School Knowledge Research Articles

‘Where Have I Found Myself’? Exploring How Black Social Work Students Navigate Identities in School-Based Practice Learning

Abstract In 2020, the social work in schools (SWIS) project was implemented with an initial cohort of fifty-four social work students from an Eastern English university. With the aim of exploring the student experience, we undertook an initial focus group. One unanticipated aspect of these discussions was how black students reflected on their experience of being placed in predominantly white schools, which merited a follow-up focus group to explore this in more depth. Intersectionality underpinned this study as it offered an analytical approach to understand the interconnected identities of black students within the context of schools. Constructivist grounded theory was used to analyse the data, and three categories were identified in understanding experiences of participants: Race and Experiences of Being Placed in Schools; Intersections of Race, Racism, and Acceptance; and Experiences of Learning in Schools. Concepts of belonging, acceptance and racial identity underpin these categories and help us understand black students’ experiences of undertaking SWIS placements. Black students developed their skills, knowledge, self-concept and confidence in schools. Conclusions are drawn highlighting the centrality of harnessing black students’ cultural wealth and knowledge to facilitate positive relationships for learning.

Half-life and Lifeworld: The Omission of School Knowledge in Writing about Radioactive Waste

We report on a pilot study investigating student writing about radioactive waste before and after instruction on half-life. We found that none of the (N = 21) 12th-grade students mentioned half-life on the post-test writing task, despite the post-test being separated from the intervention by only a short amount of time. This is consistent with previous research conducted by Eijkelhof et al. which showed that, even after formal learning, students are unlikely to be influenced in terms of their views about topics in the lifeworld (such as where to store waste from nuclear power plants). Our study, though small, is pioneering in that we analyze both student writings and responses to survey questions in our assertion that the issue is neither student writing ability nor conceptual understanding. We hypothesize, rather, that students (at least on a sub-conscious level) do not think the topic of half-life is relevant to the writing task. This suggests that instruction aiming to improve student writing about science issues in the lifeworld should provide scaffolding to emphasize the usefulness of school knowledge in that writing.

The Positive Impact of the Problem Based Learning Model Assisted by Audio Visual Media on the Science Knowledge Competency

The number of students' deficiencies in understanding science learning material is caused by the use of learning components that are less than optimal. The purpose of this study was to analyze the effect of the problem-based learning model assisted by audio-visual media on the competence of science knowledge in fifth-grade elementary school. This research is a quasi-experimental study with a non-equivalent control group design. The population in this study was fifth-grade students. The sample in this study was determined by cluster random sampling technique. The sample in this study was fifth-grade elementary school students. Data in this study were collected using the test method in the form of multiple choices. The collected data were then analyzed using descriptive statistical analysis techniques and t-test inferential statistical analysis techniques. The results of the t-test analysis obtained tcount = 8.413 and ttable = 4.027 with a significance level of 5%. The results of these calculations show that tcount>ttable, so that H0 is rejected and H1 is accepted. Therefore, it can be concluded that there is a significant influence of the problem-based learning model assisted by audio-visual media on the science knowledge competence of fifth-grade elementary school students. The implication of this research is to improve students' science knowledge competence.

Needs Analysis for the Development of Sequential-Digital-Applications-of-Arithmetic-Operations (DASAO) Emphasizing on Conceptual and Procedural Knowledge in Malaysia Primary Schools

Needs Analysis for the Development of Sequential-Digital-Applications-of-Arithmetic-Operations (DASAO) Emphasizing on Conceptual and Procedural Knowledge in Malaysia Primary Schools

Michel Foucault's Critical Discourse Analysis of Controversy News in Islamic Boarding Schools

