Secondary Education Courses Research Articles

Negative and Extrapositive Attitudes Towards Cold-Blooded Tetrapods Among Students of the Secondary Education Course: Ethical and Normative Aspects

The present study represents an empirical research, the purpose of which was to investigate the attitudes towards the species of the Suborder Snakes (Serpentes) and of the Order Turtles (Testudines) among adolescents. We aimed to determining the risks regarding the conservation of herpetophauna. Questionnaires were constructed, adequate to the learning objectives of the subject "Biology and health education" in the respective classes. Students from the seventh, ninth and eleventh grades in two of the schools in the city of Shumen (NE Bulgaria) were surveyed. The total number of respondents was 426, of which 198 were for attitudes towards snakes and 228 were for attitudes towards turtles. The results of the present study showed the problems in the field of protecting of the biological diversity of snakes and turtles in Bulgaria. The attitude toward snakes was clarly negative and that to tortoises was extra positive. A very low level of environmental culture was detected. The vast majority of the recipients insisted on in depth revision of the education plans in Biology. Unfortunately, the analysis of the textbooks content used for the education of the recipients, indicated on insufficient and improper selection of information concerning the reptiles. Since once established, attitudes are difficult to change, the main target group of education efforts must be concentrated on the secondary course students.

Habilidades en autorregulación del aprendizaje y el impacto del ingreso a la escuela secundaria integrada en los adolescentes

Self-regulated learning can be defined as the ability of students to plan, execute and evaluate their activities, making them active and participatory in their learning. There is still a lack of Brazilian studies on the self-regulation of learning in Integrated Secondary Education (EMI) students. Therefore, this work describes the perceptions of adolescents about the impact of enrollment in the Integrated Secondary Education course, highlighting their degree of mastery of skills in self-regulation of learning. A survey was conducted among EMI students at a federal educational institution (FI) in Brazil. 35 students entering in 2022 participated in the study. To probe the adolescents' perceptions, a semi-structured interview was conducted. The reports indicate that entering the EMI was perceived as a challenge by the majority of those interviewed and, often, was associated with the appearance of feelings such as worry and anxiety. It is possible to affirm that the sample is heterogeneous in terms of self-regulation skills and that, to a greater or lesser extent, students master some skills related to the planning and evaluation stages of the self-regulation cycle. It is assumed that information and guidance on self-regulation of learning contribute to students' adaptation to EMI and their quality of life.

Exploring the persistence of adults on secondary education courses: occupational status, satisfaction and self-efficacy as key factors

One of the most worrying issues in Spanish education is the high school dropout rate, especially for those students who leave compulsory secondary education with no qualifications. Some of these students re-enter the system via adult education centres (AECs), where they can obtain the minimum qualification required by the labour market (the Secondary Education Graduate Certificate, the equivalent of GCSE in UK education). Entry into and adaptation to the AECs was explored in a non-probabilistic sample of 234 individuals from a total population of 2033 enrolled in 14 Catalan AECs, and the roles of a range of factors in shaping successful trajectories were analysed. The aim was to contribute to the design of strategies boosting students’ well-being and raising the probability of their persisting in their studies. The results showed that when study was full-time or combined with a part-time job of half a day or fewer working hours, when there was high academic satisfaction with the centre, and when there was a feeling of empowerment and efficacy in studying, the bond to the centre and the will to continue studying there were enhanced.

An Investigation of Cognitive Gains Found in Secondary Education Course Curriculum for the Prophet’s Life According to the Revised Bloom Taxonomy

