Auswahl der wissenschaftlichen Literatur zum Thema „Secondary school science education“
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Zeitschriftenartikel zum Thema "Secondary school science education"
Chiovitti, Anthony, Jacinta C. Duncan und Abdul Jabbar. „Promoting Science in Secondary School Education“. Trends in Parasitology 33, Nr. 6 (Juni 2017): 416–20. http://dx.doi.org/10.1016/j.pt.2017.02.003.
Der volle Inhalt der QuelleBanu, Daniel P. „Secondary School Students' Attitudes Towards Science“. Research in Science & Technological Education 4, Nr. 2 (Januar 1986): 195–202. http://dx.doi.org/10.1080/0263514860040209.
Der volle Inhalt der QuelleSharma, Brajesh Kumar, und Vishal Kumar Shukla. „Interdisciplinary Approach to Education with Special Reference to Social Science at Secondary Schools“. BSSS Journal of Education 12, Nr. 01 (30.06.2023): 41–51. http://dx.doi.org/10.51767/je1203.
Der volle Inhalt der QuelleLock, Roger. „Animals in secondary school science“. Journal of Biological Education 26, Nr. 1 (März 1992): 3. http://dx.doi.org/10.1080/00219266.1992.9655233.
Der volle Inhalt der QuelleSaowalak, Bangorn, William Butts und Christine Deer. „Fostering inquiry in secondary school science laboratories“. Research in Science Education 15, Nr. 1 (Dezember 1985): 1–7. http://dx.doi.org/10.1007/bf02356518.
Der volle Inhalt der QuelleDormody, Thomas J. „Science Credentialing And Science Credit In Secondary School Agricultural Education“. Journal of Agricultural Education 34, Nr. 2 (Juni 1993): 63–70. http://dx.doi.org/10.5032/jae.1993.02063.
Der volle Inhalt der QuelleMonk, David H., und Jennifer King Rice. „The Distribution of Mathematics and Science Teachers Across and Within Secondary Schools“. Educational Policy 11, Nr. 4 (Dezember 1997): 479–98. http://dx.doi.org/10.1177/089590489701100404.
Der volle Inhalt der QuelleKurupınar, Abdulhamit, İbrahim Yüksel und Hakan Kurt. „Views of Secondary School Science, Pre-school and Primary School Teachers on Science Education with Intelligence Games“. International Journal of Education and Literacy Studies 10, Nr. 1 (04.02.2022): 48. http://dx.doi.org/10.7575/aiac.ijels.v.10n.1p.48.
Der volle Inhalt der QuelleKapsala, Nausica, Apostolia Galani und Evangelia Mavrikaki. „Nature of Science in Greek Secondary School Biology Textbooks“. Center for Educational Policy Studies Journal 12, Nr. 2 (23.06.2022): 143–68. http://dx.doi.org/10.26529/cepsj.1309.
Der volle Inhalt der QuellePan, Zhiqun. „Reconstruction Of Primary and Secondary School Science Education System Based on Steam Education Concept“. Economic Society and Humanities 1, Nr. 1 (Januar 2024): 11–16. http://dx.doi.org/10.62381/e244103.
Der volle Inhalt der QuelleDissertationen zum Thema "Secondary school science education"
Bewley, Samantha. „High School Computer Science Education“. Thesis, Villanova University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426311.
Der volle Inhalt der QuelleOne of the challenges in the field of computer science is teaching the subject at the high school level. Thirteen computer science teachers, one technology teacher and one department chair for technology were interviewed to determine how they thought computer science education could be improved at the high school level. The qualitative research addressed curriculum, professional development, educational computer science standards and frameworks, technology, and pedagogy. Institutional Review Board approval was obtained for the research. Nvivo was used to analyze the interviews. When the results were compiled, many teachers were concerned that there were low numbers of students interested in computer science. Having low numbers or students enrolled in computer science classes contribute to low numbers of computer science teachers. Different way to address these problems are proposed.
Thomas, Michael E. „Modeling Instruction in High School Science| The Role of School Leadership“. Thesis, Chicago State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10684823.
Der volle Inhalt der QuelleScience education has undergone multiple reforms over the years, yet each reform continues to produce little change in student success. The latest reform of the standards—Next Generation Science Standards (NGSS)—look to change that trend by focusing on what students can do, rather than just what they know. Modeling Instruction (MI) is one research-based pedagogy that is in alignment with the NGSS concepts of student-led classroom instruction. This proven strategy has been used across the U.S., but often in isolation, rather than as the routine classroom instruction throughout a school’s science department.