This research aims to analyze the construction of power and knowledge within the polemics that occurred at Al-Zaytun Islamic Boarding Schools. The study adopts a critical discourse analysis (CDA) approach, utilizing the framework of Michel Foucault's thinking. The primary data source for this research consists of news coverage published by Kompas.com, a leading news website in Indonesia. The collected news articles underwent a rigorous qualitative analysis process guided by the principles of critical discourse analysis and Michel Foucault's framework. Research shows that differences in interpretation and understanding of religious teachings cause controversies in Islamic boarding schools. The construction of power and knowledge in Islamic boarding schools plays a vital role in shaping the views and actions of individuals and the wider community. Islamic boarding schools have authority in interpreting and teaching religious teachings to students, and this includes a hierarchical structure in leadership, decisions taken by kyai or caregivers, and control over the religious knowledge conveyed to students. This research provides a deeper understanding of power, knowledge, and resistance dynamics within the context of polemics. From Michel Foucault's perspective, critical discourse analysis offers a critical view of the relationship between power, knowledge, and discourse in society.

A brief intervention helps to reduce equity gaps in graduate school knowledge among psychology students.

A brief intervention helps to reduce equity gaps in graduate school knowledge among psychology students.

The Influence of the School Environment on the Formation of Primary School Students' Character

Environment school is realm education second for participant educate. In the environment school participant educate guided in all aspects, morals, knowledge and skills is something very important thing for built in environment school. The problem is, what? there is influence between environment school to formation character student at school basic and presumptive that there is positive influence between environment school to formation character student. This study aims to see how the school environment influences the formation of student character in elementary schools. Study This expected can beneficial in development knowledge, improvement and reference for researchers, teachers, and head school in carrying out education in the future. Method used in this study is study literature (library research). This study using secondary data form journal scientific, results study as well as books and other relevant sources. Literature or library used in this study is books, articles journals, proceedings, and reports study as listed in the bibliography. Data analysis techniques used covers three stages that is organizing, synthesizing, and identifying. Research result this show that the school environment has a significant influence on the formation of student character. With thereby education character must noticed especially in room scope school so that can embedded in self student as shield and provisions in act as well as can formed generation that has good character. Therefore, teachers and parents must play an active role in making it happen.

The Need for Gender Studies at All Levels of Education in Cameroon

Aim: The need for gender studies and practice in Cameroon cannot be over emphasized or remain only on papers and commemorations such as the celebration of the International Day of the Woman and conventions ratified. This paper aims at elucidating how the top-down educational policy of the government where gender studies are introduced later on under Citizenship Education has failed to inculcate desired values in society. Methods: Data was garnered empirically through observations, through study of conjugal conflict files at the Regional Delegations of the Ministry of Women Empowerment and the Family, and through related scholarly articles, books and online sources. Results: The study found that even with imposed quarters from the UN that have been inculcated in the country’s constitution, and the efforts made so far by government, there’s no parity from the executive right down to legislative, not to go down to communal and family levels in Cameroon. Findings equally show that, many women still ignorantly believe especially in rural areas, that politics is meant only for their male counterparts who are presumably heads of the families. At the level of Higher Education, some male scholars in state universities continue to falsely believe and question the competence of female colleagues. Some cultures still made parents to believe that higher education or schooling in general should be a male domain, thereby retarding the education of the girl child who is lagging behind under the bondage of culture. This is the typical case with the Hausa and Fulani residing in Cameroon and some ethnic groups caught up in discriminatory cultures all over the country. Conclusion: Gender studies should be imposed at all levels of education in Cameroon and African countries to foster gender equality. Recommendations: Government should separate gender studies from citizenship and make it a stand-alone subject known as Gender and Ethnic studies. Parents should undergo gender training courses be it in adult literacy program, and/or future parents are to gain this knowledge in schools before becoming parents to avoid being discriminative. If the gender studies are incorporated in current syllabus, Cameroonians would have no problems with notions like gender equality, equity, mainstreaming.