2012-2013 eğitim öğretim yılından itibaren, “din, ahlak ve değerler” grubu içerisinde “Peygamberimizin Hayatı” dersi diğer seçmeli dersler ile müfredatta yer almaktadır. Son olarak 2018 -2019 eğitim öğretim yılında “Peygamberimizin Hayatı Dersi Öğretim Programı” yayımlanmıştır. Peygamberimizin Hayatı dersinin hedef ve içerikleri kapsamında kazanımların incelenmesi, dersin amaçlarını sağlaması açısından önem arz etmektedir. Bu makalenin amacı “Ortaöğretim Peygamberimizin Hayatı Dersi Öğretim Programı”nda bulunan bilişsel kazanımların Bloom Taksonomisi’nin bilgi boyutu ve bilişsel süreç boyutu dikkate alınarak değerlendirmektir. Bu çerçevede 9-12. Sınıf Peygamberimizin Hayatı Öğretim Programı incelenmiş ve kazanımlar analiz edilmiştir. Çalışmada nitel araştırma yönteminin doküman analizi tekniği kullanılarak veriler toplanmış ve değerlendirilmiştir. Veriler, Talim ve Terbiye Kurulu’nun 19.01.2018 tarihinde yayınlanmış olan ve 19 sayılı karar ile kabul edilen Peygamberimizin Hayatı Öğretim Programı’ndan elde edilmiştir. Programın bütününe bakıldığında 109 kazanımın yer aldığı tespit edilmiştir. Bu kazanımların 93’ü bilişsel, 16’sı duyuşsal alanda yer almaktadır. Psikomotor alanda kazanım yer almamaktadır. Çalışmanın örneklemi öğretim programında yer alan bilişsel bölüme ait 93 kazanımdan oluşmaktadır. Bu kazanımlar Yenilenmiş Bloom Taksonomisi’ne göre incelenmiş ve analiz edilmiştir. Kazanımların dağılımına bakıldığında büyük bir kısmının bilgi boyutunda, olgusal bilgi ve kavramsal bilgi aşamasında; bilişsel süreç boyutunda ise anlama aşamasında olduğu görülmüştür.

Exploring Polygonal Number Sieves through Computational Triangulation

The paper deals with the exploration of subsequences of polygonal numbers of different sides derived through step-by-step elimination of terms of the original sequences. Eliminations are based on special rules similarly to how the classic sieve of Eratosthenes was developed through the elimination of multiples of primes. These elementary number theory activities, appropriate for technology-enhanced secondary mathematics education courses, are supported by a spreadsheet, Wolfram Alpha, Maple, and the Online Encyclopedia of Integer Sequences. General formulas for subsequences of polygonal numbers referred to in the paper as polygonal number sieves of order k, that include base-two exponential functions of k, have been developed. Different problem-solving approaches to the derivation of such and other sieves based on the technology-immune/technology-enabled framework have been used. The accuracy of computations and mathematical reasoning is confirmed through the technique of computational triangulation enabled by using more than one digital tool. A few relevant excerpts from the history of mathematics are briefly featured.

Exposing the hazards of teaching 19th century genetic science

AbstractScience should provide students an accurate and contemporary education on genetic influence, particularly how it impacts trait variability and developmental norms. Stories involving familial, racial, and sexual differences routinely appear in the popular media and sales of over‐the‐counter genetic tests are mounting. Unfortunately, research suggests genetic curricula in secondary education and university courses have little impact on genetic literacy; instead they appear to amplify genetic essentialism. This position paper reports on genetic essentialism, the impact of three components of science education (teachers, students, curriculum), and critiques existing genetic lessons in two prevalent scientific disciplines, biology and psychology. Two entrenched 19th century genetic paradigms (e.g., Mendelian inheritance and behavioral genetics) are specifically examined. The paper closes with specific recommendations for improving students' genetic literacy including important contemporary genetic science (e.g., epigenetics) and instructional approaches (e.g., learning progression, refutational teaching).