Changes in new teaching methods, such as those needed to implement MI or NGSS, are not easy for schools to make. They require entire organizations to shift their beliefs in how education appears, with students actively working and presenting content, while the teacher walks to the students, facilitating and asking questions. Leadership within the school can help this transition take place, by providing structures and processes that support others attempting to make changes in their practice. Effective leaders not only provide a plan, but they also create a supportive climate in which goals can be achieved.
This qualitative case study looked at the leadership of schools that have implemented MI across the science curriculum, which includes Biology, Chemistry, and Physics. Characteristics of the leaders, such as leadership style and structures, provided information on how to make a successful change in instruction. Data was collected via interviews with school leaders and school faculty, and observations taken at the school. This data was then coded to identify common themes and trends.
Results of this research showed that leadership played an important role in the implementation of MI in secondary science classrooms. Key attributes were provided by school leadership to help with the implementation. Professional development provided the staff with the tools needed to learn the techniques of the new methods. Time for collaboration was also given, which allowed the staff to help each other with any problems that had arisen along the way. Finally, support was given by the leadership when teaching staff had problems with their implementation. These characteristics allowed for the change from traditional instruction to MI at two high schools, while minimizing problems and creating an atmosphere, which inspired creativity.
Dowsell, T. „Industrial influences on secondary school science education since 1964“. Thesis, University of Leeds, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381019.
Der volle Inhalt der QuelleEkwunife, Joe A. „Technology and secondary school science education : how can non-formal education help?“ Thesis, Cardiff University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.257960.
Der volle Inhalt der QuelleShaw, Andrew Dwight. „How high school science-related experiences influenced science career persistence“. Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2005. http://etd.umsl.edu/r841.
Der volle Inhalt der QuelleStejskal, Ryan. „Test-Driven Learning in High School Computer Science“. Thesis, University of Nebraska at Omaha, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1554641.
Der volle Inhalt der QuelleTest-driven development is a style of software development that emphasizes writing tests first and running them frequently with the aid of automated testing tools. This development style is widely used in the software development industry to improve the rate of development while reducing software defects. Some computer science educators are adopting the test-driven development approach to help improve student understanding and performance on programming projects. Several studies have examined the benefits of teaching test-driven programming techniques to undergraduate student programmers, with generally positive results. However, the usage of test-driven learning at the high school level has not been studied to the same extent. This thesis investigates the use of test-driven learning in high school computer science classes and whether test-driven learning provides benefits for high school as well as college students.
Gibson, Jakeisha Jamice. „An Assessment of Factors Relating to High School Students' Science Self-Efficacy“. Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10691072.
Der volle Inhalt der QuelleThis mixed-methods case study examined two out-of-school (OST) Science, Technology, Engineering and Math (STEM) programs at a science-oriented high school on students? Self-Efficacy. Because STEM is a key for future innovation and economic growth, Americans have been developing a variety of approaches to increase student interest in science within the school curriculum and in OST programs. Nationwide, many OST programs are offered for students but few have engaged in an in-depth assessment. This study included an assessment of two different types of OST programs and direct observations by the researcher. This study involved two advisors (one male, one female), 111 students, and their parents during 2016. Student participants completed two standardized surveys, one to determine their Science Self-Efficacy and another to assess their engagement in science during their OST programs. Parents described their parental involvement and their child?s interest in the OST program(s). The OST program advisors participated in lengthy interviews. Additionally, the advisors rated their perceived interest level of the enrolled students and recorded attendance data. Bandura?s Social Cognitive Theory (1997a) provided the theoretical framework. This theory describes the multidirectional influence of behavioral factors, personal factors, and environmental factors have on a student?s Self-Efficacy. Compiled data from the teachers, students, and parents were used to determine the relationship of selected variables on Science Self-Efficacy of students. A correlational analysis revealed that students who participated in these OST programs possessed a high Mindset for the Enjoyment of science and that teacher ratings were also positively correlated to Mindset and Enjoyment of Science. Descriptive analyses showed that (a) girls who chose to participate in these OST programs possessed higher school grades in their in-school coursework than boys, (b) that parents of girls participated in more parental activities, and (c) the teachers rated student?s interest in the science OST programs as high. Student comments on the survey and the qualitative analysis by trained coders revealed that success of the program was related to the collaborative and hands-on activities/projects of their OST program. In addition, students felt more involved in projects during after-school and weekend activities than in OST lunch break programs.
Siriwat, Patcharapan. „A study of science curriculum implementation in secondary school in Thailand“. Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/a-study-of-science-curriculum-implementation-in-secondary-school-in-thailand(382e1407-c678-4449-8e79-9cd1b1e9ce63).html.
Der volle Inhalt der Quelle鄭自良 und Chi-leung Cheng. „Junior secondary school science education in the Shenzhen special economic zone“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956312.
