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1
Johnson, Barbara, and Peter Fensham. "What Student's Perceptions Tell Us About Teaching Environmental Education." Australian Journal of Environmental Education 3 (July 1987): 22–25. http://dx.doi.org/10.1017/s0814062600001294.
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Throughout Australia there has been a substantial interest in enviromental education for more than a decade. Much human and financial effort has gone into curriculum development at the school level and into support for implementation via inservice education, conferences, workshops, etc. Relatively little systematic evaluation of these efforts has been undertaken at the level of what students are learning.Most definitions of enviromental education internationally and in Australia emphasise the importance of affective learning concerning the environment alongside more usual cognitive knowledge and skills. Accordingly any evaluation should recognise this somewhat unusual balance among the intended learnings compared with most other subject areas.Recent research in several areas of school learning has brought out the importance of starting with an explicit recognition of the perceptions and understandings students already hold about topics. Teaching and learning of the topic then ought to be processes that enable the learners to generate or construct from these starting points, new understandings and perceptions. There has, however, been almost no research, apart from a comparative study by Schaeffer and his co-workers of West German and Phillippino secondary school students' associations with the word, ENVIRONMENT. (Schaeffer, 1979; Hernandez, 1981; Villavicencio, 1981). This paper reports an attempt in Victoria to begin to fill these gaps.
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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Teachers’ perspectives of a new food literacy curriculum in Australia." Health Education 118, no. 1 (January 2, 2018): 48–61. http://dx.doi.org/10.1108/he-05-2017-0024.
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Purpose Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia. Design/methodology/approach A qualitative study design was used in this study. In total, 14 teachers who were planning to teach the new curriculum were individually interviewed in October-December 2016. The interviews were transcribed and analysed using the template analysis technique. Findings The majority of teachers appreciated the inclusion of food literacy and nutrition concepts in the new curriculum. However, half of the teachers had doubts about their readiness to teach it. Most teachers mentioned that they needed more training and resources to increase their confidence in teaching the curriculum. Practical implications These findings reveal that teachers need more awareness, resources, and guidance to increase their confidence in delivering the new curriculum. Provision of more resources and opportunities for training in food literacy concepts and instructional methods could facilitate its implementation. Originality/value These findings serve as an important first step to gain the perspectives of secondary school teachers’ opinions about the new curriculum. Moreover, these opinions and suggestions could inform the future design and implementation of similar food literacy curricula in Australia or elsewhere.
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Bouterakos, M., A. Booth, D. Khokhar, M. West, C. Margerison, K. J. Campbell, C. A. Nowson, and C. A. Grimes. "A qualitative investigation of school age children, their parents and school staff on their participation in the Digital Education to LImit Salt in the Home (DELISH) program." Health Education Research 35, no. 4 (July 6, 2020): 283–96. http://dx.doi.org/10.1093/her/cyaa015.
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Abstract This study explored the views of participants who completed a 5-week, online, interactive, family-based, salt reduction education program (Digital Education to LImit Salt in the Home). A secondary aim was to explore the views of school staff on the delivery of food and nutrition education in schools. Children aged 7–10 years, their parents and principals/teachers from participating schools located in Victoria, Australia, completed a semi-structured evaluation interview. Audio-recordings of interviews were transcribed verbatim and analysed using NVivo. Twenty-eight interviews (13 children; 11 parents; 4 school staff) were included. Thematic analysis revealed that the program was well received by all groups. Children reported that the interactivity of the education sessions helped them to learn. Parents thought the program was interesting and important, and reported learning skills to reduce salt in the family diet. School staff supported the delivery of nutrition education in schools but indicated difficulties in sourcing well-packed nutrition resources aligned with the curriculum. It appears that there is support from parents and teachers in the delivery of innovative, engaging, nutrition education in schools, however such programs need to be of high quality, aligned with the school curriculum and readily available for incorporation within the school’s teaching program.
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Cutter-Mackenzie, Amy, Barbara Clarke, and Phil Smith. "A Discussion Paper: The Development of Professional Teacher Standards in Environmental Education." Australian Journal of Environmental Education 24 (2008): 3–10. http://dx.doi.org/10.1017/s0814062600000537.
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AbstractProfessional teaching associations in Australia and abroad have been developing teacher and/or teaching standards and associated professional learning and assessment models in the key discipline areas since the 1990s. In Australia, a specific intent of this approach is to capture and recognise the depth and range of accomplished educators' teaching. Despite the increasing work in this area, there has been a dearth of discussion about teacher standards in environmental education and no previous attempt to research and/or develop professional teacher standards for environmental education in Australia. This paper discusses the history of teacher standards in Australia, and considers the implications for the development of teacher standards in environmental education. In doing so, we present a research-practice model that is currently being piloted in Victoria for developing accomplished professional teacher standards and learning in environmental education with and for accomplished Australian primary and secondary teachers.
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Martens, Fred L. "Selection of Physical Education Students and Success in Student Teaching." Journal of Teaching in Physical Education 6, no. 4 (July 1987): 411–24. http://dx.doi.org/10.1123/jtpe.6.4.411.
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This is an extension of a 1977 study on the effectiveness, in terms of success in student teaching, of a process for screening students for a physical education teacher preparation program. Preentry data including interview ratings, secondary school GPAs, and skill and fitness scores, as well as postentry data including university GPAs, were correlated with student teaching ratings (STRs) on a total of402 graduates between 1967 and 1983 at the University of Victoria. In the 1986 study, in addition to the correlations, ANOVAs were computed. The correlation matrix revealed significant but low positive correlations between secondary GPAs and university GPAs generally, and between STR and 3rd-, 4th-, and 5th-year GPA, respectively. ANOVAs revealed no significant differences in achieved STRs between interview categories, teaching attitude categories, or the four levels of entering GPAs. The only predictive power of preentry data was exhibited by entering GPA in presaging academic attainment in the 5-year program. In general, no preentry data were helpful in predicting teaching success.
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Kippen, Sandra, Bernadette Ward, and Lyn Warren. "Enhancing Indigenous Participation in Higher Education Health Courses in Rural Victoria." Australian Journal of Indigenous Education 35 (2006): 1–10. http://dx.doi.org/10.1017/s1326011100004117.
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AbstractThe poor health status of Australia’s Indigenous people is well-documented, as are the links between health and education. Aboriginal communities recognise the utmost importance of improving educational, physical, social and economic well-being in an environment where disproportionate numbers of Aboriginal students fail to complete secondary schooling. The aim of this paper is to highlight the issues of access, participation, retention and outcomes for Indigenous students wishing to study or currently studying health courses at a tertiary level. This project used a qualitative descriptive approach, conducting in-depth interviews with a number of key stakeholders and students in rural Victoria. Sixteen participants were interviewed, 14 of whom were from the Indigenous community.Participants identified key issues that were linked to the university and broader community environment. Factors in the university environment included lack of Indigenous staff within the mainstream university system, limited support and culturally inappropriate teaching that lead to negative learning experiences and poor motivation to continue with education. In the broader community, the isolating experience of leaving close-knit rural communities and the influence of past experiences on students’ aspirations for tertiary education was highlighted. The importance of community support and liaison with the university and marketing of health courses to the Indigenous communities in the region were key issues that participants identified as needing further attention.