AUTOMATIC BELT CARDIOPULMONARY RECISUTATION (CPR) DEVICE AND TEST SYSTEM DESIGN

The test system was created by adding flex and force sensors to this manikin to evaluate the results of heart massage applied on an artificial adult manikin, which has a spring that can give the chest stiffness of an adult human. This test system monitors and analyzes cardiopulmonary resuscitation (CPR) applications performed by the automated CPR device or manually by the person. The signals received from the sensor are transferred to the computer via the serial port with the Arduino Uno card and displayed in real-time in MATLAB graphical user interface (GUI). This GUI, designed with Matlab 2021a software, analyzes the sensor signals resulting from CPR. It gives a graph of the repeats of compression per minute, the depth of each compression, and the compressions rate variable performed by the user or the automatic CPR device during the CPR application. This created test system can evaluate the accuracy of both the automatic CPR device performed in this study and the manual CPR application. The test system designed in this respect can be used in the training and evaluation of cardiac massage applications, which is included in the first aid courses in secondary education, associate degree, undergraduate, and vocational education courses.

Specialised Knowledge of the Mathematics Teacher to Teach through Modelling using ICTs

Background: The study of the knowledge of the mathematics teacher has focused attention on differentiating mathematics preservice teachers from other types of professionals who know the area to establish specific characteristics that can identify the professional licensed for the teaching of mathematics. Objectives: To characterise the specialised knowledge of the teacher who incorporates information and communication technologies (ICT) in the teaching of mathematics using modelling. Design: Qualitative research based on an instrumental case study. Setting and participants: The study is carried out in a secondary basic education course, with a teacher with training and experience in teaching mathematics with technological resources. Data collection and analysis : The analyses focused on three subdomains of the mathematics teacher’s specialized knowledge model, namely: knowledge of the topics, knowledge of mathematical practices, and mathematical knowledge for teaching, by adapting indicators to the categories of knowledge of these subdomains, integrated with aspects of modelling. Results: The relationships that arise between categories of the subdomains were found and are evidence of the need for the teacher who teaches mathematics to know the subject discipline in depth and to relate it to their didactic-pedagogical knowledge to develop mathematical modelling processes using the ICTs. Conclusions: The construction of knowledge indicators of the KoT, KMP, and MKT allowed us to understand and interpret the specialised knowledge of the teacher when teaching conics, particularly, the circumference, through mathematical modelling with the specialised GeoGebra software.

Interestingness is in the eye of the beholder – the impact of formative assessment on students’ situational interest in chemistry classrooms

ABSTRACT Students’ interest is considered an important learning outcome, but it is also a relevant predictor for student learning, and future vocational choices. According to numerous studies, however, students’ interest in STEM fields usually declines during the course of secondary education. From the perspective of science education, it is therefore necessary to foster or at least maintain students’ interest. Despite the variety of approaches that have already been examined in order to promote student interest, the problem of low-interested students remains. Prior findings indicate that specific person characteristics and the students’ perception of the situation seem to be moderate the effectiveness of many approaches. The current intensive repeated measure intervention study addresses the investigation of a possible interest trigger (formative assessment) and also the process that influences the perception of this trigger. Based on a sample of 9th-grade chemistry students (N = 200), three different interventions of formative assessment were implemented in regular classrooms. Students’ situational interest was assessed repeatedly in short time intervals. Based on multilevel analyses, not all interventions were perceived as equally interesting by the students. While students’ individual interest influences the perception of all interventions positively, the impact of gender, chemistry grade, and enjoyment varies across the interventions.

Design and Validation of a Test for the Types of Mathematical Problems Associated with Reading Comprehension

Being able to understand a written text is an essential life skill, as is solving a problem, which configures a bidirectional relationship between both skills. With regard to reading comprehension, at least three specific levels are required to achieve a full understanding of a text: literal, inferential, and critical. For its part, mathematics has changed substantially in recent decades, prioritizing problem-solving as the central axis of the teaching process as it constitutes a resource for learning. This study connects both skills and aims to design and validate a mathematical problem-solving test contextualized to the quadratic function, to assess the level of reading comprehension of secondary school students. The study is nonexperimental, cross-sectional, and focused on psychometric aspects since it aims to validate a measurement instrument. It was applied on a pilot basis to three municipal secondary education courses in Chile. The content, construct, discrimination, and reliability validation tests carried out allowed us to demonstrate that the problem-solving test contextualized to the quadratic function is a reliable instrument to produce knowledge in educational research.