Der volle Inhalt der QuelleTrend, Roger David. „Earth science and physical geography in the secondary school curriculum“. Thesis, University of Exeter, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280451.
Der volle Inhalt der QuelleBücher zum Thema "Secondary school science education"
Ebenezer, Jazlin V. Becoming a secondary school science teacher. Upper Saddle River, N.J: Merrill, 1999.
Den vollen Inhalt der Quelle findenConnelly, F. Michael. Science education in Canada. Toronto, Ont: Ontario Institute for Studies in Education, 1985.
Den vollen Inhalt der Quelle findenNational Research Council (U.S.). Committee on Attracting Science and Mathematics Ph.D.s to Secondary School Teaching. Attracting science and mathematics Ph.D.s to secondary school education. Washington, DC: National Academy Press, 2000.
Den vollen Inhalt der Quelle findenJulie, Gess-Newsome, Luft Julie und Bell Randy L, Hrsg. Reforming secondary school science. Arlington, Va: NSTA Press, 2008.
Den vollen Inhalt der Quelle findenBaker, Dale R. Constructing science in middle and secondary school classrooms. Boston: Allyn and Bacon, 1997.
Den vollen Inhalt der Quelle findenDepartment of Education and Science. General education: Science : draft. Dublin: Stationery Office, 2000.
Den vollen Inhalt der Quelle findenAssociation, National Science Teachers. A framework for high school science education. Arlington, VA: National Science Teachers Association, 1996.
Den vollen Inhalt der Quelle findenByrne, Eleanor. Cross curricular teaching and learning in the secondary school-- science. Milton Park, Abingdon, Oxon: Routledge, 2012.
Den vollen Inhalt der Quelle findenAtkin, J. Myron. Improving science education through local alliances. Santa Cruz, CA: Network Publications, 1989.
Den vollen Inhalt der Quelle findenRosedale Heights Secondary School (Toronto, Ont.). Grade 9 science. [Toronto: The School], 1990.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Secondary school science education"
Newton, Douglas P. „Science and science education“. In A Practical Guide to Teaching Science in the Secondary School, 1–16. 2. Aufl. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003325130-1.
Der volle Inhalt der QuelleO’Hern, Darren M., und Yoshiko Nozaki. „Forest Secondary School“. In Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya, 63–85. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-542-7_5.
Der volle Inhalt der QuelleHoeg, Darren, Tanya Williamson und Larry Bencze. „School Science Ruling Relations and Resistance to Activism in Early Secondary School Science“. In Cultural Studies of Science Education, 49–66. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55505-8_3.
Der volle Inhalt der QuelleO’Hern, Darren M., und Yoshiko Nozaki. „Central Boys Secondary School“. In Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya, 87–107. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-542-7_6.
Der volle Inhalt der QuelleO’Hern, Darren M., und Yoshiko Nozaki. „Uhuru Girls Secondary School“. In Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya, 109–32. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-542-7_7.
Der volle Inhalt der QuelleMajor, Lee Elliot. „Is education research valuable for teachers of science?“ In Learning to Teach Science in the Secondary School, 265–76. 5. Aufl. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003110187-21.
Der volle Inhalt der QuellePennegård, Eva. „Science Teaching Through the Lenses of Students: Lower Secondary School“. In Contributions from Science Education Research, 273–84. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17219-0_17.
Der volle Inhalt der QuelleHuang, Xiao, Lin Ding und Bingyuan Hu. „Science Curriculum and Implementation in Senior Secondary School“. In Chinese Science Education in the 21st Century: Policy, Practice, and Research, 101–32. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-9864-8_5.
Der volle Inhalt der QuelleLavonen, Jari, und Kalle Juuti. „Teaching Climate Issues in Finnish Upper Secondary School Science Subjects“. In Religion and Worldviews in Education, 207–20. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003265696-18.
Der volle Inhalt der QuelleJeannin, Laurent. „Analysis of Video Data of Secondary School Science Students“. In Science Education Research in the Knowledge-Based Society, 51–59. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0165-5_6.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Secondary school science education"
Neutens, Tom, und Francis Wyffels. „Bringing Computer Science Education to Secondary School“. In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3159568.
Der volle Inhalt der QuelleChrappán, Magdolna, und Rita Bencze. „SECONDARY SCHOOL STUDENTS’ ATTITUDES TOWARDS SCIENCE SUBJECTS“. In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1759.
Der volle Inhalt der QuelleViscione, Ilaria, Pietro Luigi Invernizzi und Gaetano Raiola. „Physical education in secondary higher school“. In Journal of Human Sport and Exercise - 2019 - Spring Conferences of Sports Science. Universidad de Alicante, 2019. http://dx.doi.org/10.14198/jhse.2019.14.proc4.31.
