Secondary School Courses Research Articles

Development of an Achievement Test for the “Seasons and Climate” Unit of the Eighth Grade Science Course in Secondary School

Bu çalışmanın amacı, ortaokul sekizinci sınıf öğrencilerinin fen bilimleri dersi “Mevsimler ve İklim” ünitesindeki başarılarını ölçmek için geçerli ve güvenilir bir başarı testi geliştirmektir. Araştırma tarama modeli ile gerçekleştirilmiştir. Çalışma grubunu 2020-2021 eğitim-öğretim yılında Türkiye'nin çeşitli şehirlerinde öğrenim gören 298 sekizinci sınıf öğrencisi oluşturmaktadır. Hazırlanan soruların kapsam geçerliği belirtke tablosu ile incelenmiştir. Ön pilot çalışmasından elde edilen verilerle madde analizleri yapılarak 25 soruluk başarı testi elde edilmiştir. Bu testin pilot çalışmasının ardından testin güvenirlik analizi yapılmış ve KR-20 iç tutarlılık katsayısı 0,88; KR-21 iç tutarlılık katsayısı 0,86 olarak belirlenmiştir. Ek olarak, testin ortalama madde güçlük indeksi 0.61 iken, ortalama ayırt edicilik indeksi 0.50 olarak hesaplanmıştır. Sonuç olarak ortaokul sekizinci sınıf 2018 fen bilimleri öğretim programı “Mevsimler ve İklim” ünitesinin üstbilişsel kazanımları için geçerli ve güvenilir bir başarı testi elde edilmiştir. Bu çalışmada izlenen şekilde, araştırmacılar farklı konular için üstbilişsel kazanımları ölçen çoktan seçmeli başarı testleri geliştirebilirler.

Teaching artificial intelligence in secondary school: from development to practice

Problem statement . Currently, various global and national institutions promote mainstreaming artificial intelligence (AI) technology into training programs for school students. The effectiveness of introducing artificial intelligence into school curricula depends on four factors: 1) defining methodological foundations for creating educational content; 2) selecting and structuring appropriate learning content; 3) adapting the content to the needs of different age groups; 4) integrating the content into school programs. The current study provides theoretical foundations for generating learning content for AI lessons aimed at secondary school students and determines possible ways of integrating that content into school programs. Methodology. The empirical part of the study involved 225 secondary school students aged 11-14 (forms 5 to 9) as well as 125 teachers from comprehensive schools located in Moscow and the Moscow region. Analysis, synthesis, testing and sampling average methods were used. Results. The authors conducted a pilot testing of the developed educational materials, measured students’ AI-related skill and knowledge and processed the obtained data using the method of selective averages. The theoretical research conducted showed the leadership of artificial intelligence training in primary schools, mechanisms for developing learning outcomes in the field of artificial intelligence for primary school students, the opportunity to reveal the possibility of forming the content of artificial intelligence training based on various approaches. The goals and results of teaching the basics of artificial intelligence within the framework of basic school were determined. The content of training was formulated. Conclusion. The research is characterized by scientific and practical novelty, as it helps determine methodological grounds for teaching AI to secondary school students and proposes a detailed unit plan for an AI training course in secondary school.

Development of P-TMDRE Blended Teaching Mode on E-Commerce Foundation Course in Secondary Vocational School