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Gibson, Dianne, Louise Paatsch, and Dianne Toe. "An Analysis of the Role of Teachers’ Aides in a State Secondary School: Perceptions of Teaching Staff and Teachers’ Aides." Australasian Journal of Special Education 40, no. 1 (September 1, 2015): 1–20. http://dx.doi.org/10.1017/jse.2015.11.
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In Victoria, Australia, one of the major roles of the teachers’ aide (TA) is to assist students with disabilities to access their education. Researchers have identified the inconsistencies in defining the roles of the TA, in a variety of settings, by TAs, teachers, parents, and other research participants. Four main themes that have been frequently reported in educational research related to the role of TAs formed the basis for this study: (a) inclusion in the school community, (b) curriculum, (c) classroom management, and (d) student support.Drawing on the results of a questionnaire administered to teachers and TAs at a government nonselective secondary school in Victoria, Australia, data were collected to explore the differing perspectives on the role of the TAs by the teaching staff and the TAs. In all, 65 individuals participated in this study. The participants formed 3 groups: TAs (n = 10), teachers (n = 49), and T/TAs (n = 6; participants in this group had worked as both a teacher and TA). The results of the study showed a diversity of views across the 4 themes. In 3 of the 4 themes that included inclusion, classroom management, and student support, the 3 groups agreed on the role of the TA. In the remaining theme, curriculum, opinions varied significantly. The results of the study reveal that a concerted effort to clarify the role of TAs would be beneficial to all stakeholders.
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Manyasi, Beatrice Namusonge. "DEVELOPING COGNITION OF ENVIRONMENTAL SUSTAINABILITY THROUGH EDUCATION." International Journal for Innovation Education and Research 5, no. 7 (July 31, 2017): 88–100. http://dx.doi.org/10.31686/ijier.vol5.iss7.726.
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Environmental sustainability focuses on protecting environmental resources such as water, land, forests and biodiversity, among others. The relationship between human beings and nature is essential. Human beings need a healthy productive life without undermining the environmental needs of present and future generations. Social communities ought to develop their economy making intellectual decisions pertaining to the management of their natural resources so as not to compromise the needs of future generations. The study sought to establish the effectiveness of the approach used in teaching environmental education in secondary schools in Kenya by investigating the cognition of first year university students about environmental concerns and their effects. Qualitative research methodology was used. The techniques used to generate data were interviews and audio-recording. Findings revealed that respondents lacked cognition about how human beings negatively affect the environment and the challenges experienced by them as a result of the negative effects. The approach used in teaching environmental education in secondary schools in Kenya is not effective. It goes against the principle of using the preventive approach to protect the environment through education. It is essential to develop appropriate policies and reform the curriculum in basic education to enable learners to move from nature appreciation and awareness to education for an ecologically sustainable future. Environmental Education can be used as a context of integration for learning with other subjects including English Language Teaching.
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Muthersbaugh, Debbie, and Anne Kern. "Pre-Service Teachers' Use of Images in Integrating Environmental Sustainability Lessons." Journal of Teacher Education for Sustainability 14, no. 1 (January 1, 2012): 67–79. http://dx.doi.org/10.2478/v10099-012-0006-8.
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Pre-Service Teachers' Use of Images in Integrating Environmental Sustainability LessonsEnvironmental sustainability is a topic widely discussed in the field of science education, yet, few entities have committed to developing environmental sustainability education standards. The Washington State Department of Education has created K-12 Integrated Environmental and Sustainability Learning Standards (IESLS, 2009), which align with current research and practices in environmental and sustainability education. This study focuses on the perceptions of secondary pre-service teachers about the use of images to teach environmental sustainability topics integrated in their content area. The research explores the question what secondary pre-service teachers' perceptions of sustainability and using images to teach environmental sustainability topics in their content area are. The participants were comprised of secondary pre-service teachers enrolled in an instructional methodology course from a small university in the Pacific Northwestern United States. Teaching environmental sustainability and integrating lessons using images had a noticeable impact on pre-service teachers' perceived future teaching practices. Participants also changed beliefs over the course of the study about using images to teach environmental sustainability topics.
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Kolnhofer-Derecskei, Anita. "How did the COVID-19 restrictions impact higher education in Victoria?" Multidiszciplináris kihívások, sokszínű válaszok, no. 1 (August 31, 2022): 50–72. http://dx.doi.org/10.33565/mksv.2022.01.03.
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This paper aims to observe how the Australian COVID-19 restrictions influenced higher education, teachers’ and students’ lives. Before the pandemic, the higher education sector was the largest serviced based sector in Australia and overly depended on international students’ fee income. The academic year of 2020 started as usual with 141703 higher education enrolments of overseas students, mainly students from Asia. However, they did not arrive due to the strict border closure. Travel restrictions were put in place from China from 1 February 2020, later from other countries worldwide. That significantly affected international students' travel from Asia directly before the start of the new academic year. Consequently, many institutions have transitioned from campus-based courses to online delivery. Besides, numerous academic lecturers and professional staff have been invited to the expression of interest in a voluntary and, of course, involuntary redundancy program. Most vacant positions have been frozen, and various saving programs have been implied. Owing to the toughest rules and strictest restrictions, Australian borders remained closed for over 600 days. Melbourne was under six lockdowns totalling 265 days since March 2020, which resulted in the author’s experience of three semester-long remote teaching at one of the biggest and most prominent universities in Melbourne without any personal contact with international students. The author lived and worked in Melbourne during the COVID-19 era, so this study is based on her perspectives and experiences extended with a wide empirical evaluation of secondary data about the Australian academic sector between 2020 and 2021.
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Drissner, Jürgen, Hans-Martin Haase, Annette Rinderknecht, and Katrin Hille. "Effective Environmental Education through Half-Day Teaching Programmes Outside School." ISRN Education 2013 (June 6, 2013): 1–6. http://dx.doi.org/10.1155/2013/503214.
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The “Green Classroom” in the Botanical Garden of the University of Ulm is a learning forum outside school. Its educational concept is based on experiential learning and is geared towards expanding students’ biological knowledge and developing positive attitudes towards small animals such as invertebrates. In the first study, we assessed attitudes towards small animals of 43 students before and after they visited the “Green Classroom”, and we compared the answers they gave in their questionnaires with those of 46 students from a control group. Although the students spent only one morning in the “Green Classroom”, some of their attitudes improved after their visit. In the second study, 102 secondary-school students (56 who had previously visited the “Green Classroom”) were asked to write an essay about small animals. Students who had visited the “Green Classroom” before portrayed more positive emotions towards small animals and showed more biological understanding than their peers.
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Yahaya, Abdulkadir Muhammed, Abdullahi Lawal Dutsinma, Salamatu Suleiman, and Abdulaziz Ahmed. "The impact of teaching methods on the performance of geography students in some selected public secondary schools in Zaria local government area, Kaduna State, Nigeria." Journal of Social, Humanity, and Education 1, no. 2 (February 25, 2021): 143–55. http://dx.doi.org/10.35912/jshe.v1i2.369.
