Education In Upper Secondary Schools Research Articles

An Overview of Constitutional Education in Upper-Secondary School in Albania

Constitutional education holds significant value in shaping conscientious and engaged citizens within a democratic society. Thus, the paper aims to analyze the narrative viewpoint and structure in educational media regarding knowledge about legislation and its role in regulating interpersonal and interinstitutional relationships. From a methodological perspective, it relies on desk analysis to examine the approach to constitutional education in Civics curriculum, and Civics textbooks for the tenth grade in current use in upper-secondary education. Additionally, the paper uses a survey to gather information about the student’s knowledge in the field. The findings reveal the prevalence of an authorial perspective, a limited presence of multiperspectivity, a detachment of knowledge from concrete situations, the predominance of cognitive dimension in the didactic apparatus and others.
 
 Received:12 October 2023 / Accepted: 17 December 2023 / Published: 23 December 2023

Upper Secondary School Science Teachers' Values in Sweden:

AbstractThere is a substantial literature in science education research showing that many students experience a lack of relevance in science education. For this reason, science teachers’ selection of content and the way content is treated when exposed to students for learning purposes is an important part of the problem. In this connection, research show that science teachers’ values strongly influence several aspects of teaching and learning science. Therefore, science teachers’ values are important to investigate, to be empirically informed and to be able to develop science education. Accordingly, there is an increased volume of research studies about teachers’ values in science education and their effects. The study presented here is part of a larger national exploration of biotechnology education in upper secondary schools in Sweden and contributes by showing variation in teachers’ values and relations with practice. Theoretically, the study is rooted in a philosophy of science recognizing the potential importance of teachers’ non-epistemic values. Empirically, it is based on surveyed upper secondary school biology teachers’ views of the importance of including value-laden topics in their science teaching. Their responses were analyzed by latent profile analysis and non-parametric testing, to assess the variation in their views and explore associations with several explanatory factors. The results show that the surveyed teachers could be divided into two distinct groups: one favoring inclusion of value-laden topics in their teaching and another (smaller group) opposed to it. The result also shows a variation in teachers’ selection of topics to teach and their teaching approach, as the former group were more inclined than the latter to include value-laden aspects in their teaching which contributes to the research literature. Furthermore, experienced science teachers were overrepresented in the group holding more negative views, a result not reported elsewhere in the research literature. The importance of the results is discussed in relation with the theoretical framing of non-epistemic values and points out the importance to further investigate underlying causes to science teachers’ expressed values and ways that they might vary temporally together with ways that they cluster, as they are shown to be grouped. The result is also discussed in relation with practice in being able to make use of the evidence to develop science education.

Unpacking the logics of gendered educational choices: 10th graders’ evaluation of appropriate educational tracks

ABSTRACT This study aims to unpack one element of the logics of gendered educational choices, namely how cultural beliefs about gender can shape young people’s judgements about gendered educational tracks. Through a survey experiment conducted among secondary school students in Oslo, Norway, we assess respondents’ judgements about fictitious students’ “appropriate” educational choices presented through short vignettes. The study investigates how judgements vary according to the gender of the fictitious students, as well as respondents’ gender and their gender essentialist beliefs. The results indicate that devaluation of female-typed work play a role in young people’s judgements about educational tracks. Boys and girls alike seem to award male-typed vocational education and general college preparatory education higher status than female-typed vocational education. Nonetheless, vignette boys are more strongly advised against choosing female-typed vocational programmes than vignette girls with the same characteristics. This pattern is evident regardless of respondents’ essentialist beliefs. Thus, both devaluation and gender stereotypical expectations pull in the same direction for boys, against entering female-typed education in upper secondary school. Furthermore, the findings indicate that gender essentialism works asymmetrically. Respondents with gender essentialist beliefs are more likely to advise girls not to choose male-typed vocational programmes. However, we did not find evidence that respondents, including those who otherwise express gender essentialist beliefs, believe that female-typed vocational educational choices are appropriate for women simply because they are women.