Ethnobotanical knowledge in state schools and family health teams of Juazeiro do Norte – CE: a case study

Ethnobotany refers to the study of the relationship between man and plants as well as their mode of use. This popular knowledge is part of the history and culture of peoples from its origin to the present day, and is passed on generation after generation, representing a more accessible alternative to treat illnesses. Some communities develop sacred rituals involving the medicinal power of plants, and scientifically, it is from the chemical compounds present in them that new drugs are produced. The aim of this study was to investigate the ethnobotanical knowledge of students in the second year of high school and of biology teachers in the EEM José Bezerra Menezes, EEMTI Figueiredo Correia and EEEP Professor Moreira de Sousa; the Health Agents working in FHS 30 and 52 and the Nurse responsible for the team that works at São Lucas Maternity Hospital, in the municipality of Juazeiro do Norte, southern Ceará. The highest number of citations was found for the plants Peumus boldus Molina (37.41%), Lippia alba (Mill.) N.E.Br. ex Britton & P. Wilson (28.78%), Mentha spicata L. (20.86%) and Matricaria recutita L. (12.95%). This study is expected to find out which medicinal plants are most used by the researched communities as well as their mode of use, in addition to contributing to this knowledge being better shared among the population.

IJCM_242A: Assessment of self-medication practice among the school teachers of Bhopal

Background: The World Health Organization (WHO) and the International Pharmaceutical Federation (FIP) define self-medication (SM) as a practice by which an individual selects and uses medicines to treat symptoms or minor health problems, recognized as such by themselves. Self-medication has a number of negative effects, including resource waste, greater disease resistance, and drug resistance. Lack of time, convenience, and awareness parameters, as well as distorted thinking, all contribute to today’s never-ending cycle of self medication and its detrimental effects. Objectives: 1. To determine the prevalence of use of self-medication among school teachers of Bhopal. 2. To assess the construct connection between old and new practice by pre & post test scores. Methodology: Quasi-experimental, pre- and post-educational intervention study of randomly selected school teachers of Bhopal, Sample Size 136.5 ~ 140 using Cochran’s formula. A pre-validated, pre-tested, close-ended multiple- choice questionnaire on Socio-Demographic information, various domains like reasons, indications, medications used and source of knowledge for self- medication was filled in digital mode before and after the lecture demonstration. Results: The effectiveness of the educational program on most of the components was found positive. Conclusion: Awareness can be created through social media platforms regarding the detrimental effects of self-medication. Teachers can be the best resource persons in the dissemination of knowledge in schools and colleges.

IJCM_117A: A study to assess the effectiveness of a health educational program on knowledge regarding prevention of Cervical Cancer among young adult female students of Bhopal.

Background: Cervical Cancer is the fourth most common cancer in women & causes significant morbidity and mortality. Every year in India, 122844 women are diagnosed with Cervical Cancer & 67447 die from the disease. Vaccinations to prevent HPV infection have been developed. Awareness regarding Cervical Cancer being a Vaccine Preventable Disease among young adult females is low. Objectives: To determine the awareness of young adult female students regarding Cervical Cancer, its risk factors, screening method & prevention. To assess the construct connection between old and new knowledge by pre & post-test scores. To recommend a health awareness program regarding Cervical Cancer. Methodology: Cross-sectional study of young adult female college students from Commerce, Science and Medical discipline in the city of Bhopal, Sample Size - 387 using Cochran’s formula. A pre-validated, pre-tested, close-ended multiple-choice questionnaire on Socio-Demographic information, Domain I i.e. awareness regarding Cervical Cancer including risk factors and symptoms, Domain II i.e. screening & diagnostic and Domain III i.e. vaccination for Cervical Cancer was filled in digital mode before and after the lecture demonstration. Results: The effectiveness of the educational program on most of the components of domain I was found positive but statistically non-significant. In domain II after demonstration, the chi-square test of knowledge on screening technique and diagnostic Pap smear method were found statistically significant and in domain III the chi-square test of knowledge on vaccine for Cervical Cancer was found statistically significant. Conclusion: Prevention and screening measures in young adult female college students were found low and nearly half of the study participants are willing to adopt vaccination and screening program. Teachers can be the best resource persons in dissemination of knowledge in schools and colleges.