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Abstract: Purpose: This study analyzes the impact of teaching methods on Geography students’ performance in Zaria Local Government Area, Kaduna State, Nigeria. Six senior secondary schools: AlhudaHuda College, Barewa College, Government Secondary School Kofar Kibo, Government Girls Secondary School Kofar Gayan, Government Girls Secondary School Pada and Government Girls Secondary School, Kongo were sampled. Research methodology: 423 questionnaires were administered to respondents. Descriptive statistics and inferential statistics using SPSS version 23 were used to analyze the data. Results: The results revealed that the demonstration method of teaching was the most used by teachers ahead of others (44.6%). The results also revealed that 28.3% of the students who responded say they did not know the teachers’ actual method in teaching them. Limitations: The study used not only Geography teachers as respondents, but also other subjects related to Geography. Additionally, the study covered only Zaria Local Government Secondary Schools. It can be done with only Geography teachers’ respondents in a larger scope like a state or even a country. Contribution: The study will help the Ministry of Education responsible for secondary education and all stakeholders to understand the reality of state of Secondary Education in the study area to address the problems. Additionally, the study can be replicated in other study areas with similar characteristics. Keywords: Impact, Teaching method, Senior secondary schools Keywords: 1. Impact 2. Teaching method 3. Senior secondary schools
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Im, Myoung hee. "Analysis of specific indirect effects of self-esteem, school organizational culture, Multicultural education awareness and Multicultural teaching efficacy of Jeonbuk secondary school teachers." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 22 (November 30, 2022): 663–74. http://dx.doi.org/10.22251/jlcci.2022.22.22.663.
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Objectives In this study, self-esteem, school organizational culture, and Multicultural education awareness, which are variables affecting the multicultural teaching efficacy of secondary school teachers in Jeonbuk-do, were selected and specific indirect effects among them were analyzed.
Methods For this purpose, a questionnaire was conducted to measure the variables of self-esteem, school organizational culture, multicultural education perception, and multicultural teaching efficacy targeting 526 teachers of 22 secondary schools located in Jeonbuk region. SPSS 27.0 and AMOS 27.0 were used to analyze the structural model and special indirect effects using the structural equation model and phantom variables.
Results As a result of this study, first, the self-esteem of secondary school teachers showed a direct effect on school organizational culture and Multicultural education awareness, but there was no multicultural teaching efficacy. Second, self-esteem was effective in multicultural teaching efficacy through school organizational culture and multicultural education awareness, and complete mediation was shown in the relationship between self-esteem and multicultural teaching efficacy. Third, as a result of the analysis of specific indirect effects, the indirect effect value was .111 (p<.01) with self-esteem → multicultural education awareness → multicultural teaching efficacy, and the indirect effect value was .101 (p<.01). In addition, as a result of the analysis with self-esteem → school organizational culture → multicultural education awareness → multicultural teaching efficacy, the indirect effect value was .034 (p<.01).
Conclusions As a result of this study, the self-esteem of secondary school teachers had a direct effect on multicultural teaching efficacy, but there was a mediating effect according to school organizational culture and Multicultural education awareness. Therefore, multicultural teaching efficacy can be improved according to efforts to improve the school organizational culture where secondary teachers work and recognize multicultural education.
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Lalramnghinglova, H., Anil Pratap Singh, and P. C. Lalrintluanga. "Critical analysis on inclusion of environmental studies in the elementary, secondary and senior secondary schools in Mizoram, India." Science Vision 1, no. 1 (March 31, 2019): 1–5. http://dx.doi.org/10.33493/scivis.19.01.01.
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Education is a process of development which includes three major activities, namely teaching, training and instruction. Environmental education is a process to promote the awareness and understanding of the environment, its relationship with man and his activities. It is also aimed at developing responsible actions necessary for preservation, conservation and improvement of the environment and its components. It has been introduced as a regular course in formal school education system in India following the directive of the Supreme Court of India. The present study aims at critically analyzing curriculum of environmental studies at primary, secondary and senior secondary level. The detailed analysis was done on the basis interactions with important stakeholders. In our study, we found that there is scarcity of qualified teachers to teach Environmental studies at each level. During interactions it was found that teachers have several environmental knowledge gaps and misconceptions about important environmental issues like about acid rain, ozone layer depletion and greenhouse effect. Our survey indicates that teachers hardly practice innovative methods to teach environment education. Most commonly used method is lecture. Field visits, practical, study tour and demonstrations are missing in many schools. It was also found that course content is not incremental; there is very often repetition of the topics. At college level, there is a need to focus more on environmental education and upgrade the course components. There should be both pre-service and in-service training for teachers to infuse emerging issues in course content. Such training should equip teachers for collecting and using relevant teaching materials to impart emerging issues. A few suggestions and recommendations are given based on critical analysis.
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Ho Thi Hong, Van, and Hoan Le Ngoc. "DESIGNING LEARNING-ACTIVITIES IN THE NATURAL SCIENCE SUBJECT TO ENHANCE COMPREHENSIVE SEXUALITY EDUCATION FOR STUDENTS." Journal of Science Educational Science 67, no. 3 (July 2022): 239–49. http://dx.doi.org/10.18173/2354-1075.2022-0062.
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Comprehensive sexuality education for students in teaching subjects has been identified as an important goal in general education. This study’s purpose was to suggest the procedure of designing learning activities and some learning activities in teaching Natural Science to promote comprehensive sexuality education for secondary school students. This study investigated the contents of the Natural Science Curriculum in secondary education (2018) and the desired objectives of comprehensive sexuality education for students. The results of this study were: 1) Defining some learning activities aimed at comprehensive sexuality education in the Natural Science Curriculum (section of Living things); 2) Proposing the procedure of designing learning activities for comprehensive sexuality education for students in teaching Natural Science; and 3) Analyzing an illustration for designing learning activities to enhance comprehensive sexuality education for students in teaching Natural Science grade 8.
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Bhandari, Bhim Lal. "Teachers’ and Students’ Attitudes toward Shadow Education In Teaching and Learning English." Butwal Campus Journal 5, no. 1 (December 14, 2022): 78–89. http://dx.doi.org/10.3126/bcj.v5i1.50187.
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This paper aims to explore teachers’ and students’ attitudes towards shadow education in teaching and learning the English language in the context of Nepal. This study adopts narrative inquiry as research method to explore the attitudes of participants through their lived narratives. For this purpose, two secondary-level English language teachers and two students have been selected as the participants who were involved in shadow education for the study from two community secondary schools in the Rupandehi district. The study uses unstructured interviews for collecting the required data. The study revealed that teachers and students have both positive and negative attitudes towards shadow education in English language teaching and learning. Tuition and coaching supported students to improve their self-confidence and language proficiency in English and teachers to be financially strong. Similarly, poor classroom teaching, attending fewer classes and giving less attention to the students during the regular teaching hours are the negative consequences of shadow education. Thus, the study can contribute to the discourse of shadow education to get insightful ideas and add new knowledge in reforming the existing educational policy in school education minimizing negative effects of it in Nepal.
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Mutale Mulenga, Innocent, and Moonga Ng’andu. "Civic Education Teaching Resources and Teacher Preparedness for Secondary School Competency-Based Curriculum in Lusaka, Zambia." March to April 2022 3, no. 2 (April 30, 2022): 166–77. http://dx.doi.org/10.46606/eajess2022v03i02.0171.