Research on the teaching of classes on probability distributions and hypothesis testing in high school mathematics departments and universities

Data is a prevalent concept in today's world. We are in an era of Big Data and the field of data science is possibly more important than it ever has been. Associate Professor Chieko Matsumoto, School of Education, University of Fukui, Japan, is an expert in data science who is conducting research on statistics and data science education in upper secondary schools and universities, with a focus on the concept of statistical hypothesis testing. Matsumoto's goal is to quantify what is lacking in the current mathematics curriculum in order to put forward recommendations to overcome challenges facing statistics and data science education. She and her team want to develop teaching materials and practical guidance on statistics and data science education. Their research approach and methods are developed with a focus on probability distributions and hypothesis testing. The researchers will conduct a questionnaire survey of upper secondary school teachers to clarify the various teaching problems and teaching difficulties that teachers encounter when teaching statistical hypothesis testing. The team is yet to obtain permission to conduct a large-scale questionnaire and so the researchers have been conducting small-scale interviews to establish an understanding of teaching difficulties faced by upper secondary school teachers.

Arbeidsinnkludering som en vei til varig arbeidslivstilknytning og et verdig voksenliv: Hvordan metoder for arbeidsinnkludering kan brukes i opplæringen av lærekandidater

The labour market in many European countries is changing and for many young people it leads to challenges in gaining a lasting connection to working life.
 School dropout and deficiencies in their education lead to challenges for many young people on the road to adulthood. Students who find it difficult to complete a vocational education in upper secondary school, now have the opportunity to be training candidates in a practically oriented education with a limited number of competence goals. 
 Work inclusion means that the individual's ability to work will be examined in various ways to increase the possibility of permanent work. However, work inclusion is a complex phenomenon, where several actors may be involved and where the goals and progress plan will vary. This is costly and stressful for both the individual and the society. Working life is a central learning arena within upper secondary education, and there will be a need to facilitate participation in this arena also for students with a need for adapted education.

A Study on the Characteristics of Science Education in Upper Secondary Schools in China: Focusing on the Chemistry Curriculum

A Study on the Characteristics of Science Education in Upper Secondary Schools in China: Focusing on the Chemistry Curriculum

How can GeoGebra support physics education in upper-secondary school—a review

Recently, GeoGebra, a mathematics education software, has entered the scene of physics education; however, research on how the software can be used to support teaching and learning physics is limited and scattered. The aim of this article is to present a review of the current literature on how GeoGebra can be used to support physics education in upper-secondary schools. The general conclusion that comes from these studies is that GeoGebra is a user-friendly software that can be operated intuitively by teachers and students. It provides an environment in which the underlying mathematical structures are always at hand, enabling users to see connections between physical phenomena and their formal representations. In addition, teachers with or without programming skills can use the software to design custom-made computer simulations and augment real experiments with virtual objects. Our intention is to help teachers who would like to start using GeoGebra or to broaden the use of the software in physics education.

Stories of Learning: A Case Study of Norwegian Plumbers and Apprentices in TVET at the Construction Site and in a Training Agency