Hindrances Of Geography Teachers Ict Competence In Public Secondary Schools In Zaria Metropolis, Kaduna State Nigeria

The study investigated the Hindrances of Geography teachers ICT Competence in Public Secondary Schools Zaria Metropolis, Kaduna State. The researcher deployed descriptive survey research using 40 Geography Teachers as study Sample and two questionnaires as research instruments. First Questionnaire: level of ICT competence among Geography Teachers (LOGTIC) with face validity index 72.2 Content validity index 0.74 and reliability coefficient 0.81. Second Questionnaire: Hindrances of Geography Teachers ICT Competence Questionnaire (HGTICQ) face validity index 83.6 content validity index 0.77 and reliability coefficient 0.71. Data collected analyzed using frequency and percentage. The study found out that: the percentage of male geography ICT competence teacher are more than the female and the factors that hider geography teachers both affects the male and female geography teachers ICT competence for teaching geography in public senior secondary schools. The researcher recommended among others: Government should create awareness of the danger of lack ICT knowledge and skills in schools to the entire public. Training and retraining of teachers to be good and update their ICT knowledge and skills, and Government should take the lead in eradicating all forms of factors hindering teachers ICT competence in public secondary schools, by among others providing good electricity power supply, basic infrastructures and good maintenance and management techniques.

학교-마을 연계 교육 실천 경험에 대한 비판적 자문화기술지

The purpose of this study is to critically explore the experience of practicing school-community linkage education through the perspective of politics of curriculum, which pursues critical exploration of school knowledge. To achieve this purpose, I, as a researcher, conducted a critical autoethnography to analyze the debates about knowledge between in-and-out the school that occurred in the process of practicing school-community linkage education based on my reflective experience and narrative of practicing school-community linkage education. According to the research results, it was confirmed that in practicing school-community linkage education, the debates on school knowledge take place between in-and-out the school. The results of this study show in detail whether in-and-out school debate the selection, composition, and delivery of knowledge in school-community linkage education due to different perspectives, premises, and methods. In particular, it was discovered that the hegemonic order on school knowledge, including political and sociocultural context, ideology, power distribution, and control mechanisms, acts in various ways in implementing this school-community linkage education. The results of this study are meaningful as data that provide theoretical insight in improving and qualitatively improving school-community linkage education by addressing conflict and dilemma issues in-and-out the school that arise in the process of promoting school-community linkage education.

Enhancing senior secondary school students’ content knowledge and reflective thinking in genetics concepts using socioscientific issue-based strategy

This study determined the effect of Socioscientific Issue–based Strategy and Scientific Reasoning Ability (SRA) on students’ content knowledge and reflective thinking in senior secondary school (SS) genetics concepts (GC) in biology in Oyo State, Nigeria. The pretest-posttest control group quasi-experimental design was used. 140 SS two students participated. Data were analysed using analysis of covariance at p0.05. Treatment had a significant main effect on student’ knowledge (F(1;339)=16.96; partial η2=0.07) and reflective thinking (F(1;339)=10.17; partial η2=0.04) in GC. SRA had a significant main effect on students’ knowledge (F(2;338)=4.84; partial η2=0.04) and reflective thinking in GC (F(2;338)=5.01; partial η2=0.04). Socioscientific issue-based strategy improved students’ learning outcomes in senior secondary school genetics concepts.

Education and school meals: a way to feed knowledge and cur hunger

This article has as objective to comprehend questions related school lunch school in teaching environment for student basic education. The public policy, the guaranty of laws to proporcion the dues feed security are fundamental for individuals to assimilate the knowledge that education proporcion, above contributing to appreciation of lunch regional development through local. Analyzing the influence of school lunch security lunch of public school students, we served for the PNAE, allows us to gain knowledge of entire program, that is, education, school, lunch, regional development and agriculture. This study demonstrates the relevance of school meals so that students can not only have access to lanch in its physical form in sufficient quantities and nutritional values, but also social and economic forms.