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This study sought to investigate on Civic Education Teaching Resources and Teacher Preparedness for Secondary School Competency-Based Curriculum in Lusaka, Zambia. The study employed the mixed methods approach, particularly the embedded research design in which 120 secondary school learners and 40 teachers were sampled using stratified random sampling. In addition, 10 Heads of Departments, 10 Head teachers, 2 Education Standards Officers and 1 Civic Education Curriculum Development Specialist were purposively sampled and semi-structured interview guides were used to obtain qualitative data from teachers and school leaders while the questionnaire was used to obtain information from learners. The findings revealed that despite teachers of civic education having being in-serviced on CBC, they were not using recommended teaching methods. It was also revealed that teaching resources were inadequate and teachers lacked an in- depth understanding of how to use teaching resources for effective implementation of the CBC. The study therefore recommended that the Ministry of Education should seriously consider retraining teachers with skills required for competency-based learning. Moreover, during the in-service and pre-service training, teachers should be upskilled in learner centered approachers that are most likely to promote learners acquisition of appropriate civic skills, knowledge and attitudes. Additionally, the Ministry of Education should facilitate and provide adequate teaching and learning resources in secondary schools so as to address the 21st century competencies deficiencies among learners.
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ÜNAL, R. Meltem, and Necla EKİNCİ. "ENGLISH TEACHING THROUGH DISTANCE EDUCATION: OPPORTUNITY OR THREAT?" IEDSR Association 6, no. 15 (September 20, 2021): 388–419. http://dx.doi.org/10.46872/pj.383.
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The purpose of this study is to examine English teaching practices through distance education based on the experiences of English teachers during the COVID-19 pandemic. The research is a case study designed according to the qualitative research model. The study group of the research, which were determined through easily accessible case sampling, consists of 13 English teachers employed in public and private lower secondary schools. The data of the study were collected through a semi-structured interview form. Content analysis method was used to analyze the data. The main results of the research can be listed as follows: For most teachers, the course preparation process in distance education is more comprehensive and time-consuming than face-to-face education. However, there are also teachers who do not try too much to plan the process and stay away from technology. The positive reflections of the preparation process on the teaching process, such as providing a variety of methods, techniques, materials, activities and employing technology more, were observed. Teachers evaluate more on homework, student participation and effort. The majority of teachers find distance language teaching sustainable within the framework of their own experience. When the findings of the research are evaluated together, distance language teaching seems to have the potential to be an educational opportunity when it is carried out under appropriate conditions.
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Kim, Bang Hee. "Analysis of perception, requirement for AI education and AI teaching efficacy for secondary pre-service teacher." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 22 (November 30, 2022): 1001–16. http://dx.doi.org/10.22251/jlcci.2022.22.22.1001.
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Objectives The purpose of this study is to suggest direction for the AI education plan at the university of education through the analysis the perception, requirement for AI education and AI teaching efficacy of secondary pre-service teachers.
Methods The survey was conducted by sampling students from K University's College of Education in Gyeongsang nam-do by grade and major. As a research tool, development questions in the areas of AI interest, understanding, and need through review of previous studies, and artificial intelligence teaching efficacy measurement tools (AI-TEBI) were used. Finally, 198 respondents were analyzed. Chi-square test, independent t-test, and one-way ANOVA were used to analyze differences by gender, major, and grade.
Results First, the level of understanding of AI education was low, and the level of awareness of interest and necessity was high. Second, the demand for AI utilization education was higher than understanding education, and there were differences by major and grade. Third, among the sub-elements of AI teaching efficacy, individual teaching efficacy on AI and interaction with AI were low, and expectations for AI concept recognition and AI teaching results were high.
Conclusions The AI education experience of secondary pre-service teacher affected the positive perception of AI education. According to this result, it is necessary to operate an appropriate systematic curriculum of AI understanding and utilizing education to enhance AI teaching efficacy by major and grade. The results of this study will be used as basic data to set a plan how to conduct AI education for all majors in college of education.
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Juntunen, Marianne, and Maija Aksela. "Life-Cycle Thinking in Inquiry-Based Sustainability Education – Effects on Students’ Attitudes towards Chemistry and Environmental Literacy." Center for Educational Policy Studies Journal 3, no. 2 (June 30, 2013): 157–80. http://dx.doi.org/10.26529/cepsj.244.
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The aim of the present study is to improve the quality of students’ environmental literacy and sustainability education in chemistry teaching by combining the socio-scientific issue of life-cycle thinking with inquiry- based learning approaches. This case study presents results from an inquiry-based life-cycle thinking project: an interdisciplinary teaching model designed by chemistry teachers. The strength of the project is that upper-secondary students (N=105) are allowed to investigate the life cycle of an optional product based on their own interest. Studentcentred teaching methods are suggested to promote the students’ interest in studying. The research question was: How does an inquiry-based life-cycle thinking project in chemistry education affect students’ chemistry attitudes and environmental literacy? The research methods used included surveys and semi-structured interviews. The study shows thatthe project positively affected students’ attitudes towards chemistry learning: they valued the independent and collaborative learning setting. The changes in the students’ environmental literacy were evident in their new realisations: they emphasised the importance of environmental protection and recycling, but perceived that changing their own behaviour is still difficult. The inquiry-based teaching of life-cycle thinking can be seen as an effective approach to more motivating and sustainable chemistry education. Further research should address the kinds of knowledge outcomes that this type of inquiry-based life-cycle teaching creates in students. Furthermore, other useful approaches to teaching sustainable development in chemistry lessons should be shared.
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DOYRAN, Atahan, and Fatma ILKER KERKEZ. "THE RELATIONSHIP BETWEEN SECONDARY SCHOOL STUDENTS' PHYSICAL EDUCATION AND SPORTS LESSON COMPATIBILITY LEVELS AND THEIR NEED-SUPPORTING TEACHING STYLE PERCEPTIONS." SOCIAL SCIENCE DEVELOPMENT JOURNAL 7, no. 30 (March 15, 2022): 147–65. http://dx.doi.org/10.31567/ssd.563.
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The purpose of this research is to examine the relationship between secondary school students' physical education and sports course aptitude levels and their perceptions of need-supportive teaching style. The study is in the relational screening model. The data pair used is secondary school students' physical education lesson aptitude levels and their perceptions of need-supportive teaching style in physical education and sports lessons. Three hundred twenty-six secondary school students, 166 female and 160 male, studying in the 2019-2020 academic year were included in the study (mean age 12.55±1.15). The data in the research were obtained by using the 'Needs Supportive Teaching Style Scale in Physical Education and the 'Physical Education Lesson Aptitude Scale'. Descriptive statistical methods and non-parametric data analysis methods were applied in data analysis. The findings showed a moderate positive correlation between the physical education and sports course predisposition levels of secondary school students and their perceptions of need-supportive teaching style (p<0.05). In this study, while physical education and sports course aptitude levels and need supportive teaching style perceptions did not differ according to gender and class variable, the total score of the Physical Education Lesson Aptitude Scale and the perceived ability dimension score for the physical education lesson and the Needs Supportive in Physical Education lesson of the students in the school sports teams. Teaching Style Scale Engagement dimension was statistically significantly higher than those who did not take part in school teams (p<0.05). The results show that the self-confident students who feel good in a physical education class and the students who participate in the school teams increase the perceived support from the teachers. In the light of these results, it can be said that physical education teachers should be more inclusive in education. Activities that will make all students active and provide effective development should be included in the lesson.