The Analysis of Primary and Secondary Education Curricula in Terms of Null Curriculum

This study aims to examine primary and secondary education curricula in terms of controversial issues such as human rights, terrorism, sexuality, etc. determined by the participation of teachers, academicians and education union representatives beforehand. This study was designed as a document analysis which is one of the qualitative research methods. In this study, the curricula of the compulsory courses (N=16) of primary and secondary education were examined through content analysis. The curricula were analyzed in terms of controversial issues through a descriptive analysis form which was prepared by the researcher. The document analysis form was based on the controversial themes and sub-themes determined by the participation of teachers, academicians and education union representatives beforehand. The study revealed that controversial issues addressed by the education stakeholders were mostly not covered in the curricula of compulsory courses in primary and secondary education; in other words, it was the null curriculum. Furthermore, it was found that there was no relation between the general objectives and acquisitions of some curricula in terms of controversial issues.

Use of social networks, video games and violent behaviour in adolescence among secondary school students in the Basque Country

This article is aimed at exploring the relationship between abusive use of the internet and social media and involvement in violent behavior in adolescence. This analysis used a sample of 2549 participants of students enrolled in secondary education in the Basque Country, including lower secondary education, baccalaureate studies and vocational training courses. The results of this study show that the antisocial behaviour and bullying variables are associated with the different categories of use of information and communication technology. Gender differences appear to be irrelevant in this correlation as it is similar in both boys and girls. These data must be taken into consideration by the educational community, which has been shown to have a protective influence and by school guidance departments in particular, which are designed specifically to tackle these kinds of situations.

КҮРДЕЛІ ТРИГОНОМЕТРИЯЛЫҚ ТЕҢДЕУЛЕРДІ ШЕШУ ТӘСІЛДЕРІ

One of the difficult problems in the contents of mathematical courses of secondary general education is the solution of trigonometric equations. In ouropinion, there are at least two reasons for this problem. Firstly, the essence of trigonometric problems is reduced not to algebraic problems, but more to geometric ones. But nevertheless, trigonometric problems are widely used in algebra and in algebra and the beginning of analysis, rather than in geometry. Secondly, there are many formulas used when working with trigonometric problems. And all this is very difficult to keep in mind. Various approaches to solving complex trigonometric problems will be analyzed below. In addition, we think it would be right if these tasks were presented by secondary school mathematics teachers to students interested in mathematics.

The Influence of Contextual Data on the Results of the Input Assessment of the Subject Content for the Computer Science Course of Secondary General Education

The article analyzes the problem of the influence of contextual data on the results of the input assessment of the subject content for the computer science course of secondary general education for 1st-year students of the Faculty of Physics and Mathematics of Voronezh State Pedagogical University in 2019–2021. The purpose of the article is to identify and analyze the influence of independent factors on the results of the input assessment of the subject content for the computer science course of secondary general education for 1st year students in 2019–2021. Methodology. The input assessment of the level of formation of the subject content of the computer science course on the basis of the Unified State Exam for the academic subject “Informatics” was carried out in the 1st semester of first-year students (september-october) in 2019–2021. A total of 174 1st year students took part in it. To conduct the study, the following contextual data were used: the biological sex of students; the location of the educational organization (general education or professional) that the 1st year students completed before entering the university; participation and results of the USE students in 2019–2021 in the academic subject “Computer Science”; preparation of students for the Unified State Exam in 2019-2021 for admission to university; features of the family in which students were brought up (full and incomplete, the presence of higher education from parents in the family, the presence of work from parents in the family). The study of the results of the input evaluation, comparison and analysis of the results obtained during the study was carried out using the Kruskal-Wallis H test, the Mann-Whitney U test, and correlation analysis. In conclusion, the conclusion is made about the different influence of contextual data on the results of the input assessment of the subject content for the computer science course of secondary general education for 1st-year students of the Faculty of Physics and Mathematics in 2019–2021.