Context: Through a dual model, based on 2 years of education in upper secondary school followed by two and a half year of apprenticeship training, Norwegian plumbing education has become an integrated part of the Technical Vocational Education and Training (TVET). Competence and skills are described in national plumbing curriculum. However, there is little information on how learning and training, interaction and relations between craftsmen and apprentices take place and develops at the workplace. The objective of this article is to identify significant learning processes by studying apprentices in a training agency and in communities of plumbers at the building site. Approach: The study has an ethnographic approach, based on a combination of fieldwork and interviews with apprentices, plumbers and a vocational teacher. During one year of fieldwork I followed a group of plumbing apprentices in a training agency, and in their plumbing companies at different construction sites. As a former plumber and vocational teacher, I was able to participate as a plumber and researcher and thus I had a unique position to work along with the apprentices and plumbers. This enabled me to observe interaction, learning and training in their communities of practices as an insider.Findings: The study showed that the process of learning practical skills, a professional language and a technical rationale was time consuming, challenging and sometimes tiering. In return the apprentices discovered proficiency, gained confidence and were considered as participants in the community of plumbers. A central finding is the great value of working in a community of plumbers at the building site, combined by studying sanitary and heating technology at the training agency. Among peers at the training agency, the apprentices were challenged to build and explore complex pipe laying, and to discuss technical regulations and rationale with each other and the vocational teacher. Conclusion: Craftsmen, like plumbers, consecutively handle a variety of technical work tasks and situations. Inside practice, the plumbers are close to materials and systems on construction site, where pipes, cableways and building structures looks different from the plan and the progress on paper. As experts, the plumbers often solve problems more functional and cost effective than suggested in the blueprint. The study shows how apprentices and plumbers develop skills, tacit knowledge and professionality through involvement with relevant things and situations, and by sharing experiences and technical expertise in communities of peers and plumbers.

Health Education in Upper Secondary Schools – Assumptions and Opportunities of Implementation in the Light of the Curriculum

Health Education in Upper Secondary Schools – Assumptions and Opportunities of Implementation in the Light of the Curriculum

Sköpun skiptir sköpum: Viðhorf tungumálakennara til skapandi kennsluhátta

Markmið þessarar rannsóknar var að kanna viðhorf nokkurra tungumálakennara í framhaldsskólum til skapandi kennsluhátta. Skoðað var hvað það væri sem einkenndi helst skapandi kennsluhætti þessara kennara, hvort þeim fyndist mikilvægt að búa til tækifæri fyrir nemendur til að vera skapandi og hvers konar kennsluaðferðum þeir beittu helst. Einnig var athugað hvort eitthvað stæði í vegi fyrir því að þeir beittu skapandi kennsluaðferðum og hvað þá helst. Leitast er við að skilgreina hugtakið sköpun og fjallað er um sköpun í ljósi hugmynda fræðimannanna John Dewey, Lev Vygotsky, Elliot Eisner og Mihaly Csikszentmihalyi um nám og sköpun. Rannsóknin er hluti af rannsókninni Starfshættir í framhaldsskólum og byggist á sjö viðtölum og jafnmörgum vettvangsathugunum hjá tungumálakennurum úr þeirri rannsókn. Auk þess tók rannsakandi fjögur viðtöl til viðbótar og gerði tvær vettvangsathuganir.Helstu niðurstöður eru þær að flestum kennurunum finnst mikilvægt að hlúa að sköpun, sem er grunnþáttur í menntun á Íslandi, meðal annars vegna þess að skapandi aðferðir vekja áhuga, þær stuðla að auknu sjálfstrausti nemenda og gera þá betur í stakk búna til að takast á við verkefni sem bíða þeirra í framtíðinni. Nota þeir að sögn fjölbreyttar aðferðir sem gefa nemendum þeirra tækifæri til að vera skapandi. Hins vegar er ýmislegt sem stendur í vegi fyrir því að þeir noti slíkar aðferðir eins mikið og þeir vilja. Niðurstöður rannsóknarinnar benda til þess að til að koma til móts við aðalnámskrá varðandi sköpun í námi þurfi að efla skapandi nálgun í tungumálanámi í framhaldsskólum. Auka þarf sjálfstæði nemenda og svigrúm kennara til samstarfs, bæði innan deilda og milli deilda, auk þess sem hlúa þarf að menntun og endurmenntun kennara.

