High School Class Research Articles

제4차 산업혁명 시대의 교사 역량에 대한 특수교사의 중요도와 실행도 분석

Purpose: The purpose of this study was to analyze the importance and implementation of special education teachers on teacher competency in the era of the 4th Industrial Revolution.
 Method: The subjects of this study are 108 special teachers (special schools, special classes in elementary, middle and high schools, and special education support centers) in the Jeollabuk-do.
 Results: First, teacher competencies required in the era of the 4th Industrial Revolution include intelligent information competency, convergent and integrated reconstruction competency, collaboration and communication competency, community competency, and emotional competency. As a result of investigation about the difference between the importance level and the performance level for each sub-area recognized by special teachers, the importance level was higher than the performance level in all sub-areas. Second, in the metric aspects of the sub-areas of the teacher competency required in the era of the 4th Industrial Revolution recognized by special education teachers, the competencies with high future usefulness and readiness were collaboration and communication competency, intelligent information competency, and emotional competency. Competencies with low future usefulness and readiness were convergent and integrated reconstruction capabilities and community capabilities.
 Conclusion: The results of this study provide a suggestion on teacher training and supporting plans to strengthen the competency that special education teachers should have in the field of special education in the era of the 4th industrial revolution.

Promoting evolution acceptance through philosophical dialogue in the classroom

ABSTRACT Numerous studies have shown that a considerable number of students do not accept the theory of evolution, prompting the scientific community to seek ways to improve how lessons on evolution are designed in order to promote students’ acceptance. A crucial factor identified in many studies is students’ comprehension of the nature of science and their perceived conflict between religious beliefs and evolution. Our research aimed to investigate the effects of philosophical dialogues on evolution acceptance, with a specific focus on the relationship between religion and science. We conducted an intervention study in 21 high-school classes in Switzerland. Our findings suggest that high-quality philosophical dialogues can enhance students’ acceptance of evolution by addressing the perceived conflict between it and religious beliefs. Conversely, low-quality dialogues may intensify the influence of religiosity, negatively affecting evolution acceptance. Our study underscores both the importance of applying philosophical methods skilfully and the potential benefits of incorporating philosophical dialogues into teaching practices. It also highlights the value of fostering a nuanced understanding of the interplay between religion and science in the context of evolution education.

Makna Simbolik Natas Banyang Pada Upacara Pernikahan Adat Dayak Maanyan di Barito Timur Dan Implikasinya Terhadap Pembelajaran Sastra di SMA

The purpose of this study was to obtain the symbolic meaning of Natas Banyang at the Maanyan Dayak Traditional wedding ceremony in east Barito and its implications for literatur learning in SMA. The purpose of this study was to describe: (1) the symbolic meaning of events in natas banyang (2) symbolic meaning of objects in natas banyang (3) the symbolic meaning of language in natas banyang (4) implications for learning literature in high school class X. This study uses a qualitative opproach method. The data source for this research is the natas banyang process and interviewing traditional mantir. The objects of this study are all the symbolic meanings of natas banyang at the Maanyan Dayak traditional wedding ceremony in east Barito. The results of this study areas follows. (1) The symbolic meaning of events in natas banyang (2) The symbolic meaning of objects used in natas banyang (3) the symbolc meaning of language in natas banyang (4) Used in teaching literature for class X SMA, In accordance with KD 4.1 Interpreting the meaning of pantun texts both oral or written. Indicator 4.1. Identifying the linguistic elements of the pantun texts both oral or written. Indicator 4.1.1 Identefying the linguistic elements of the pantun text 4.1.2 interpret the pantun text. natas banyang at the maanyan Dayak traditional wedding ceremony in east Barito which aims to develop knowledge in regional culture.

The Features of ABAC Construction and Its Application in Chinese Second Language Teaching

This study aims to provide guidance on how to help students master ABAC construction better, in terms of syntactic features, semantic features, as well as pedagogical methods. Based on the literature review, we analyzed the internal structure of ABAC construction. We selected 38 examples of ABAC construction applicable to teaching Chinese as a second language combined with the textbook Chinese Roadmap used in junior high school classes in Hong Kong. These sentences were analyzed both syntactically and semantically to identify the commonalities of the ABAC constructions syntactic and semantic features, and investigated the patterns to obtain a systematic understanding of its characteristics. By integrating the characteristics of ABAC construction, we proposed teaching suggestions for teaching Chinese as a second language, including syntactic features, semantic rules, and teaching methods, hoping to deepen the learners systematic comprehension of ABAC construction and to provide a valuable reference for teaching Chinese construction as a second language.

