and both groups had fair knowledge regarding participation in prevention programs. On the other hand, the students from two groups had negative attitude toward drug abuse and participation in prevention programs. Recommendations: Secondary school and college based education program as a part of school and college curriculum and through community activities involving parents and faith- based organization. There is also a need for accompanying campaigns to increase the public awareness of the rationale for the drug abuse prevention and intervention initiatives proposed by the current study. This would make it easy to plan and implement them.

One of the core aspects of school counselling is to guide students in relation to the development of entrepreneurial skills which could be beneficial to their daily lives. The purpose of this paper was to assess the influence of educational counseling services like orientation and information services on enhancement of entrepreneurial skills among secondary school students in Bamenda city. The research design used in this study was the concurrent nested design. Qualitative data collected from 11 school counselors through the Educational Counseling and Entrepreneurship Interview Guide (ECEIG), were used to substantiate the quantitative data from 395 secondary high school students gotten through the Educational Counseling and Entrepreneurship Questionnaire (ECEQ). Descriptive statistics (in form of frequencies and percentages) and inferential statistics (Chi square, and regression analyses) were used to analyze the quantitative data. Thematic analysis is used to analyze qualitative data and results displayed in tabular and narrative forms. The findings reveal that: majority of the students (78%) received orientation service on entrepreneurial skills from their school counselors. A Chi Square test of association and a binary logistic regression revealed that there was a significant (P-value < 0.001) influence of orientation service on the enhancement of entrepreneurial skills among secondary school students in the Bamenda city. It was also noticed that majority of the students (68%) from the overall findings received information service on entrepreneurial skills from their school counselor. A Chi Square test of association and a binary logistic regression revealed a significant (P-value < 0.001) influence of information service on the enhancement of entrepreneurial skills among secondary school students in the Bamenda city. It is recommended that school administrators in collaboration with counselors should organize official yearly career orientation days and ensure that adequate information on entrepreneurial skills i made available for students.

The aims of this study was to investigate attitudes toward physical education and class preferences of Turkish secondary and high school students related to gender and age. The participants were 302 female (Mage = 13.11 ± 0.79) and 332 male (Mage = 13.14 ± 0.69) students from secondary school education aged 12 to 14 and 290 female (Mage = 16.48 ± 0.86) and 316 male (Mage = 16.42 ± 0.90) student from high school aged 15 to 17. A total of 1240 students voluntarily participated in this study. The Attitudes Toward Physical Education Scale (ATPES) was applied. ANOVA was used to determine differences in attitude toward PE between students from secondary and high schools and between girls and boys. In order to test differences in PE class preferences of students with regard to school context and gender, chi square analysis was conducted. Men scores of ATPES for secondary school and high school girl and boy students were determined 3.95 point, 4.01 point, 3.40 point and 3.77 point, respectively. Generally of secondary school students (%66.6) preferred coed physical education class, while generally of high school students (%69) preferred single-sex physical education class. This research verifies that attitudes towards physical education and PE class preferences change according to gender and age. SUMMARY Purpose and significance: The aims of this study was to investigate attitudes toward physical education and class preferences in Turkish secondary and high school students related to gender and age. In spite of the growth in the studies on the effectiveness of PE, sport science literature that have investigated students' attitudes toward PE and on PE class preferences according to age and gender are limited. Methods: The study was conducted during the 2006-2007 fall semester. Participants consisted of 1240 students from seven secondary and six high general schools of Bursa/Turkey. In this study, coeducational secondary and high schools were selected. The participants were 302 girls (Mage = 13.11 ± 0.79) and 332 boys (Mage = 13.14 ± 0.69) aged 12 to 14 from secondary education schools and 290 girls (Mage = 16.48 ± 0.86) and 316 boys (Mage = 16.42 ± 0.90) aged 15 to 17 from high schools. Two data collection instruments were administered. In the first section of the first personnel information, participants provide demographic related information such as age, grade, and gender. In the second section participants were asked: Which PE class do you prefer? Coed PE or Single sex The second instrument is the Attitude Toward PE Scale for Turkish students. Results: Findings of this study indicated a significant gender difference in high school students attitudes toward PE (F = 29.361; p 0.05 . The attitude scores of secondary school boys and girls respectively was (M = 4.01) and (M = 3.95). In addition, the attitude scores of secondary school boys (M = 4.01) were significantly higher (F = 26.245; p<0.05) than those of high school boys (M = 3.77), and the attitude scores of secondary school girls (M = 3.95) were significantly higher (F = 33.752; p<0.05) than those of high school girls (M = 3.40). In order to test differences in PE class preferences of students with regard to school context and gender, chi square analysis was conducted. Significant differences in PE class preferences were found between students from secondary and high schools (E 2 = 62.634; p <0.05). Most of the students from secondary schools (66.6%) preferred single-sex PE, whereas nearly most of the students from high schools (69%) preferred coed PE. Discussion and Conclusions: This research verifies that attitudes towards physical education and PE class preferences change according to gender and age. Secondary school students show more positive attitudes towards physical education than high school students. Boys show more positive attitudes than girls. In addition secondary school students preferred single-sex PE, whereas high school students preferred coed PE. In order to improve the attitudes of girls towards physical education, Ministry of National Education have to make some changes in physical education course curriculum. This change has to be from competitive physical education course model to a model that encompasses life-time sport, health, physical fitness, and well-being. Physical education course curriculums should be re-arranged to enable students to obtain necessary knowledge, skills and attitudes for a healthy and happy daily life. Moreover, all students must have the confidence and skills to continue physical activities in their future lives.