»Vi ser att [eleven] har behov av särskilt stöd» Om kunskapsbildning och informationshantering i skolans elevutredningar

This study engages with the discursive construction of knowledge in school documents concerning pupils in need of special pedagogical support. In these texts, information from various voices is represented and recontextualized, meaning that images of pupils are negotiated and outlined, and ultimately knowledge about pupils and their learning is constructed discursively. The aim of the study is to investigate practices of knowledge construction in these texts. The data consist of 27 documents written by teachers who teach in lower secondary school (7th–9th grades). Drawing on linguistic discourse analysis, lexico-grammatical features are analyzed from both a qualitative and a quantitative perspective. The study shows how information originating from various voices is managed and framed by linguistic means in qualitatively different ways, and how the framing of information contributes to construction of several kinds of knowledge. In the analysis, five forms of framing are identified, along with six different types of voices. By quantifying the forms of framing as related to various voices, the study maps out the legitimization and delegitimization of various voices via the construction of different kinds of knowledge. Even though information from several voices is represented in the texts, it is primarily information from either the writer him/herself or written sources, such as previous documentation about pupils, that is legitimized by the writer.

Knowledge, attitude and practice towards intestinal schistosomiasis among school-aged children and adults in Amhara Regional State, northwest Ethiopia. A cross-sectional study

BackgroundSchistosoma mansoni causes intestinal schistosomiasis (SCH) in all regions of Ethiopia. Despite many years of mass treatment, the prevalence has not dropped significantly. The reduction of SCH transmission demands the integration of deworming with safe water, sanitation, and hygiene (WASH) activities. Adequate knowledge and a positive attitude towards SCH are critical to practicing those interventions. However, data on the knowledge, attitude, and practice (KAP) level in school and community settings is limited in Ethiopia.MethodsSchool and community-based cross-sectional studies were conducted from February to June 2023 among 634 school-aged children (SAC) and 558 adults. A pre-tested questionnaire was used to collect socio-demographic and KAP data. Records were entered and analyzed using SPSS software version 21. Correct responses for each of the KAP questions were scored as one, while incorrect or ‘I don’t know’ responses were scored as zero. Good knowledge, a positive attitude and good practice were declared if percentage scores were ≥ 80%, ≥ 90% and ≥ 75%, respectively.ResultsOnly 229 (19.2%) respondents, comprising 91 (14.4%) SAC and 138 (24.7%) adults, had ever heard of SCH. Adults, males, and urban residents had higher awareness level compared to their respective counterparts (p < 0.05). Only 28.4% of aware respondents knew that swimming or bathing in freshwater is a risk factor for schistosoma infection; 10.9% knew the etiologic agent; and 14.4% mentioned at least one sign and symptom associated with SCH. The majority (97.8%) of the respondents were willing to take therapeutic drugs, but only 37.6% believed that SCH is a serious disease. Regarding risky practices, 89.5% practiced swimming or bathing in freshwater, and 25.3% had no access to piped water. Among the aware respondents, only 18 (7.9%) had good knowledge, while 30 (13.1%) had a positive attitude towards SCH. Ninety-nine (43.2%) respondents had good Schistosoma infection prevention practices.ConclusionsThe knowledge, attitude, and preventive practice level towards schistosomiasis are low in the study area. Therefore, strengthening school and community-based health education, along with mass drug administration (MDA), WASH, and a vector control program, is recommended for preventing SCH.