Analysis of Learning Media Development Needs Exe Learning Straight Motion Material Changes Regularly for Senior High School Class XI

The purpose of the study entitled Needs Analysis of Learning Media Development Exe Learning Straight Motion Material Changes Regularly for Senior High School Class XI is to conduct a needs analysis to find out how much students and teachers need to develop E-module learning media based on the Exe learning application on Straight Motion Changing Regular Class XI material. The method used is the qualitative descriptive method. Data collection techniques carried out in this study were carried out by observation and interview activities. The instruments used are the observation data collection technique using an observation sheet instrument and when the interview data collection technique uses an instrument, namely an interview sheet consisting of teacher interview sheets and student interview sheets. From the research conducted, it was found that the understanding of student concepts at SMA Negeri 1 Kota Bengkulu, SMA Negeri 3 Kota Bengkulu, and SMA Negeri 9 Kota Bengkulu still needs to be improved, especially in the subject of physics of Straight Motion Changing Regular material. This is due to learning media that is still not interesting. Based on the results of the needs analysis conducted for the development of E-modules for Class XI Physics Regular Changing Straight Motion material, it can be concluded that teachers and students at SMA Negeri 1 Kota Bengkulu, SMA Negeri 3 Kota Bengkulu, and SMA Negeri 9 Kota Bengkulu still need the development of E-modules to improve students' understanding of concepts.

What is the purpose of the Supreme Court? Academic leaders should know

I took constitutional law in my junior year of college as part of my broad‐area major. It wasn’t my favorite course of all time; I didn’t particularly enjoy reading all those cases. But what I learned in that class has stayed with me for more than 40 years. I’m not sure how many people take a course in constitutional law or pay close attention when the topic is covered in high school or college government class.

CHARACTER-BASED MEDIA DEVELOPMENT OF LKS IN STUDENTS OF CLASS XI IPA SMA N 7 YOGYAKARTA ACADEMIC YEAR 2021/2022

This study aims to determine: (1) the process of developing character-based LKS learning tools in history lessons in high school class XI with the ADDIE development model (2) Knowing the feasibility of the developed LKS, in terms of aspects of validity, practicality and effectiveness. This research is a research and development (Reserch and Development). The researcher developed a character-based LKS media device. The researcher uses the ADDIE development model using steps (Analysis, Design, Development, Implementation, and Evaluation).
 The results of this study indicate that: (1) This development research produces learning tools in the form of character-based worksheets. (2) The feasibility of the learning tools developed based on the results of the research is the learning tools developed are declared valid. The results of the material expert's assessment got a score of 4.1, the media expert's assessment got a score of 5. In terms of practicality, the learning tools developed were declared practical. Obtained through student and teacher response questionnaires, namely 4.16 for student responses and teacher responses of 4.31. The results of the observation of the implementation of learning show good criteria with a percentage of 80%; And in terms of effectiveness, the learning tools developed were declared effective based on student achievement tests with student learning completeness of 96.55%.

The 21st Century Students Stress Reliever a Study of Student Perceptions: Gandharva Veda Music

Maharishi Ayur-Veda is a centuries-old authentic health care scheme, brought to light by Maharishi Mahes Yogi based on the ancient Vedic tradition, additionally it is a completely holistic healthcare system. In this study paper we will learn and know more about what is Gandharva Veda Music, and how it help to reduce the students stress level, and how it is generally impact. This research are conducted to know how is students perceptions in using Gandharva Veda music as a study music or sleeping music as stress reliever. Which lead to a questions, “How students feels about Gandharva Vedic Music as a stress reliever”. By that, some questionnaire will share and there will be some questions that will show how they feels and how it helps them in releasing stress. The sampling that chosen is Quota sampling. The population of this research are 10 students from High school to University, from the age of 16years above which known that they are facing examinations (for 12th grade class of high school) and studying while working university students. The data tools collection used is questionnaire which shared by social media. There was 11 questions which are shows Anxiety/Stress level (questions number 1-6) and how they think about the Gandharva Vedic Music ( questions number 7-11). This questionnaire will be share to 10 people who are students. This research shows that 70% from the subject feels anxious, and 70% of the subject are unsure that they are performed well in class. also it is shows that Gandharva Veda music at least helps to reduce the subject stress levels, feel relax with the help of Gandharva Vedic music and shows that Gandharva Veda music at least helps to reduce the subject stress levels It is known that these day students get anxious and stress easily, with a lot of caused. However they are still force their self to deal with the situations with exhausted feeling. Gandharva Vedic music which known as the music therapy giving the vibration of happiness and help them to reduce their stress level. In the need of this aspect of stress and anxiety disorder this kind of research should be expand in the future and hopefully it could help not only them but all students all over the world