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Anouar, Alami. "INTEGRATION OF ICT IN ENVIRONMENTAL EDUCATION – CASE STUDY ON THE GREENHOUSE EFFECT AMONG SECONDARY SCHOOL STUDENTS." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 7, no. 2 (May 30, 2016): 1077–87. http://dx.doi.org/10.24297/ijrem.v7i2.3841.
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This article deals with methods for teaching secondary school students about the greenhouse effect. The research question is addressed in a didactic context using ICT. Our experiment used a pre-test and post-test methodology, in which we compared the learning outcomes of two groups of students: experimental group (EG) and control group (CG). Both groups followed the same teaching on the greenhouse effect during a Life and Earth Sciences (LES) class. Our study involved introduction of the following differentiation for the two groups of students: CG received explanations, accompanied by a theoretical presentation of the experiment to demonstrate the greenhouse effect. The students were then presented with the theoretical results. EG used a computer simulation of the same experiment on the greenhouse effect and interpreted the results. At post-test, the experimental group (EG) demonstrated a better understanding of the mechanisms of the greenhouse effect than the control group (CG), and scored better on questions related to infrared radiation as a result of global warming. This has been confirmed by a statistical test of homogeneity. However, on the other questions about the nature and consequences of the greenhouse effect, including on behavior advocated for the protection of the environment, we found no significant differences. Moreover, the students in both groups only proposed actions in response to the consequences of human activity and did not propose actions to respond to the consequences of natural origin. We therefore conclude that computer simulation of the greenhouse effect experiment, accompanied by further scientific interpretation, constitutes a "good didactic situation" to instill a more global understanding of the greenhouse effect.
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Kashif, Najam ul, Musarrat Jahan, Samina Ashraf, and Muhammad Latif Javed. "Mathematica: Teaching Learning Process at Secondary School Level in Punjab." Review of Education, Administration & LAW 4, no. 4 (December 31, 2021): 775–81. http://dx.doi.org/10.47067/real.v4i4.196.
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Technology becomes an integral part of academia. Computer or technology is rooted out from Mathematics. When it is said that 21st century is the century of technology, then how the field of education is remained away from technology. Modern science labs are technology oriented and in such a way the subject of Mathematics is also shifted on technology. Mathematics is not an integral part of daily routine life as well as playing a key role in the progress of science and technology. In the teaching learning process, technology-based teaching is the modern mode of teaching. Keeping in mind the same scenario, current study was conducted to highlight the concept of Mathematica (Mathematics and Information Technology) in the teaching learning process at secondary school level in Punjab province. Study aimed at to observe the technology role on the mathematics’ teaching at secondary school level. The study was quantitative by nature and descriptive approach was adopted. Self-developed questionnaire was applied as a research tool to get the data from the target sample through survey technique. Total targeted sample was 60 teachers who are teaching Mathematics at secondary school level and their 200 students. Findings of the study revealed that technology usage in the teaching learning process of mathematics enhance the understanding of the mathematical concepts many times.
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Chandran R. and P. A. Azeez. "Environmental Education in the Schools of Coimbatore District, Tamil Nadu." Ecology, Environment and Conservation 28, no. 04 (2022): 1743–53. http://dx.doi.org/10.53550/eec.2022.v28i04.011.
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Subsequent to the directives from the Supreme Court of India, Environmental Education (EE) was incorporated in Indian school curricula as an infused subject, for more than a decade now. The EE subject was aimed to produce environmentally informed citizens who are knowledgeable concerning the local environment and its associated problems, aware of how to solve these problems, and motivated to work towards their solutions. However, anecdotal evidence suggests that environmental education in its present form is not meeting the directives of the Indian Supreme Court order because of poor integration. In this context, the study reported in this paper was designed and implemented to investigate the reasons behind the sensed anecdotal failure of environmental education in Indian secondary schools. The focus of the study was on subject-specific impacts from the perspective of secondary schools students in the Coimbatore region (Tamil, Nadu). A set of variables (learning atmosphere, teaching practice, coping with aspirations of the students and bringing in behavioral changes) were taken into consideration to assess the impacts of the subjects in the curricula on the students. A custom-made questionnaire was used for collecting data and responses were obtained from 347 individuals from nine schools. Subject-wise impact study revealed that school has given special focus to Science teaching (frequently handled), because, students’ higher educational plans were highly revolved around this subject learning. The Social studies was most instrumental in instilling students’ learning interests and the mother tongue (Tamil language) was influential in evoking positive behavioral changes among the students. The overall impact of EE was minimal (9%) in the classroom, securing the last position among all subjects. The study, while revealing the status of EE in high school education system as unsatisfactory, highlights the pressing need for standardizing and upgrading the learning environment for it as a separate subject
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van Harskamp, Michiel, Marie-Christine P. J. Knippels, and Wouter R. van Joolingen. "Secondary Science Teachers’ Views on Environmental Citizenship in The Netherlands." Sustainability 13, no. 14 (July 16, 2021): 7963. http://dx.doi.org/10.3390/su13147963.
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Environmental Citizenship (EC) is a promising aim for science education. EC enables people not only to responsibly make decisions on sustainability issues—such as use of renewable energy sources—but also to take action individually and collectively. However, studies show that education for EC is challenging. Because our understanding of EC practice remains limited, an in-depth, qualitative view would help us better understand how to support science teachers during EC education. This study aims to describe current EC education practices. What do secondary science teachers think sustainability and citizenship entail? What are their experiences (both positive and negative) with education for EC? A total of 41 Dutch science teachers were interviewed in an individual, face-to-face setting. Analysis of the coded transcripts shows that most teachers see the added value of EC but struggle to fully implement it in their teaching. They think the curriculum is unsuitable to reach EC, and they see activities such as guiding discussions and opinion forming as challenging. Furthermore, science teachers’ interpretation of citizenship education remains narrow, thus making it unlikely that their lessons are successful in fostering EC. Improving EC education therefore may be supported by explicit representation in the curriculum and teacher professional development directed at its implementation.
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Yaping nad Pauline Stanton, Dong. "Evaluation of the health services management training course of Jiangsu, China." Australian Health Review 25, no. 3 (2002): 161. http://dx.doi.org/10.1071/ah020161.
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Health service management education programs emerged in the early 1980s in China as a result of changing demands on health service managers created by new directions in health policy. This paper reports on an evaluation of the Jiangsu-Victoria Health Management Training Program and discusses five of the main findings. Participants in the study believed that the Program has impacted positively on the health management practice of Jiangsu Province, and has made a significant contribution to health services management education in China. However, certain areas in teaching practice need to be improved and participants in the study provided suggestions to achieve this. The study also found that there were limitations to the impact of managerial education due to administrative and environmental factors.