This research originates from the challenges faced in the teaching of depth, systematization, and coherence in the current blended teaching mode, which is based on an innovatively constructed P-TMDRE blended teaching mode of the “E-commerce foundation course” in secondary vocational schools, which is belived to improve students’ grades, due to its emphasis of in-depth systemic learning. The sample uses the method of target sampling to select 17 experts; the course practice is aimed at 80 sophomores majoring in e-commerce, divided into 40 participants in the experimental group and 40 participants in the control group. Four rounds of expert review using the Delphi method: first round: brainstorming; second round: expert opinion review stage; third round: re-evaluation stage based on the previous round of evaluation opinions; fourth round: identify, resolve, and report Workable ideas. Through the pre-test and post-test of the quasi-experimental method, the student’s grades and deep system learning ability are tested, and the effectiveness of the P-TMDRE blended teaching mode is further confirmed. Using Delphi technology to build five modules of the P-TMDRE blended teaching mode of the “E-commerce foundation course” course. After the teaching application, the average post-test scores of the control group and the experimental group were 64.765 and 75.252, with a difference of 10.487 points, indicating that the learners’ academic performance has been significantly improved. On the motivation dimension of deep systems learning, the pre-test and post-test averages are 2.91 and 4.14. In terms of learning engagement, the mean values of the pre-test and post-test were 2.93 and 4.15. In terms of deep system learning strategies, the mean values of the pre-test and post-test of the learners in the experimental group were 2.96 and 4.17, indicating that the deep system learning ability of the learners has been significantly improved.

Covid in Italy: Comparison between Models

The text aims to address the topic of the SARS-CoV-2 pandemic from the point of view of mathematical models. Numerous studies refer to the impact of COVID-19 on student behavior, the use of e-learning, and harm reduction policies. The analysis presented in the text has a different objective: to develop, among students, knowledge of some mathematical models starting from data detected in a phenomenon of notable impact. In this case, the focus is on the aspects that could be covered in the last class of some upper secondary school courses or the first year of university in mathematics and statistics courses. The data refers to the Italian case, and the analysis considers data from 02/24/2020 to 5/5/2023, the date the WHO declared the end of the pandemic.

Teaching about Culture or Learning with and from Others?

This article reports on the findings of a qualitative study conducted in Victoria, Australia. The study examined the perceptions and implementation of the intercultural dimension in the language classroom following recent curriculum changes. Data were collected from individual in-depth interviews with seven pre-service teachers with a migrant background enrolled in a graduate initial teacher education program who were undertaking the practicum component of this course in Victorian secondary schools. Findings from this study highlight discrepancies between interpretations of the intercultural capability in theory and the way it is taught. Remarkably, what emerged was the impact of personal experiences on pre-service teachers’ conceptualizations and implementation of intercultural pedagogies. This study suggests a new definition for intercultural capability that emphasizes the importance of not only teaching about cultural diversity, but also learning from and through it. The study also recognizes the need for critical and reflective discussions in teacher education so that teachers are supported to become agents of change.

Classifying Geography Textbook Visuals According to the Concept of Direct, Indirect, and Symbolic Experience of Nature

Geography textbooks have many visuals, such as maps, graphs, tables, photographs, and illustrations, which makes geography a highly visual school subject. However, previous studies show that geography students can pay surprisingly little attention to textbook visuals. In this article, it is asked what sorts of visuals are there in geography textbooks if they do not attract students’ attention. In order to answer the research question, a visual method to approach textbook visuals is developed. The visual method is motivated by Stephen Kellert’s concept of direct, indirect, and symbolic experience of nature. Based on the three types of experience of nature, three categories for geography textbook visuals are established respectively: snapshot visuals (deriving from direct experience), landscape visuals (deriving from indirect experience), and abstract visuals (deriving from symbolic experience). The sample covers eight Finnish geography textbooks for grades 7–9 and for one upper secondary school course. The results show that most of the visuals depict landscapes. In addition, there are many abstract visuals, such as maps and illustrations, depicting geographical processes. Instead, only a few snapshots of people in action and snapshots of geographical hazards were identified. In the article, it is suggested that enhancing the role of snapshot visuals in geography education could increase students’ interest towards textbook visuals, as well. This is because snapshot visuals can draw students’ attention and enable students to express their own feelings and thoughts.