Methods of teaching folklore in secondary school

Relevance. Folk songs, fairy tales, riddles, and tongue twisters are important for their emotional impact on a person, and the study of folklore allows a better understanding and feeling the spirit of the people, their worldview, culture, and history. The relevance of the study is based on the fact that at the present stage, due attention is paid to the use of folklore in the educational process in secondary school. Purpose. The purpose of the study: determine the role of folklore in the educational process through the conducted analysis of knowledge in secondary schools of Kazakhstan, identify the main genres of folklore, show the main techniques and methods of teaching folklore. Methodology. Comparative, descriptive, deductive, axiomatic, dogmatic, and abstraction methods and the method of analysis and synthesis were used to clarify this subject. Results. The result of the study was the definition of the concept of folklore and consideration of the classification of genres. The empirical part of the study consists of a survey conducted among 44 pupils, and a survey of 15 teachers of the highest category of secondary schools in Kazakhstan on the methodology of teaching folklore, its impact on the upbringing of the younger generation, and the activation of the educational process in general. Conclusions. The study examines Kazakh folklore and its components, shows the model of teaching folklore at school. The study allowed identifying certain features and assessing the prospect of further introduction of folklore teaching methods into the educational system of Kazakhstan, and developing recommendations for studying Kazakh folklore for grades 5-6. The practical importance of this subject is due to the main methodological aspects that affect the effectiveness of the use of certain methods of teaching folklore in secondary schools. Keywords: learning process; teacher; educational system; oral folk art; traditions

Absencja usprawiedliwiona? O kilku wątkach nieobecnych na wystawie Ukraina. Wzajemne spojrzenia

The aim of this article is to analyse the content of the exhibition Ukraine. A different angle on neighbourhood, presented in Cracow from September 2021 to January 2022, aimed at identifying exemplary themes that would have significantly enriched the educational and informational dimension of this exhibition, but for various reasons did not make it into it. Exemplary absences included the regional differentiation of Ukraine, the historical-independence status of Galicia, the demographic decline of Poland’s neighbours from across the river Bug, the importance of the Cossacks in the context of the 17th-century problems of the Polish-Lithuanian Commonwealth and the place of the “Vistula” action in the consciousness of Poles. A separate point is devoted to the absence of the motif of the Ukrainian Insurgent Army (UPA) and the Volhynian massacre from the exhibition, indicating – also through references to the declarations of people involved in the creation of the exhibition – why this motif was to be expected, and proposing a way in which this motif could have been creatively presented. Although the essence of the considerations is to indicate points which would enrich the school knowledge of the primarily Polish audience of the exhibition in relation to the framework of Ukrainian identity (identities) and the Polish-Ukrainian neighbourhood, in its essence the article does not prejudge the necessity to take up the aforementioned motifs, nor does it constitute a closed list of topoi which would be crucial in determining such a framework.

Learning Arabic Language Sciences Based on Technology in Traditional Islamic Boarding Schools in Indonesia

This research aims to analyze traditional Islamic boarding school leaders' perceptions of technology, models of learning Arabic sciences in traditional Islamic boarding schools, forms of using technology in learning Arabic language sciences in traditional Islamic boarding schools, and foundation support for using technology in learning sciences. -Arabic language knowledge in traditional Islamic boarding schools. The type of research used is qualitative-descriptive. Research data was obtained using observation methods, in-depth interviews, and documentation. The instruments used are observation lists, interview lists, and documentation lists. Data were analyzed using ATLAS—ti9 software. The research results show that (1). traditional Islamic boarding school leaders' perception of technology is very positive, and there is no rejection of the presence of technology; (2). The model of learning Arabic language sciences in traditional Islamic boarding schools is still preserved, such as using the yellow book with the bandongan, sorogan, and wetonan methods (3). Using technology in learning Arabic language sciences in traditional Islamic boarding schools by operating computers, laptops, focus, and cell phones with the help of the internet (4). The foundation supports the use of technology in learning Arabic language sciences in traditional Islamic boarding schools by disbursing sufficient funds to procure learning technology tools or by building collaborations with other parties. This research aims to increase the use of learning technology in traditional Islamic boarding schools to create effective and efficient learning but remain resistant to Islamic boarding school values and traditions.