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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Teachers' self-efficacy beliefs in teaching food and nutrition subjects in Australian secondary schools." Health Education 121, no. 3 (February 12, 2021): 311–21. http://dx.doi.org/10.1108/he-01-2021-0003.
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PurposeTeachers play important roles in school food and nutrition education. This study aims to explore Australian teachers' self-efficacy beliefs (i.e. belief in their own capabilities to perform specific teaching tasks) in teaching secondary school food and nutrition-related subjects.Design/methodology/approachTeachers' overall self-efficacy beliefs in teaching these subjects (overall-SEB) and self-efficacy beliefs in teaching different food and nutrition-related topics (topics-SEB) were explored using a survey among 183 teachers in 2017. Principal components analysis derived three overall-SEB components: “Motivation and accommodation of individual differences”, “Classroom management” and “Communication and clarification” and three topics-SEB components: “Food system”, “Food and nutrition information” and “Food preparation”.FindingsOverall, higher percentages of teachers were confident or very confident in the majority of items that loaded on “Classroom management” and “Communication and clarification” compared to “Motivation and accommodation of individual differences”. Moreover, higher percentages of teachers were confident or very confident about items that loaded on “Food and nutrition information” and “Food preparation” compared” to “Food system”. The overall-SEB and topics-SEB were higher among more experienced teachers. There were moderate positive correlations between overall-SEB and topics-SEB components.Originality/valueThe exploration of broader aspects of self-efficacy beliefs related to teaching secondary school food and nutrition-related subjects makes this study unique. The findings highlight that these teachers had high self-efficacy beliefs in teaching food and nutrition education, but there are gaps in tailoring the teaching process to meet the diverse needs of students and teaching broader food-related topics.
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Gapon, Valentyna, Mariia Sharaievska, and Tetiana Derepa. "PROFILE EDUCATION AS A DRIVER OF HIGH-QUALITY COMPLETE GENERAL SECONDARY EDUCATION." Educational Analytics of Ukraine, no. 3 (2022): 57–74. http://dx.doi.org/10.32987/2617-8532-2022-3-57-74.
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The introduction of profile education (specialized training) in secondary schools ensures differentiated preparation of students at this level of education in accordance with their educational needs, inclinations and abilities, which are determined by orientation to future professional choices. The article is aimed at analyzing trends in the implementation of students' profile education and determining its impact on the results of obtaining high-quality comprehensive general secondary education in Ukraine. Statistical information of reporting forms № 76-RVК "Summary report of general secondary education institutions", № 83-RVК "Report on the number and structure of teaching staff in the general secondary education institutions", summary table № D-5 "Data on educational profiles in general secondary education institutions (without special general secondary education institutions)" and the open database of the Ukrainian Center for the Evaluation of Education Quality were used as the initial data for the study. The article analyzes the pre-war state (2014/2015–2021/2022) of the network of general secondary education institutions (GSEIs), the contingent of students, including those with profile training, and the number of teachers and pensioners teaching subjects. Dynamics and tendencies of development of profile education in Ukraine have been studied and analyzed, and the importance of the influence of a number of factors on the results of the external independent assessment in 2021 has been substantiated (in particular, completion of general secondary education in specialized educational institutions). The best scores in all subjects were obtained by graduates of physical-mathematical, mathematical, chemical-technological, agrochemical, economic and foreign philology. Students who received education in institutions of environmental, technological, sports, military-sports, universal profiles and Ukrainian philology received lower scores in each of the subjects compared to average scores in Ukraine. The main challenges for further reform of the secondary schools in the post-war period include the possibility of reorienting individual schools to provide teaching staff; upgrading teachers' qualifications, taking into account the needs and aspirations of students in the field of education, the suitability of material and technical base of GSEIs for the organization of profile education, etc. And the first steps in the field of educational statistics should be the collection and thorough analysis of data on the existing surviving educational network of each region, and the costs of its restoration and maintenance.
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Ayodele, Margaret Olanireti, and Ajila Ayodele Fisayo. "Effects of Sexuality Education on Gender Among Secondary School Students In Ekiti State, Nigeria." British Journal of Education 10, no. 7 (July 15, 2022): 44–50. http://dx.doi.org/10.37745/bje.2013/vol10n7pp4450.
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The study investigated the effects of Sexuality Education on gender among senior secondary school students in Ekiti State, Nigeria. The study also examined the knowledge and attitude of students on Sexuality Education. It is a descriptive survey research with a population of 150 respondents drawn from three senatorial districts of the state; seventy-three (73) males and eighty-seven female students participated in the study. A self-constructed instrument titled the Sexuality Education questionnaire was used to obtain information from the students. In contrast, a multi-stage sampling technique was used to select students from three senior secondary schools in three state senatorial districts, using a self-constructed instrument titled Sexuality Education Questionnaire (SEQ). The reliability was ensured using the test-retest method. The study's results showed that male students recorded a higher-mean gain in the achievement of Sexuality Education, while female students recorded a higher mean increase in attitude score. The result also revealed that students with low self-efficacy recorded higher mean- gain in achievement and attitude scores towards Sexuality Education. The study concluded that teaching Sexuality Education is improved in schools to achieve the curriculum objectives. It was, therefore, suggested that more emphasis be laid on the teaching of Sexuality issues in schools. Government should also organise seminars and workshops for teachers and students on Sexuality issues. In addition, curriculum developers should extend the teaching of Sexuality Education to the primary school level, informal and non-formal settings.
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Adelana, Owolabi Paul. "Teaching oral English through technology: Perceptions of teachers in Nigerian secondary schools." International Journal of Learning and Teaching 14, no. 1 (January 26, 2022): 55–68. http://dx.doi.org/10.18844/ijlt.v14i1.6434.
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English Language learners in Nigeria mostly find Oral English difficult to understand but technology is now supportive. However, being a dynamic language, the English Language is constantly evolving and so are the technologies used in its teaching. This study, therefore, intends to re-examine teachers’ current perceptions towards technology usage in teaching Oral English. The study was descriptive. The sample comprised 215 teachers to whom an instrument titled “Teachers’ Current Perceptions of Teaching Oral English through Technology Questionnaire (TCPTOETQ)”, was administered. Six research questions were formulated and answered using Mean, Standard Deviation, One-Way ANOVA, and t-test. The result showed that the teachers currently have positive perceptions towards the use of technologies in teaching Oral English. It was therefore recommended that stakeholders in education provide continuous training for English Language teachers for continuous adaptation to the changing landscapes of technology usage in teaching Oral English. Keywords: English Teachers; Oral English; Perceptions Technology; Secondary Schools; Nigeria.
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Iyekolo, Alexander Olushola. "Attitude Of Secondary School Teachers Towards The Teaching Of Sex Education In Osogbo Local Government Area Of Osun State." Anterior Jurnal 21, no. 1 (December 8, 2021): 50–59. http://dx.doi.org/10.33084/anterior.v21i1.2843.