Not for Free! An Analysis of Two Digital Tools Recommended as Learning Resources for Physical Education in Upper Secondary Schools in Denmark

ABSTRACT In today’s classrooms, digital technologies and digital media enable an unlimited number of learning resources. Digital tools are one type of digital technology used in pedagogical settings. By digital tools we mean software that is not produced for educational purposes, but which may be used to support learning. Using theoretical concepts from Basil Bernstein and analytical tools from Critical Discourse Studies, the paper provides an in-depth critical analysis of two digital tools that are free of charge and recommended for teaching Physical Education in upper secondary schools in Denmark. The main intention is to discuss the educational problems related to the use of digital tools as learning resources and especially to challenge the idea that they are “for free”.

Molecular Models in Chemistry Education at University and Upper Secondary School - Structure of Amides

Abstract Molecular models derived from results of quantum-chemical calculations present an important category of didactic instruments in chemistry education in upper secondary school and, particularly, at university. These models can be used especially as tools for supporting the students’ understanding by visual learning, which can adequately address complexity of many chemical topics, incorporate appropriate didactic principles, as well as utilize the benefits brought up by the actual information technology. The proposed molecular models are non-trivial examples of didactic application of computational chemistry techniques in illustration of electron interactions in amidic group, namely the interaction of the free electron pair on the nitrogen atom with the carbonyl group and also the interaction of atoms in the amide group with other surrounding atoms in the molecule. By these molecular models it is possible to explain acid-base properties of amides applying knowledge of electron density distribution in the molecules and the resulting electrostatic potential. Presentation of the structure and properties of the amides within education is important also for the reason that amidic functions are involved in many important natural substances (e.g. proteins, peptides, nucleic acids or alkaloids), synthetic macromolecular substances (e.g. Silon) or pharmaceutical preparations (e.g. paracetamol). Molecular models then serve to support better understanding of the structure of these substances and, in relation to it, their properties.

Substantiation of the professional competence structure of biology teacher at specialized school

The article deals with the concept of professional competence of the Biology teacher at profession-oriented school. On the basis of the analysis of educational and professional programs of Biology teacher training at the institutions of higher education in Ukraine, such components as integral, general and professional are distinguished in the structure of their professional competence. At the intersection of general competences (provide the opportunity for professional pedagogical activity) and professional (reflect the features of the field of Biology, modern methods and teaching Biology techniques), specialized professional competence of the Biology teacher at upper secondary school is formed. According to the author, it is a dynamic integrated system of theoretical knowledge, practical skills, emotions, motives, attitudes, values and experience of the individual, which provides successful implementation of daily professional educational activities in terms of profile organization of training. Motivational-value, cognitive, activity and personality-reflexive components are distinguished, criteria and indicators of their formation are determined in the structure of the professional competence of the teacher at the specialized school. The survey results of Biology teachers of Zhytomyr region, students of bachelor's and master's degrees of higher education, different universities of Ukraine are presented in the paper. The study confirmed the positive perception of the specialized education introduction by the pedagogical community and the lack of internal motivation and willingness of teachers to implement it. The results of the experiment ascertaining stage demonstrated the necessity for continuous professional training of Biology teachers to work in a specialized upper secondary school; introduction of changes in the system of teacher training in institutions of higher and postgraduate pedagogical education. Study of the cognitive and operational activity components of the professional competence of bachelors, masters, and Biology teachers revealed that among all categories of respondents, specialized knowledge about the organization of specialized education in upper secondary school is the worst formed; realization of scientific, research, career guidance work; methods of differentiated teaching in classes of various specializations and profiles. It is difficult to work with creative, gifted students, organize their participation in competitions, contests, research projects. Students, according to self-assessment, consider their own biological, research, methodological knowledge and skills to be formed insufficiently. Moreover, at the levemaster’s degreel quantity of individuals with sufficient and high level of this component of professional competence increases. Many teachers find it difficult to preserve and maintain their own health; the use of innovative pedagogical techniques, especially information and computer technologies.