Evaluation of a Novel Independent Group Contingency in an Alternative School.

We evaluated a novel group contingency arrangement designed to address implementation barriers commonly cited by teachers in alternative education. Barriers include implementer effort, disruption caused by delivering feedback to students, students sabotaging the game, and students maximizing disruption when they know the reinforcement criterion. To address these barriers, we decreased implementer effort using the principles of time sampling, omitted feedback for rule violations, arranged an independent group contingency to address sabotage, and did not disclose reinforcement criteria to students. The intervention produced marked reductions in disruption across four alternative middle- and high-school classes.

Physical Module Validation Integrating Creative Thinking Ability in Measurement and Movement Materials

The demands of the world of the future require children to have the creative thinking skills needed to develop science, technology and art. The chosen approach was to create a Physics learning module that incorporates students' creative thinking skills. The research conducted included the type of research and development and the object of the research was the Physics Module which was tested on high school class X students. This demonstrate employments 4 stages, specifically defining, designing, developing, and disseminating. Based on the comes about of the investigate that has been done, it can be concluded that the Physics Module integrates the ability to think creatively in the measurement and motion material that has been developed has a validity value of 71 in the valid category

중학교 과학 수업에서 학생 행위주체성 발현을 위한 문제중심학습 활용 프로그램 개발 및 적용

Objectives The purpose of this study is to develop a program using problem-based learning to express student agency in middle school science classes and to verify the effectiveness of the program by applying it to science classes in the third grade of middle school.
 Methods Among the existing models of problem-based learning, the program was developed using the model of IMSA, and the validity of the program was reviewed by six incumbent science teachers with more than five years of educational experience. The developed program was applied to 180 third grade students at S Middle School in I City in December 2022, a pre-post test using tools to measure student agency for middle and high school students and class satisfaction survey were conducted on 135 students who agreed to participate in this study and participated in both the pre- and post-test in questionnaires. In order to analyze the results of the survey using the tools to measure student agency, a paired t-test was conducted using SPSS 12.0. In addition, the course was recorded to understand the meaning of the survey results in detail, and various data such as small group activity papers, student output, course-based evaluation data, and researchers' observation journals were used as auxiliary data. In addition, a class satisfaction survey was conducted to confirm the perception of the classes of students who participated in the program, In order to understand students' perceptions of the class in depth, semi-structured interviews were conducted after class, and the transcribed data were analyzed by recording them.
 Results A total of six classes were developed and applied to students, and their effectiveness was verified. As a result of paired t-test for survey using the tools to measure student agency, there was statistically significant differnece between the pre- test and the post-test in both total student agency and their 3 sub-domains. In addition, it was confirmed that the components of student agency, such as a sense of purpose, reflective behavior, investment of time and effort, and responsibility, appeared in the course of the class. In addition, the average of the class satisfaction survey was high at 4.13. And it was confirmed that the perception of the class was positive through semi-structured interviews conducted after class.
 Conclusions The program using problem-based learning for the expression of student agency developed in this study is effective in expressing student agency, and students' perception of the class is positive. Therefore, this study is expected to help middle school science teachers in the field who are considering designing the class support the expression of student agency, and to provide students who experience this program an opportunity to learn whole middle school science concepts.