If the appearance of digital images does not coincide with what they look like when they are presented as authentic photos or videos, we must reflect on concepts such as mimesis, truth, Artificial Intelligence and impersonation, something that is currently gaining prominence in the education of teachers and university professors. The current study presents the results of a research focused on the scope and knowledge of the so-called ‘deepfake images’ by the university student body of the Visual and Plastic Education subject, in the Graduate Certificate in Primary Education, and the student body of the Activity Design subject, in the master’s degree in Secondary Education—Specialty in Drawing, in the subject of Activity Design, University of Zaragoza. To do so, a quasi-experimental design with qualitative methodology was used, in which of 100 students participated. As a data collection strategy, reports were used, based on semi-structured questions, for the analysis of the development of critical thinking. The achieved results allow us to verify that deepfakes put forward an innovation in the study by university classrooms. The use of these deepfake representations is a novel issue that generates some moral and ethical controversy due to the different uses it can have, where the age of the interpreter is a differentiating factor for the knowledge and the possibilities that these imaginaries present. Therefore, it is a work area belonging to the field of artistic education on which little exploration and research has been conducted. Based on the obtained results, we conclude that there is currently a better awareness on the part of artistic education, and of education itself, in general terms, regarding the knowledge by the students, the relevance of its use, and the possibilities of these technological tools, both in their creative aspect and their misinformative ones.

El quehacer profesional del profesorado es respaldado por una formación inicial que brinda la Escuela Normal en México y con la obtención del título de una Licenciatura en Educación, equivalente a los estudios de grado de Magisterio en Educación Superior. Este proceso formativo se presenta articulado con la propia historia personal, experiencias previas, motivaciones externas e internas más allá del cumplimiento de un currículo institucionalizado. La investigación de la Escuela Normal Superior Oficial de Guanajuato en México plantea develar el desarrollo de la identidad profesional del estudiante considerando su trayectoria personal como un proceso de socialización profesional con creencias pedagógicas que emergen de diversas vivencias para orientar la identidad docente. Bajo la metodología de la Teoría Fundamentada se analiza el discurso de alumnos de la Licenciatura en Educación Secundaria, Especialidad en Telesecundaria y Matemáticas en una narrativa autobiográfica. En la elaboración de teoría sobre el objeto de estudio se parte del análisis inductivo de los datos cualitativos. Su selección se define por muestreo teórico y saturación, con un ordenamiento conceptual, codificación y comparación constante hasta identificar las categorías con propiedades comunes. Se concluye que las voces de los estudiantes de primer grado, se sitúan en tres ámbitos socioculturales: influencia recibida, idea vocacional y necesidad laboral, los cuales contienen significados de la estructura mental interna previa a su llegada a la Escuela Normal e ideas preconcebidas acerca del mundo pedagógico, del ser del profesor, y son el escenario en que forman nuevas concepciones y abandonan otras, en un bucle ascendente de conocimientos, experiencias y retos durante el proceso de la formación inicial del profesorado en Guanajuato, México.