Reducing or Widening the Gap? How the Educational Aspirations and Expectations of Turkish and Majority Families Develop During Lower Secondary Education in Germany

Differences in educational goals between immigrants and the majority population have often been analysed at specific stages in their educational career. Little is known about longitudinal trajectories and the development of group differences over time. By applying common explanations (immigrant optimism, relative status maintenance, blocked opportunities, ethnic networks and information deficits), we derived specific hypotheses about the development of educational aspirations and expectations over time, focusing on families from Turkey. We drew upon data from the National Educational Panel Study to assess how aspirations and expectations for the highest school degree develop over the course of lower secondary education in Germany’s stratified school system. Applying a multi-actor perspective, we observed trajectories reported by students and their parents. First, we analysed the development of group differences. In line with prior research, we found higher aspirations and expectations for Turkish students and their parents at the beginning of lower secondary education in Germany once social background and achievement differences were controlled for. Origin gaps for students’ expectations and parents’ aspirations decreased over the course of lower secondary education. Second, intraindividual trajectories of aspirations and expectations revealed that parents of Turkish origin were more likely to experience downwards adaptations than majority parents, whereas students of Turkish origin were more likely to hold stable high aspirations and expectations than majority students.

Technology-mediated Secondary Education in Paraguay: An Exploratory Study

Researchers around the world have amassed vast amounts of information about ICT use in education. This study focuses on ICT use in high school in Paraguay and the changes that took place with the advent of the COVID-19 pandemic. The pandemic has forced governments to take quarantine decisions, confine people to their homes and delay daily activities in all social and productive spheres. In Paraguay, in terms of education, classes were suspended at all educational levels, forcing the authorities to establish contingency plans. The National Government, through the Ministry of Education and Science (MEC) established an Education Plan in times of Pandemic with the Project "Your school at home" which established training mechanisms for teachers in the country for the development of classes in the virtual modality of Distance Education, in addition to creating written didactic materials, audios and videos, plans and evaluation guides for the different subjects of the Secondary Education courses, available in an online portal as digital resources and freely accessible to the actors of the educational community. Through focus group interviews with secondary teachers from several regions in the country, issues related to the effects of the pandemic and government goals were discussed. Results evidence an urgent need for greater coverage and access to the internet, technological tools, and teacher training in such tools and in the didactics of Distance Education.

Developing the Professional Education Curriculum in Secondary Education Courses System in the Kingdom of Saudi Arabia in the light of the Achieve the Requirements of the Kingdom vision 2030.

This study is extracted from thesis, aimed at developing a methodology for vocational education in secondary education, the curriculum system in the light of the systemic approach to achieve the requirements of the vision of the Kingdom of Saudi Arabia 2030, and the study sample consisted of (121) expert specialized in curricula in Saudi universities, and the researcher used the descriptive approach to achieve the goals of the study, using a tool The requirements of the professional education curriculum consisting of (71) words, and the results of the study reached the following: A. The appropriate parts to distribute the of professional education Curriculum requirements to achieve the requirements of the kingdom vision 2030 are the objectives, content, teaching methods and activities, the learning means and the assessment including 71 sentences. B. The availability of professional education curriculum requirements is in low degree against the objective of an arithmetic average of (2,19), the others are in average degree like the learning means (2,62), the content (2,64), the assessment (2,64), the activities (2,73) and the teaching methods (2,84). C. The significance degree of professional education curriculum requirements in developing the Curriculum is high for the parts such as the objectives (3,53), the assessment (3,63), the content (3,67), the activities (3,75), the learning means (3,67) then the teaching methods (3,78). D. The average degree of the continuous scenario on professional education requirements in developing the curriculum whereas the activities (1,34), the assessment (1,43), the learning means (1,51), the objectives (1,51), the content (1,52) but the teaching methods are in average degree in arithmetic average (1,61). E. The high degree of transformation scenario on professional education requirements in developing the curriculum whereas the content (1,68), the objectives (1,71), the learning methods (1,71), the teaching methods (1,86) but the assessment is with an average degree in arithmetic average (1,60).