Introducing Game Jams for Ecology and Citizenship Education in High School Classes

This paper deals with the preliminary results of some applied game jam events integrated with the Citizenship and Civic education project in some Italian high schools.
 In Italy GBL is not systematically used as a didactic tool, especially in secondary school and game jamming is not well known nor used. A set of specifically designed game jam events called (EcoGJ - the game jam for ecology) were implemented in Italy during the 2022/2023 school year. The game jam format was designed to promote the discourse about climate change and ecosystems, and implemented to demonstrate how a more student-centred didactic approach can be used at school to foster collaboration and team working skills.
 Students in the 15-16 target age from different high schools have been involved in the EcoGJ format. Outcomes have been recorded with a survey and with on-field notes. Preliminary results show as game jams had a positive impact on students, encouraging them to use critical thinking and team working as well as activating them in discussing ecology and climate change issues. Notwithstanding, some critical points emerged both for students in terms of engagement and knowledge. It seems that game jams can be a valid working method to teach and learn new skills, as well as increase students’ self-confidence and their desire to learn more about complex issues such as climate change. Further explorations are needed to find the most adequate way to introduce game jamming in high school and the best format to use these events in the most effective way to foster students’ engagement in learning and to help them in deepening their scientific-based knowledge in ecology and climate change.

Development of Innovative Student Worksheet Using Google Sites for Reproductive System Material

This study aims to determine 1) the development of student worksheet based on problem-based learning (PBL) on reproductive system material using Google sites and 2) the feasibility of student worksheet based on problem-based learning (PBL) on reproductive system material for class XI. This research was a research and development using the 4D model, consisted of define, design, develope, and disseminate. Student worksheet was developed using Google Sites. The validity test was carried out with expert judgment by material and media experts. External validity was conducted by biology teachers as practitioners and high school class XI students. The results showed that the results of the development of student worksheet based on Google Sites are in accordance with the 4D development stage and PBL-based student worksheet using Google Sites on reproductive system material are suitable for use based on the material and learning media aspects. Based on the assessment of material experts, learning media experts, and biology teachers as practitioners, this student worksheet is in the "very good" category, while the assessment by students as trial participants is in the "good" category. This student worksheet contains issues related to reproductive health. The media used is based on website mode, so all smartphone users can use it. It can be concluded that PBL-based student worksheet using Google Sites is feasible for use in the implementation of reproductive system biology learning materials

What is the purpose of the Supreme Court? Academic leaders should know

I took constitutional law in my junior year of college as part of my broad‐area major. It wasn’t my favorite course of all time; I didn’t particularly enjoy reading all those cases. But what I learned in that class has stayed with me for more than 40 years. I’m not sure how many people take a course in constitutional law or pay close attention when the topic is covered in high school or college government class.

Investigative didactic sequence for the teaching of electrochemistry addressing the disposal of batteries

Abstract Electrochemistry is an essential context for understanding current energetic technological processes, especially those that use batteries. On the other hand, it is one of the most neglected subjects in the classroom for reasons of associated complexity. Because of this, we have sought new methodological strategies to overcome the difficulties encountered in teaching practice. Thus, this research aims to investigate the possible contributions of a didactic sequence on the disposal of batteries from the teaching by research for the learning of electrochemistry. A qualitative methodology, a case study, applied in a high school class was adopted. The sequence consisted of six methodological steps: implementation of the problem situation; developed hypotheses; a class on electrochemistry; investigative experiment on the decomposition of batteries in aqueous solutions; systematization and communication of results. The results showed that before the application of the didactic sequence, most of the students did not know the dangers that improper disposal of batteries causes to the environment and did not understand how galvanic cells generate electrical energy from a redox reaction. After the sequence was developed, most students were able to identify and conceptualize the main electrochemical terms studied from a critical thought about this problem.

Analysis on the Path of Optimizing the Ideological and Political Wisdom Classroom Teaching in High School under the Background of Education Digitization

The report of the Party's 20th National Congress for the first time included "education digitization" in the report, and education digitization has increasingly become the focus of education reform and development. Under the background of the digital era, the ideological and political wisdom classroom in high school has its value implications. This paper explores the teaching practice of using the intelligent classroom teaching platform to achieve interactive communication before, during and after class in the actual teaching of ideological and political classes in high school, so as to improve the quality and efficiency of ideological and political classes in high school and cultivate new people in the era needed by society.