THAT a text-book of elementary foundry practice should be required for the use of students in secondary schools reads strangely in this country, but indicates how far trade practice is being brought into school curricula in the United States; and this work is by the instructor in forge and foundry practice in the University High School and the University, Chicago. A careful perusal of the book shows that it is the practice of the foundry—and that mainly of moulding—that is treated of, and not the science underlying foundry work. Only hand tools and such moulding as can be done with them are described, and the making of moulds for the production of steel castings is not included.

The objective of this study is to identify whether there is a statistically significant difference in secondary school students' attitudes toward the geography course on the basis of certain variables. The sample of the study was composed of a total of 899 students including 509 female students and 390 male students. The data were obtained through the 'Personal Information Form' which was created by the researcher and the 'Attitude Scale'. The findings demonstrated that there was a statistically significant difference in the attitude scores on the basis of the variables of 'age', 'class year', 'participation in geography field trips', 'satisfaction with teacher's use of student-centered active teaching in the course', 'playing orienteering game', 'use of social media', 'establishing relationship between media and geography' and 'establishing relationship between daily life and geography'. In conclusion, it was found that, in general, the secondary school students had moderately positive attitudes toward the geography course. It may be asserted that the female and male students developed similar attitudes towards the geography course. In addition to this, in this study, it was found that participation in geography trips positively affected the participants' desire to learn. Moreover, it was observed that the students who established a relationship between geography and daily life had a more positive attitude towards the geography course. Furthermore, the students who could establish a relationship between media and geography showed a much more positive attitude towards the geography course. It was determined that the secondary school students who were able to associate movies, TV series, news and game shows with geography had more positive attitudes towards the geography course.

This research aims to: 1) investigate the current state and concepts of real-life learning in Thai and international educational contexts; 2) explore the needs for developing real-life learning management based on the Happiness Farmer Field School approach to promote sustainable citizenship among secondary school students; and 3) design an innovative real-life learning program based on the Happiness Farmer Field School approach to promote sustainable citizenship among secondary school students. Employing a participatory action research (PAR) design, this qualitative study gathers data from 21 key informants. Data collection tools include: 1) open-ended questionnaires on the challenges and needs of schools regarding the development of innovative real-life learning based on the Happiness Farmer Field School approach to promote sustainable citizenship among secondary school students, distributed to school administrators, teachers, and parents; and 2) questionnaires on the essential content for students in the area regarding the development of innovative real-life learning based on the Happiness Farmer Field School approach to promote sustainable citizenship among secondary school students. The research findings revealed the following: 1) Current learning management practices and school curricula are misaligned with learners' contexts, rendering the content impractical for real-life application, while the assessment methods fail to reflect the learners' contexts and lack stakeholder participation; 2) There is a need for curricula and learning management that are relevant to the local context, allowing stakeholders to participate in designing learning experiences that align with the community's needs; 3) Diverse with one another. In this new educational allowing stakeholders to participate in designing learning experiences that align with the community's needs; 3) Diverse assessment methods that are appropriate for the students' context are required; and 4) A synthesized knowledge framework for real-life learning management, based on the Happiness Farmer Field School approach to promote sustainable citizenship in secondary school students, has been developed, comprising five learning units: 1) Young Community Agricultural Explorers, 2) Agricultural Social Thinkers, 3) Future Thinkers, 4) Young Agricultural Innovators, and 5) Social and Environmental Entrepreneurs.

Abstract: Fostering Food Sustainability: Enhancing Awareness Of Local Food Consumption Among Secondary School Students. Background and Objective: This study aims to explore the awareness of secondary school students regarding local food consumption, particularly in Serang City, Indonesia, through indicators of knowledge, attitudes, and behavior. Method: Involving 325 students, the research employed a quantitative approach with a cross-sectional survey design. Findings: The findings revealed that 70.2% of students demonstrated a good understanding of local food sustainability; however, only 61.4% showed positive attitudes, and 54.8% exhibited behavior aligned with local food consumption in daily life. Pearson correlation analysis indicated a significant but weak relationship between students’ knowledge and attitudes (r=0.112; p&lt;0.05), while the relationships between knowledge and behavior, as well as attitudes and behavior, were not statistically significant. These inconsistencies suggest that increasing knowledge does not automatically lead to positive attitude and behavior changes. Therefore, a more integrated approach to food sustainability education is required, including the incorporation of sustainability themes into school curricula, project-based learning, and policies to control the availability of unhealthy processed foods on school campuses. These strategies align with achieving Sustainable Development Goals (SDG) 3 (Good Health and Well-being), SDG 4 (Quality Education), and SDG 12 (Responsible Consumption and Production). Conklusion: In conclusion, while students demonstrate a good theoretical understanding, more effective interventions are needed to encourage the adoption of attitudes and behaviors that support sustainable and healthy local food consumption. This study recommends collaboration among the government, educational institutions, and communities to create a generation more conscious of food sustainability.Keywords: education, food sustainability, local food consumption, SDGs.