중학생 R&E 지도 사례

This is a case study of R&E instruction for middle school students in Science Gifted Education Center who explored the winning solution of the NIM game, a type of two-person finite turn-based fixed complete information game, and modified the game. It is not difficult for middle school students to understand the solution of the NIM game and solve the problem while obtaining the logical sum expressed in binary. However, unlike the enrichment course, R&E education for gifted students explores new mathematical properties beyond the given problem-solving method, and experiences the rediscovery of principles, reinvention of forms, and re-creation of games through various transformations (making, development). We should be able to guide them through these methods. As a result of re-creation mathematics through recreational activities, students created a modified NIM game that extended it in addition to several known modified NIM games. The results of this study can be used for the development of modified NIM games and will be helpful for teaching R&E in the secondary school course.

Measuring Motivation for Mathematics Course Choice in Secondary School Students: Interrelationships Between Cost and Other Situated Expectancy-Value Theory Components

Higher-level mathematics courses in upper secondary school serve as a critical filter to future educational courses and careers in Science, Technology, Engineering and Mathematics (STEM). However, the percentage of senior school students in Australia undertaking higher-level mathematics courses is decreasing. Given that these courses provide students with skills and knowledge integral to STEM disciplines, it is important to discover factors that serve to encourage or detract students in choosing higher-level mathematics courses. Considering that educational and career choices are influenced by personal interests, values, and expectations, the purpose of this study was to design and validate a bipolar format survey instrument to investigate motivational factors on mathematics course choices of Year 10 Australian school students based upon Situated Expectancy-Value Theory (SEVT). A 25-item survey instrument using a bipolar format was developed to measure: Expectancy for success (operationalized as Competence-beliefs); Intrinsic value; Attainment value; Utility value; and Cost in relation to mathematics. Confirmatory and exploratory factor analyses of data collected from Year 10 students ( n = 886) revealed a four-factor model consisting of well-defined factors of Competence-beliefs, Intrinsic value, Attainment value, and Utility value. Unexpectedly, the items designed to measure the Cost factor dispersed variously into the factors of Competence-beliefs, Intrinsic value, and Utility value, and conceptually plausible explanations are offered for this finding. This survey represents a promising instrument for measuring predictors of mathematics course choices in senior school students. The study findings also suggest interrelationships between specific cost dimensions and other factors relevant to the measurement of SEVT constructs more generally.

Research on the Strategy of Ideological and Political Education of Chinese Course in Secondary Vocational Schools

It is the fundamental task of current education to establish morality, and ideological and political education is the main way to accomplish this task. Chinese has unique advantages in developing and expanding traditional culture. Chinese teachers in secondary vocational schools should give full play to the ideological and political functions of Chinese, and integrate the ideological and political elements of the curriculum into Chinese teaching. This paper studies the advantages and current situation of the implementation of ideological and political education in secondary vocational schools’ Chinese teaching, and then reforms the teaching mode. The rich ideological and political elements contained in secondary vocational Chinese textbooks are excavated. The ideological and political education is exerted through the whole process of “before, during and after class” teaching. Finally, the teaching mode and implementation strategy of secondary vocational schools’ Chinese teaching is established.

A conceptual model of what programming affords secondary school courses in mathematics and technology

Due to increased need of professionals on the future labour market with competence in programming, many countries have integrated programming in kindergarten to grade 12 (K-12) education. In 2017, programming was integrated in Swedish primary and secondary school curriculum and the courses of Mathematics and Technology. Research has highlighted challenges in integrating programming and other new technologies, and the need for better teacher support. The aim of the study was to examine what programming affords secondary school courses in Mathematics and Technology according to teachers that use programming in these two courses. The study was conducted with a qualitative approach and collected data through interviews with 19 teachers that use programming in secondary school courses of Mathematics and/or Technology. Thematic analysis with inductive-deductive approach was used to analyse the collected data. Theory of Affordances was used to identify themes of interests in the collected material and group these into categories. Ten programming affordances are identified in this study: 1) flexibility, 2) creativity, 3) efficiency, 4) visualisation, 5) fun, 6) curiosity, 7) play, 8) holistic views, 9) fearlessness, and 10) interdisciplinary collaborations. Through discussion and comparison with previous research, these programming affordances are found to relate to three aspects of teaching and learning in secondary school Mathematics and Technology: A) support course content and learning, B) facilitate engagement and motivation, and C) foster developmental skills. The study concludes with a suggestion for a conceptual model on what programming can afford school courses in Mathematics and Technology, based on the findings of the study. Findings can be used by teachers, policymakers and other stakeholders in the integration and design of programming in secondary education.