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The study was on the attitudes of secondary school teachers towards the teaching ofsex education, in Osogbo, the target population comprises all the secondary schools in Osogbo Local Government Area of Osun state. Ten secondary schools were randomly sampled and 20 teachers were randomly selected from each schools sampled as respondents. A questionnaire entitled “Attitude of Secondary School Teachers Towards the Teaching of Sex Education (ASSTTTSE)”, with psychometric properties of content validity and 0.81 reliability index. percentage-test and Analysis of variance (ANOVA) statistical method were used in analyzing the data collected. at 0.05 level of significance. The findings showed that there was no significant difference in respondents’ views about the attitudes of secondary school teachers towards sex education based on gender and school type, except on the bases of age. It was recommended among others that; Teachers should teach certain aspects of sexuality at schools that the students will be familiar with societal expectations of their future roles as Husband and wife.
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Trujillo-Torres, Juan-Manuel, Hassan Hossein-Mohand, Melchor Gómez-García, Hossein Hossein-Mohand, and Francisco-Javier Hinojo-Lucena. "Estimating the Academic Performance of Secondary Education Mathematics Students: A Gain Lift Predictive Model." Mathematics 8, no. 12 (November 24, 2020): 2101. http://dx.doi.org/10.3390/math8122101.
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Several socioeconomic, environmental, ethnic, family, and educational factors influence an individual’s academic performance and can determine their school performance in mathematics. Mathematical competence is one of the skills that allow students to build visions of the future from performance in the present. However, the perception that students have of mathematics, in addition to the teacher–student relationship, the classroom, gender, teaching–learning, and motivation are crucial factors for achieving an optimal academic performance and preventing school failure. The aim of the present study was: (1) to examine which variables of the dimensions “Learning Mathematics” and “School Environment” significantly contribute to the marks in the second quarter and quantify their relative importance; (2) to determine the optimal algorithm model for predicting the maximum gain in students’ marks in the second quarter and quantifying it; and (3) to analyze the maximum gain in terms of gender. A total of 2018 high school students in Melilla were included in this cross-sectional study. Mathematical learning and the school environment were assessed using a validated 14-item questionnaire. Gain lift was employed to quantify the improvement in students’ performance. The role of the classroom and teacher–student relationship had a greater influence on mathematics scores than affinity indicators, teaching, study time, teaching resources used, study aids, and motivation.
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Passadelli, Anthoula-Styliani, Aikaterini Klonari, and Ekaterini Nikolarea. "Spatial and Geospatial Thinking of Secondary Education Students in Greece." Research Journal of Education, no. 84 (December 28, 2022): 80–85. http://dx.doi.org/10.32861/rje.84.80.85.
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Internationally, curriculums emphasize the importance of spatial abilities development in school, and it has been proven that teaching geography can help improve spatial thinking. The main goal of this study was to investigate the spatial thinking of Secondary Education students. The research sample was 474 Junior High school students (246 students from the 7th grade and 248 students from the 8th grade), aged 13-14 years, coming from 49 different public schools all over Greece. A questionnaire was distributed to students that included questions based on the categories of spatial thinking of Gersmehl and Gersmehl (2011). The findings of the research have identified a weakness in the students’ spatial perception, with satisfactory performances only in the floor plans. There is no statistical difference between boys and girls, but the total score in most questions was low.
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Alli, Sk Samsul. "PERCEPTION OF MAJOR STAKEHOLDERS OF SECONDARY SCHOOLS ON LIFE SKILLS EDUCATION." SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 9, no. 46 (March 25, 2021): 11348–54. http://dx.doi.org/10.21922/srjhsel.v9i46.1545.
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The present study titled, “Perception of Major Stakeholders of secondary schools on Life Skills Education” was conducted to: (i) ascertain the perception of major stakeholders of secondary schools education such as- headmasters, teachers, students and parents with reference to the dimensions of life skills education such as- psychological abilities; interpersonal skills that help people take decisions, solve problems, think critically, communicate effectively, build healthy relationship, empathize with others, and cope with the stress and strain ultimate aim of the study was, however, to explore the perception of stakeholders for improvement LSE among the students. Four different tools and techniques were used for data collection such as-questionnaire, interview schedule, focus group discussion. The data were analysed qualitatively as well as quantitatively technique like-percentage analysis was done and thick description under qualitative technique. The study examined that lack government support and ineffective teaching learning materials. Challenges faced by headmasters of each school such as, lack of funds , negative peer pressure, lack of interest among student, lack of time, lack of teaching staffs. Majority of teachers reported that LSE lessons were not taught at all in their school. Some teachers responded that the lesson of life skills education was scheduled only once in a week, might be due to adequate time and material in the schools. While only 9 (22.5%) indicated that they were taught twice in a week. Majority of parents (76%) were said that life skills education is essential to make the child feel self-reliant in his work and duties and 17(68%) were responded that life skills education was all about to make an individual to deal effectively with confronting day to day situations. Majority of students expressed that they were not aware of about the concept life skills and importance of LSE this might be possible due to the fact that most of the teachers and headmasters of schools were not concerned about the importance of LSE.
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Bowd, Alan D. "Dissection as an Instructional Technique in Secondary Science: Choice and Alternatives." Society & Animals 1, no. 1 (1993): 83–89. http://dx.doi.org/10.1163/156853093x00163.
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AbstractThis article examines the role of dissection in the teaching of secondary biology and environmental science, within the context of the development of attitudes toward animals. Retrospective data concerning their experience in high school with dissection for 191 undergraduate education students are described, and their reported use of alternatives to invasive animal study are evaluated in relation to specific educational objectives in secondary science. It was found that most students were required to perform dissections, that many but not most experienced negative and stable emotional reactions, and that teachers employed limited alternatives to dissection in their classes. The implications of this for secondary science teaching and for teacher education are discussed.
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Anyolo, Eveline O., Sirpa Kärkkäinen, and Tuula Keinonen. "Implementing Education for Sustainable Development in Namibia: School Teachers’ Perceptions and Teaching Practices." Journal of Teacher Education for Sustainability 20, no. 1 (June 1, 2018): 64–81. http://dx.doi.org/10.2478/jtes-2018-0004.
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Abstract Education for Sustainable Development (ESD) has been viewed as education that helps people develop the attitude, skills, and knowledge to make well-informed decisions for the benefit of the present and future generations. It aims at providing quality education through shared understanding and multi-disciplinary approaches in meeting the developmental and environmental apprehension for a sustainable future. Many theorists envisaged ESD as enhancing active involvement of learners both in school and out of school learning initiatives to acquire knowledge about sustainable development issues. The present paper discusses Namibian school teachers’ (n=9) perceptions of ESD and the teachers’ teaching practices using a qualitative-explorative study design. The data were gathered through two semi-structured interviews and lesson observations. The findings have revealed that senior secondary school teachers perceive ESD in terms of knowledge acquisition about the environment in order to use its resources sustainably for the benefit of future generations. The study has also revealed that teachers have positive sentiment toward the inclusion of ESD into the senior secondary school curriculum. Following this, they suggested that ESD should be either implemented as an independent subject or integrated with other existing subjects as a multi-disciplinary subject.
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Ortega-Sánchez, Delfín, Almudena Alonso-Centeno, and Miguel Corbí. "Socio-Environmental Problematic, End-Purposes, and Strategies Relating to Education for Sustainable Development (ESD) through the Perspectives of Spanish Secondary Education Trainee Teachers." Sustainability 12, no. 14 (July 9, 2020): 5551. http://dx.doi.org/10.3390/su12145551.