Introducing Food Sustainability in Formal Education: A Teaching-Learning Sequence Contextualized in the Garden for Secondary School Students

The purpose of this paper is to assess the impact of a garden-based teaching unit about “Food and Nutrition” on students’ knowledge and habits of sustainable healthy diets, and to compare it with that of a more traditional unit from a textbook. This communication is framed in a research project (EDUCYL2020-01 “Sembrando interés, cosechando competencia”, financed by the Consejería de Educación de la Junta de Castilla y León through the Dirección General de Innovación y Formación del Profesorado (ORDEN EDU/262/2020, de 9 de marzo, por la que se convoca la selección de proyectos de investigación educativa a desarrollar por equipos de profesores y equipos de inspectores que presten servicios educativos de la Comunidad de Castilla y León durante los cursos 2020/2021)) whose aim is to improve science education by approaching scientific topics of the official curriculum from a context-based strategy. The authors first designed a teaching-learning sequence, using an organic learning garden as a context, including real-life activities to promote reflection and debate among students. Such a sequence was implemented in a group of 40 students at the third course of Spanish compulsory secondary education, whose results were compared with those of a group of 15 students who followed the textbook. The impact was assessed by posing four open questions to students from the two groups, both at the beginning and the end of the instruction, whose answers were analyzed quantitatively and qualitatively. Results show that implementing the sequence constituted an educational improvement with respect to traditional teaching, since students’ answers on the topic were overall more comprehensive and evidenced better preparation for making real-life decisions. Students from the experimental group became more aware of the environmental impacts of human nutrition, and of sustainable healthy diets. It was also indicated that the health and nutrition-centered approach that still predominates in education needs to be overcome, and a sustainable approach needs to be taken. This is a novel study that leads a new line of research devoted to addressing education about sustainable food, which arises from the demands of raising awareness among citizens toward changing diets within the transition toward sustainable food systems.

A MOOC-Based Experience in Secondary Education for Student Inclusion

There are very few studies that report on the use of Massive Open Online Courses (MOOCs) in Secondary Education. Even so, MOOCs can be a great opportunity to give students “equal footing” when there are important learning gaps between classmates. This is especially notorious in vulnerable schools since students can come from many different backgrounds, with different socio-economic situations that hinder their academic progress. In this context, teachers face the enormous task of being inclusive and assuring that all their students learn, while at the same time ensuring a certain quality in their lectures. This study presents a MOOC-based blended learning experience conducted in a vulnerable secondary education institution in which the MOOC is a means to help the teacher deal with students’ diversity in class. Our results show that this teaching methodology has a positive effect on students learning outcomes, they also adopt it successfully, and finally, this experience allows the teacher to focus on the students that need more help, and therefore, promoting student equity and reducing the learning gap between classmates.

Vocational High School Teachers’ Identification with Core Competency of 12-Year Basic Education Curriculum Guidelines and Its Pedagogical Transformation - Teaching Experience as Study

Vocational education is crucial for secondary education in Taiwan. With the rapid development of technology, social change, and industry needs, education change has been processed accordingly. “108 Curriculum Guidelines” indicated the idea and the goal of the curriculum to take core competency as a key aspect in secondary education courses. Thus, it is necessary to explore the relevance between teachers’ identification with the core competency of 12-year basic education curriculum guidelines and its pedagogical transformation. Considering the professional knowledge and practical skills of vocational teachers, it is hard to combine them with the core competency into courses for pedagogical transformation. Thus, we analyze the impact of teaching seniority on core competency and its pedagogical transformation by collecting survey data from teachers in vocational schools in Taiwan. Teaching seniority shows a significant difference from the core competency, further affecting pedagogical transformation. Therefore, we propose specific suggestions as follows. First, teachers need to be encouraged to attend workshops to strengthen core competency. Second, course discussion among teachers is required to combine core competencies into courses. Third, the increase of identification to a core competency for senior teachers is demanded to perform pedagogical transformation with teachers’ rich experiences.