Territorial Impact of the Agriculture Vocational Education in Albania

The agricultural vocational education secondary school (AVESS) system in Albania, is organized through 8 institutions located in various regions, that tend to respond to entire the national demand, giving equal opportunities to all interested students, regardless of their place of residence. In these regards, the Albanian government has implemented several measures to attract students to integrate AVESS and facilitate their integration in the labor market. Despite the various measures, including financial support or adapted facilities for students coming from families with low income or from remote areas. The territorial impact of AVES remains limited and shows a relatively low coverage. This phenomenon is not exclusive to agricultural professional schools that do not have dormitories, but even to vocational schools that have dormitories and adequate facilities. Aiming towards a sustainable agricultural sector development and an efficient sectoral labor market, that tends to guarantee equal opportunities for the new generations, the objectives of the study are AVESS Gap identification, factors that impact AVESS attendance, assessment of the impact of governmental measures, and proposing recommendations for a sustainable AVESS system. To understand what are the main factors that influence the territorial impact of AVESS, a consolidated assessment has been performed during 2020-2021, passing through desk research, screening, focus groups, working groups, experts and agricultural representative interviews, and visit to relevant agricultural businesses, workshops, and dedicated surveys targeting teachers, students, and local businesses. Out of the assessment results, family income is the main factor influencing AVESS attendance. Regardless if schools have dormitory facilities or not, as the distance between students’ homes and the vocational school’s location increases, family income also tends to increase, but at a decreasing rate. Students coming from families with modest incomes show a lower mobility and beyond a certain distance they are less likely to register in AVESS located far from their residence. By testing three main hypotheses, it has been noticed that home-school distance negatively affects the attendance of students coming from families with lower incomes. In other words, family income plays a significant role in determining school attendance, particularly when considering the distance between students' homes and AVESS. Considering this finding and the low AVESS territorial impact, imply that the governmental financial incentives have a low impact and do not offer equal opportunities to all students, especially the ones residing far away from AVESS and coming from families with low incomes. In this context, new policies could be taken into account, such as enlarging the number of AVESS or evaluating the possibility to open agricultural vocational education secondary classes in general high schools located in rural areas.

Library Communications Through the Years with Barbara Hood

Barbara Hood was the Public Information Officer and Director of Communications for the Libraries since 1999. Prior to joining the Libraries, Barbara owned and managed Creative Graphics for 20 years. To this day, she produces the annual class newsletter for the Sebring High School Class of 1970. Barbara is co-author of Collaborating with Strangers: Facilitating Workshops in Libraries, Classes, and Non-profits, published in 2017. She is a previous winner of the Superior Accomplishment Award from the Libraries. Barbara retired after 23 years of service to the University of Florida George A. Smathers Libraries. In this interview, we hear from Barbara as she reflects on developments in communication and cultural shifts within the Libraries.

Exploring the Path of Integrating Chinese-style Modernization Theory into the Activity-based Classroom of High School Ideological and Political Lessons

The report of the 20th National Congress of the Communist Party of China (CPC) outlines and elaborates the theory of Chinese-style modernization, a creative theoretical innovation, which is of great significance for today. The activity-based classroom of high school ideological and political class is the basis for cultivating students' core literacy, and it is necessary to tell the right history of Chinese-style modernization, tell the story of Chinese-style modernization, tell the reason of Chinese-style modernization, tell the faith of Chinese-style modernization, and tell the right voice of Chinese-style modernization in the activity-based classroom of high school ideological and political class. This is also the proper choice to run a good ideological and political class in high school under the new situation on the new journey of building a socialist modernized country in an all-round way.

Civic Sovereignty: Indigenous Civic Constructs in Public School Spaces

Context:This study examines how urban American Indian high school students negotiate their civic identities within the settler colonial structures of urban American public schools.Research Question:How do urban American Indian students negotiate civic identities in spaces where civic concepts are taught, such as American history classes in an urban public high school and a Native Youth Council (Native YC)?Research Design:This critical participatory ethnographic study examines the negotiation of civic identity by 11 urban Indigenous students in social studies classes, a Native YC, and a school in Washington State, where the STI curriculum is taught. Safety zone theory and tribal critical race theory were used to understand students’ experiences and their stories from observations, participant interviews, and focus groups, which were employed as data.Conclusions/Recommendations:The study found that the social studies classes and Native YC were zones of sovereignty (ZoS), forwarding survivance and self-determination for Native students. Students learned about the Indigenous civic constructs of sovereignty, self-determination, dual citizenship, tribal self-government, and federal Indian policy inside and outside of school, all of which supported Native students in civic identity development. Recommendations on teaching Indigenous civic constructs to all students as part of teaching for critical democracy in public schools as a component of social studies classes and extracurricular activities are discussed.