Nastava književnosti u gimnazijskim programima Republike Srbije (od 1990. godine do danas)

The paper provides a diachronic overview of curricula for Serbian Language and Literature courses in secondary schools from 1990, when comprehensive secondary schools were reinstated into the education system of the Republic of Serbia, to present day. The structure and contents of the literary elements were monitored, analyzed, and contrasted. The aim of the curricula analysis in the indicated period is to ascertain and explain the positive and negative aspects of previous reforms to which literary content was exposed, and to, in accordance with the obtained results, draw appropriate conclusions and provide recommendations for their future improvements.

The Integration and Role of Digital Technology in the Teaching of Local-featured Economics Courses in Secondary Schools

Due to the impact of bursting information technology, a wide range of emerging education modes, such as online curriculum, online education and social media, are replacing students' behavioral habits. Moreover, the steady growth of education information technology investment in China from 2014 to 2021 also indicates that digital technology plays an important and revolutionary role in secondary school education. This paper suggests to think deeply about how to integrate digital technology into curriculum teaching of local-featured economics in secondary schools from the perspectives of supporting real-situation learning, facilitating learning efficiency, designing blend learning models, providing individualized support for students and enabling learning assessment, in hope to provide some insights for curriculum designers of local-featured economics in secondary schools.

«Культурно-просвітній кружок» у таборі інтернованих вояків Уга Йозефов, ЧСР (1921–1922 рр.): організаційно-освітній напрям діяльності

The article discusses the organizational and educational activities of the «Cultural and Educational Section» in the Jozefov camp (Czechoslovakia), and especially its teachers’ unit. Thanks to the efforts of its members, the work of several educational centers (literacy schools, gymnasiums, and seminaries) was organized, and the teaching of educational courses aimed at different groups of internees was started. The main task of all educational courses was the preparation of the internees for their future life activities in civilian conditions – after the liquidation of the Jozefov camp. The campers without complete secondary education got the opportunity to attend educational courses, and after graduation (provided they successfully pass the final exams) they could apply for admission to high schools in Czechoslovakia. At the same time, in addition to secondary school courses, the members of the teachers’ unit conducted a range of general educational and special lectures, which were attended by hundreds of interned Ukrainian soldiers. The internees had a lot of opportunities to organize their self-education, including the using of the camp library. The intensity of the turnover of books borrowed by the internees testified to their knowing of the impermanence of their stay in the camp and the need to acquire additional knowledge. With a view to facilitate access to books for certain groups of internees, some groups (such as the Subaltern’s section or the Lawyer’s section) founded and maintained their own libraries, which were intended exclusively for the needs of their members. The education and self-education became a consolidating factor for camp residents and a kind of «tool» that allowed them to overcome all the disadvantages of camp existence. At the same time, the internees, by acquiring knowledge in its various fields, received a lot of opportunities for adaptation to the new life’s conditions in Czechoslovakia. The acquisition of high school education by the former internees (after they left the camp) allowed them to successfully integrate into the Czechoslovak society at that time and provide themselves with a decent life and living conditions.

Research on teaching strategies of mathematics and specialized courses in secondary vocational schools

Research on teaching strategies of mathematics and specialized courses in secondary vocational schools

Increasing Secondary Education Students’ Understanding of the Information Systems Field

Information Systems (IS) among other Information Technology (IT) disciplines has been concerned with student recruitment while students in secondary education have little knowledge of the field and few end up choosing it as their career. We piloted an IS-oriented entrepreneurship course in a Finnish secondary school (aged 16-19) to examine how we can change student understanding of the IS/IT field. We gathered data through observation, questionnaires, essays, and teacher interviews, and returned two years later for a follow-up inquiry on how the course lived on in the school. In this article, we examine what kind of value was created for the stakeholders and study the negotiation of meanings around the image of IS/IT by the students and the teacher. We contribute insights on the collaboration that serves as a form of marketing of IS education and point to factors that can affect the continued existence of this kind of course.