Constituting an apprenticeship curriculum

ABSTRACT Apprenticeships are required for many trades and can take different forms. In Sweden, one form can be viewed as a pathway where students complete a three-year-long vocational education in upper secondary school followed by a post-secondary apprenticeship in a particular trade. Another takes the form of vocational training within the framework of upper secondary school through an apprenticeship. This study analyses how a more clearly defined apprenticeship curriculum can provide sufficient knowledge to identify and understand learning outcomes in apprenticeships. A theoretical framework of an apprenticeship curriculum is used in the analytical work. The findings show that educational goals are often overlooked during apprenticeships, and thus a deliberative education is overridden by deliberative learning that stems from and is closely connected to the individual’s own perception of what to learn. By constituting an apprenticeship curriculum, this article contributes to an enhanced understanding of how to analyse vocational learning, and thus adds important elements to the research field.

Delay in L2 interaction in video-mediated environments in the context of virtual tandem language learning

The purpose of this article is to describe tandem dyads’ interactional resources and social practices for upholding intersubjectivity in video-mediated environments (VMEs) within the context of tandem language learning in a virtual learning environment (eClassroom tandem) arranged within formal language education in upper secondary schools. Data consists of video and screen recordings of several tandem dyads’ video-mediated interaction. Using conversation analysis, the study analyses how “lag” (a delay in the connection) affects participants’ meaning-making and ways to maintain intersubjectivity in VMEs. The results show that participants use different interactional resources and practices regarding turn-taking, turn design, and turn construction to maintain intersubjectivity. Clearly defined conversational roles in the assignments appear to help participants to cope with delays. Additionally, in the context of eClassroom tandem, the roles of the L1 speaker and the L2 speaker appear to be of situated importance for upholding a mutual understanding in VMEs.

Students’ views on the purpose of physical education in upper secondary school. Physical education as a break in everyday school life – learning or just fun?

ABSTRACTPrevious research shows that students have a widespread understanding about the purpose of physical education (PE), including learning about movement, health and also PE as a break from other school subjects. The present study aims at examining more closely the break perspective in light of interview data from 26 students, whose statements in interviews that focused on PE in upper secondary school in Norway, reveal that the view of PE as a break from other school lessons is also a valid understanding among students when they are approaching the end of PE in their schooling. We have asked what kind of learning the students’ views on PE as a break from other school subject are, or may be, in light of the Norwegian curriculum in PE in upper secondary school and to changes in the 2012 curriculum, which aimed to reduce performance stress and too much hunt for good grades. We present two interpretations of the interview texts – PE as ‘the movement moment’ in everyday school life, and participating in fun activities together with good friends, and a third interpretation, which we describe as a relatively invisible view of knowledge goals among the students about training and lifestyle and critical awareness about sport cultures in the society. We argue that a view of PE as ‘a movement moment’ in everyday school life contributes to modifying the view on PE as a break from other school subjects and to seeing it as a relevant learning perspective. On the other hand, a modified break perspective should be merged with knowledge and critical lenses on training, health, lifestyle and sport cultures in society, so that the students’ views on the purpose of PE all in all contain important knowledge and reflections they should have, according to the Norwegian curriculum in PE.

Edukacja w zakresie przedsiębiorczości w wychowaniu przedszkolnym, szkole podstawowej i szkołach średnich w świetle nowej podstawy programowej