Der volle Inhalt der QuelleBest, Alexander. „Primary school teachers' beliefs on computer science as a discipline and as a school subject“. In WiPSCE '20: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3421590.3421659.
Der volle Inhalt der QuelleBudde, Lea, Daniel Frischemeier, Rolf Biehler, Yannik Fleischer, Dietrich Gerstenberger, Susanne Podworny und Carsten Schulte. „Data science education in secondary school: how to develop statistical reasoning when exploring data using CODAP“. In New Skills in the Changing World of Statistics Education. International Association for Statistical Education, 2020. http://dx.doi.org/10.52041/srap.20305.
Der volle Inhalt der QuelleStandl, Bernhard. „Conceptual patterns for student-centered computer science education at secondary school level“. In the 8th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2532748.2532776.
Der volle Inhalt der QuellePantyukhina, M. A. „Organization of inclusive education in primary secondary school“. In SCIENCE OF RUSSIA: TARGETS AND GOALS. LJournal, 2019. http://dx.doi.org/10.18411/sr-10-06-2019-65.
Der volle Inhalt der QuelleWong, Kaufui V., Baochan D. Do und William Hagen. „Math and Science Education Comparisons Between the United States and the Rest of the World“. In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-67317.
Der volle Inhalt der QuelleDuncan, Caitlin, und Tim Bell. „A Pilot Computer Science and Programming Course for Primary School Students“. In WiPSCE '15: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2818314.2818328.
Der volle Inhalt der QuelleKolar, Karel, Martin Bilek, Katerina Chroustova, Jiri Rychtera und Veronika Machkova. „CALCIUM CYCLE IN CHEMISTRY TEACHING AT THE LOWER SECONDARY SCHOOL“. In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.95.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Secondary school science education"
Hayashi, Ryotaro, David Raitzer, Xylee Javier und Milan Thomas. Assessment of Changes in Secondary School Learning Outcomes in Post-COVID-19 Bhutan. Asian Development Bank, August 2023. http://dx.doi.org/10.22617/brf23329-2.
Der volle Inhalt der QuelleKompaniets, Alla, Hanna Chemerys und Iryna Krasheninnik. Using 3D modelling in design training simulator with augmented reality. [б. в.], Februar 2020. http://dx.doi.org/10.31812/123456789/3740.
Der volle Inhalt der QuelleSokolyuk, O. M., N. P. Dement, O. P. Pinchuk und O. V. Slobodyanyk. Features of the use of computer simulations in the school physics course. NAES of Ukraine, 2019. http://dx.doi.org/10.33407/lib.naes.717235.
Der volle Inhalt der QuelleBilousova, Liudmyla I., Liudmyla E. Gryzun, Daria H. Sherstiuk und Ekaterina O. Shmeltser. Cloud-based complex of computer transdisciplinary models in the context of holistic educational approach. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3259.
Der volle Inhalt der QuellePrew, Martin Prew. School-Based Management in Secondary Education in Sub-Saharan Africa. Toronto, Ontario Canada: Mastercard Foundation, November 2018. http://dx.doi.org/10.15868/socialsector.36894.
Der volle Inhalt der QuelleWhite, K., M. Morris und M. Stegman. The Role of the National Laboratory in Improving Secondary Science Education. Office of Scientific and Technical Information (OSTI), Oktober 2008. http://dx.doi.org/10.2172/941014.
Der volle Inhalt der QuelleFurstenberg, Frank, und David Neumark. School-to-Career and Post-Secondary Education: Evidence from the Philadelphia Educational Longitudinal Study. Cambridge, MA: National Bureau of Economic Research, April 2005. http://dx.doi.org/10.3386/w11260.
Der volle Inhalt der QuelleGoldin, Claudia, und Lawrence Katz. Why the United States Led in Education: Lessons from Secondary School Expansion, 1910 to 1940. Cambridge, MA: National Bureau of Economic Research, August 1997. http://dx.doi.org/10.3386/w6144.
Der volle Inhalt der QuelleUndie, Chi-Chi, Harriet Birungi, George Odwe und Francis Obare. Expanding access to secondary school education for teenage mothers in Kenya: A baseline study report. Population Council, 2015. http://dx.doi.org/10.31899/rh4.1041.
Der volle Inhalt der QuelleUndie, Chi-Chi, Harriet Birungi, George Odwe und Francis Obare. Final evaluation results: Expanding access to secondary school education for teenage mothers in Homa Bay County. Population Council, 2020. http://dx.doi.org/10.31899/rh13.1028.
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