Research on the Cultivation of Learning Motivation for Industrial Robot Professional Courses in Secondary Vocational Schools

Research on the Cultivation of Learning Motivation for Industrial Robot Professional Courses in Secondary Vocational Schools

Implementation of the principle of continuity of pre-professional and professional training of future doctors

In the article based on the analysis of educational processes in institutions of general secondary education (IGSE) and medical institutions of higher education (MIHE) theoretically substantiated implemented the basics of using physical and technical discoveries in teaching Medical and Biological Physics for future doctors. The relevance of research is exacerbated by the fact that education in the XXI century faces the task of making a radical transition in the learning process from an informational approach to activity, aimed at developing the ability to learn, to conduct research, to form a future highly educated specialist, scientist. One of the ways to solve these problems is to improve the method of use of physical and technical discoveries at the stage of pre-vocational education (physics classes, elective classes and courses in secondary schools and academic lyceums) and its development at the stage of vocational education (course of medical and biological physics in medical (pharmaceutical) institutions of the higher education).

Instructional evaluation of Music Course in Elementary and Secondary Schools based on SOLO Theory

Teaching Instructional evaluation can improve teachers' teaching capacity. It can not only understand students' learning level, make reference for teachers' following teaching programme and students' study proposal, but also put forward guiding suggestions for teachers' teaching design. At present, the "New Curriculum Standard" advocates comprehensive and diversified instructional evaluation, so as to put forward more propose directional evaluation results and grades for teaching process. However this will give rise to some new challenges for students and front-line teacher. This article will try to put forward an effective implementation path for the teaching evaluation of music subject in compulsory education stage based on the concept of SOLO theory and the characteristics of music subject teaching.

Analysis on the construction path of ideological and political course in secondary vocational schools from the perspective of new Vocational Education Law

Under the new vocational education law, from "shunting" to "coordinated development", the implementation of "Integration of the general and occupation" will promote the diversified development of education and provide a more perfect platform for all kinds of talents. Ideological and political courses in secondary vocational schools should be integrated with the development of enterprises, enterprises as the participation of the development of vocational education, its power can not be ignored, to give full play to the initiative of enterprises. We should keep pace with German skills and cultivate more skilled personnel with the "craftsman spirit". Cross-disciplinary collaborative promotion, the implementation of differentiated teaching, to meet the needs of secondary vocational students in the new era.

Trends in the teaching of sexual and reproductive health topics and skills in required courses in secondary schools, in 38 US states between 2008 and 2018.

Information about state and local education policies regarding sexually transmitted infections, including human immunodeficiency virus, and unintended pregnancy prevention is available, yet less is known about school-level implementation of such policies. We examine trends in the percentage of US secondary schools teaching sexual and reproductive health (SRH) topics in a required course in Grades 6-8 and 9-12, including healthy relationships, sexual abstinence, condoms and condoms with other contraceptive methods. We analyze representative data from 38 states across six cycles of School Health Profiles (2008-18) assessed through self-administered questionnaires completed by lead health teachers. Logistic regression models examined linear trends in the percentages of schools teaching topics for Grades 6-8 and 9-12, separately. Trends were calculated for states having representative data for at least three cycles, including 2018. During 2008-18, it was more common to have increases in teaching how to obtain condoms, correct condom use and use condoms with other contraceptive methods in Grades 6-12 than decreases. More states showed decreases in teaching abstinence in Grades 6-12 than increases. Most states had no change in teaching SRH topics across grades. Findings suggest some improvement in school-based SRH education, yet efforts are needed to improve comprehensive, developmentally appropriate content.