W obliczu coraz bardziej dynamicznych przemian społeczno-gospodarczych na świecie współcześnie wzrasta świadomość potrzeby kształcenia ekonomicznego od najmłodszych lat. Szczególną wagę ma wyposażanie młodzieży w wiedzę, która pozwala zrozumieć zjawiska społeczno- -ekonomiczne, oraz w umiejętności praktyczne, a także kształtowanie postaw, dzięki którym możliwe jest wejście młodzieży w okres aktywności zawodowej i brania odpowiedzialności za swoje decyzje ekonomiczne. Dyskusja na temat roli edukacji szkolnej w tym względzie oraz treści kształcenia w zakresie przedsiębiorczości ma miejsce w Polsce od 2002 r., kiedy to wprowadzono do kształcenia ogólnego w szkołach ponadgimnazjalnych nowy przedmiot – podstawy przedsiębiorczości. Obecnie, ze względu na kolejną reformę edukacji, następują zmiany w kształceniu w zakresie podstaw przedsiębiorczości, które odbywać się będzie głównie na etapie szkoły średniej. Cele i treści kształcenia z zakresu przedsiębiorczości zostały także włączone w pewnym stopniu do edukacji w szkole podstawowej i wychowania przedszkolnego. Celem niniejszego artykułu jest zatem przedstawienie założeń nowej podstawy programowej z podstaw przedsiębiorczości dla szkół ponadpodstawowych, która zgodnie z harmonogramem wdrażania reformy będzie obowiązywać od roku szkolnego 2019/2020, oraz wskazanie możliwości kształtowania postaw przedsiębiorczych na niższych etapach edukacji. Przedstawiono także ważniejsze wnioski z przeprowadzonych konsultacji społecznych w tym zakresie. Analiza zapisów nowej podstawy programowej wskazuje, że jej wdrożenie powinno, zdaniem autorów, lepiej niż dotychczas sprzyjać edukacji ekonomicznej dzieci i młodzieży oraz kształtowaniu ich postaw przedsiębiorczych. Aby tak się stało, musi być spełnionych jednak szereg warunków, dlatego w końcowej części autorzy zawarli rekomendacje dla interesariuszy procesu kształcenia – instytucji kształcących i doskonalących nauczycieli, organów prowadzących, szkół i ich dyrektorów oraz nauczycieli.

Design-based research in economic education

This article describes the phases of a design-based research (DBR) process using the example of an economic education project. The project was carried out in the "urban economics" subject area for economic education in upper secondary schools (15-18 years). The research questions, research design, and central research results are described in detail. Finally, the experiences from the project are incorporated to reflect the DBR's specific performance characteristics.

Students’ opinions about the subject of Security Education in upper secondary schools

<i>The article is empirical and constitutes a qualitative analysis of students’ attitudes towards the implementation of the subject of Security Education in upper secondary schools to which they attended. The research attention was focused on the form of conducting classes, issues raised on the subject, assessment of their usefulness and proposals for improvements presented by students. The self-assessment of self-attitude towards the subject and level involved in the acquisition of the core curriculum was also presented.</i>

Czy szkoła Ci powie jak dbać o zdrowie? Edukacja o zdrowiu psychicznym w polskich szkołach

Cel badań. Celem zaprezentowanych rozważań jest analiza tego, w jaki sposób polskie szkoły edukują młodzież w zakresie ochrony zdrowia psychicznego. W artykule szczególnie zwrócono uwagę na edukację na poziomie ponadgimnazjalnym.
 Metody badań. Wykonano badanie wśród młodych dorosłych, aby oszacować, w jakim stopniu zagadnienia związane ze zdrowiem psychicznym i jego ochroną są obecne w edukacji w szkołach ponadgimnazjalnych. Ponadto, analizie poddano projekt podstawy programowej dla szkół ponadgimnazjalnych oraz podręczników dla tego etapu edukacji.
 Wyniki badań. Badanie młodych dorosłych pokazało, że niewielu z nich na etapie edukacji ponadgimnazjalnej, w ramach nauki szkolnej, miało zajęcia dotyczące najczęściej występujących zaburzeń psychicznych oraz miejsc, gdzie można zwrócić się o pomoc, w przypadku wystąpienia takich problemów. Analiza tekstów podstawy programowej i wybranych podręczników wykazała, że w ramach przedmiotów biologia, wychowanie fizyczne i wychowanie do życia w rodzinie zawarte są elementy związane ze zdrowiem psychicznym.
 Wnioski. Należy podjąć działania, aby nauczanie o zdrowiu psychicznym było bardziej obecne w edukacji, szczególnie w szkołach ponadgimnazjalnych, kiedy to młodzież staje się bardziej narażona na problemy ze zdrowiem psychicznym.