Introduction: Academic achievement is one of the most important variables in determining educational outcomes and success outside of school. This study is about the relationship between self-awareness as part of socio-emotional learning and its implications on students’ academic achievement among O-level students in secondary schools in Kyabugimbi Sub County. Objectives: The study sought to examine the relationship between self-awareness and students’ academic achievement among O-level students in secondary schools in Kyabugimbi Sub County. Methodology: A cross-sectional study design was used where data was collected at a single point in time. The study population comprised of 2,682 students in S1-S3 in six secondary schools in Kyabugimbi Sub County. The sample size comprised of 235 students. Data was collected using a self-administered close-ended questionnaire and analyzed by generating inferential statistics. Findings: The study findings show a strong positive significant relationship (r=0.681**; p&lt;0.05) between self-awareness and students’ academic achievement among O-level students in secondary schools. Conclusions and recommendations: The study concludes that self-awareness is one of the critical aspects for socio-emotional learning that play a significant role towards the students’ academic achievement. The study recommends policymakers to prioritize self-awareness programs in schools, integrating self-awareness activities into the school curriculum, training teachers to help students develop self-awareness and educating parents on fostering the importance of self-awareness needs of their children at home

Uspostavljanje modela filmske edukacije u srednjoj školi

History subject is often considered to be a complex subject and there is no room for creative practice in teaching to create a sense of interest in the subject within the secondary school students. There is a literature review that shows an increase in students' interest through the use of teaching aids (ICT) in a lesson. While at the same time there is also a literature review that shows a decline of students' interest in History subject learning due to classroom teaching practices. Therefore, the creative practice in teaching by History teachers should be taken into account in an effort to foster a culture of creativity among secondary school students. Thus, this concept paper was developed to discuss the history teacher's competence and its contribution to the practice of the values empathy and historical thinking skills among secondary school students. Among the competencies studied are related to the knowledge and application of historical curriculum, historical goals and historical pedagogy that focus on aspects of empathy and historical thinking. Overall, this study will be helpful to all parties in an effort to increase competency among history teachers in Malaysia which will eventually lead to the formation of human capital among secondary school students.

This study seeks to address critical gaps in climate change education research with regard to (1) emotions triggered in teenage students learning about climate change, (2) the students’ complexity thinking competence in the context of climate change consequences, and (3) the interconnections between different types of emotions and the levels of complexity thinking competence in teenagers’ explanations of climate change. The study drew on quantitative and qualitative data from 315 (2013–2015) and 246 (2021) teenage secondary school students from a pre-/post-intervention survey from Austria’s year-long k.i.d.Z.21—Competent into the Future program, in which almost 3,500 students aged between 13 and 19 have participated up to now. Climate change triggered expected types of emotions in students. Following exploratory factor analyses, these were clustered into two groups. Multilevel modeling revealed that the k.i.d.Z.21-modules had no influence on teenage students’ levels of complexity thinking competence in their explanations of climate change for themselves and humanity in general. The first group of emotions (i.e., angry, sad, helpless, insecure, worried and inspired to act) was associated with higher levels of complexity thinking competence in participants’ answers to questions about climate change and, therefore, designated “stimulation”. The opposite was true for the second group (i.e., apathetic, annoyed, and hopeful), which diminished the level of complexity thinking competence in responses and, therefore, designated “attenuation”. Future studies are encouraged to draw on the emotion measures developed for this study to replicate and advance this study’s findings. Educationists are urged to pay greater attention to emotions in climate change education.