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In this paper, representations of Spanish Secondary Education trainee teachers (n = 163) are analyzed with regard to the socio-environmental problematic, end-purposes, and strategies of education for sustainable development (ESD). Likewise, the study seeks to identify the potential influence of sociodemographic variables on those representations and, in particular, possible differences between either the perceptions or the beliefs of trainee teachers of Geography and History and those from other disciplines. The study can be classified as a non-experimental ex post facto investigation based on a questionnaire, yielding results that reflected the commitment of the students towards teaching through the implementation of strategies directed at conflict resolution for social transformation, and towards teaching the development of critical and creative thinking skills for social interventions. Likewise, the study reports the promotion of specific socio-educational actions leading to sustainable development. These results show the absence of differences in terms of the sex, age, institutional affiliation, background discipline or specialism, or previous training in Sustainable Development Goals (SDGs) of the students. Despite the identification of greater tendencies towards the conceptualized development of social awareness and active citizenship among trainee teachers of Geography and History, these results reflected the pertinence and the educational need for ESD in higher education from a holistic and transversal perspective.
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AlAbri, Said, Chahrazed Mirza, Fouzi Bellalem, and Mohamed Forouzani. "Teachers’ Beliefs about Grammar Teaching within a Context of Omani Secondary Schools." Arab World English Journal 13, no. 2 (June 24, 2022): 401–11. http://dx.doi.org/10.24093/awej/vol13no2.27.
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The present qualitative case study investigated the beliefs and practices of six English language teachers in secondary schools in Oman about grammar instruction. To improve EFL education in Omani schools, the study sought to determine whether teachers’ beliefs and their grammar teaching practices were congruent. The study collected the data through classroom observations and interviews, and analysed the data using content analysis and Grounded theory to analyze the data. The findings showed that even though most teachers acknowledged the benefits of inductive grammar instruction, they favored deductive grammar instruction. Teachers attributed their classroom decisions to various factors such as students’ language proficiency, time constraints, and curriculum overload. In addition, the findings showed that teachers’ learning experiences shaped their decision-making and instructional practices. The lack of professional development training was another crucial factor that influenced their beliefs and grammar teaching practices. The study concluded that teachers in Oman required more individualized training sessions that could foster alternative beliefs and practices in favor of inductive grammar instruction.
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Agirreazkuenaga, Leire. "Embedding Sustainable Development Goals in Education. Teachers’ Perspective about Education for Sustainability in the Basque Autonomous Community." Sustainability 11, no. 5 (March 12, 2019): 1496. http://dx.doi.org/10.3390/su11051496.
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In the current context of unsustainability that we inhabit, education is considered to be a necessary pillar for social transformation towards sustainable development. The main goal of this research is to analyze the implementation of educational practical experiences of the education for sustainability programs from the perspective of teachers working in secondary schools in the Basque Autonomous Community. The analyzed schools are situated in different socio-economic and environmental contexts. The analysis also aims to diagnose the extent of knowledge on the 2030 Global Agenda of Sustainable Development Goals (SDGs) with a view to its future implementation. The study is based on qualitative tools such as in-depth interviews (38 interviews conducted at five secondary schools). For analytical purposes, the perspective of the teaching staff is adopted as they play an indispensable and determining role in education for sustainability. The main results showed that the involvement of the teaching staff, personal motivation and good leadership are essential for the success of the program, together with the support of school authorities. A stable teaching staff and a sense of identity with the project are decisive factors. In this sense, differences were detected between public schools and private schools that, to a certain extent, condition the difficulties faced by the teaching staff. Experiential activities, activities outside the classroom and a positive perspective on the subject are considered factors contributing to the success of the programs. SDGs were still largely unknown to the teaching staff but could provide a good framework for multidisciplinary education.
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Santos, Gleise Regina Bertolazi dos, Celso Dal Ré Carneiro, and Jorge Bonito. "Geosciences in professional education: a comparative study between Brazil and Portugal." Terrae Didatica 14, no. 3 (September 28, 2018): 320–25. http://dx.doi.org/10.20396/td.v14i3.8653532.
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Brazil faces educational and environmental crisis that enhance the importance of valuing geoscientific contents in school cur-ricula, especially in basic education. The modality of technical education integrated to high school courses (TEIHSC) open broad possibilities to build an integrated view of nature and of human interference. However, the current situation is one of great fragmentation of contents and diversification of teaching-learning approaches. As a contribution to understand better the national reality, the present project aims to carry out a survey of geoscientific themes present in the Brazilian official curricula of TEIHS courses and in the curricula of secondary professional education of public schools in Portugal. The distribution of technical schools in this teaching modality – TEIHS comprises the states of São Paulo, Rio de Janeiro, Minas Gerais and Espíri-to Santo and even in the official curricula of federal technical schools situated in these states. This project should discuss cur-ricular convergences and divergences from the background of the following courses: Agriculture, Surveying, Environmental Control, Forestry, Environment, Mining, Oil and Gas, Environmental Management, Agricultural Production, Forestry and Envi-ronmental Resources, Tourism and Environmental and Rural Tourism. The investigation will produce a comprehensive pano-rama of proposals for including geoscientific contents within this type of school integrative curriculum. The debate should at-tempt to recompose the basic needs to help citizens for taking well-founded decisions about socioeconomic, political and envi-ronmental changes.
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Nepomuscene Twahirwa, Jean, Celestin Ntivuguruzwa, Etienne T. Wizeyimana, and Jeannette Nyirahagenimana. "Teachers’ Perceptions of Inquiry-based Learning in Science Education: A Case of Selected Secondary Schools in Kirehe District, Rwanda." East African Journal of Education and Social Sciences 3, no. 3 (June 30, 2022): 29–38. http://dx.doi.org/10.4314/eajess.v3i3.176.
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This study sought to establish teachers’ reflections on the role of inquiry-based learning in science education. The study was quantitative in nature and used the descriptive research design. Data was gathered through a questionnaire containing closed ended items. Respondents were eighty-two science teachers from secondary schools in Kirehe District. It is concluded that the choice of appropriate teaching and learning approaches influences understanding in science education. Inquiry-based learning is effective for acquisition of practical skills and development of higher order thinking skills. However, shortage of continuous professional development impedes teachers’ implementation of the inquiry-based learning. The use of inquiry-based learning serves as a promising learning method to enhance learners’ understanding. It is recommended that school administrators should understand the 5-E model that governs the inquiry-based learning as one of the best teaching and learning approaches and collaborate with teachers to find out means and strategies that may stimulate the implementation of new teaching and learning approaches in science education. School administrators should regularly organize internal workshops and training of teachers on teaching and learning approaches.
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Bada, Abiodun A., and Loyiso C. Jita. "E-learning Facilities for Teaching Secondary School Physics: Awareness, Availability and Utilization." Research in Social Sciences and Technology 6, no. 3 (December 16, 2021): 227–41. http://dx.doi.org/10.46303/ressat.2021.40.
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Secondary school physics contribute significantly to the technological development of a nation because it lays the foundation for further studies in physics. Physics is an abstract science subject that relies greatly on practical, and the crucial role played by the use of instructional materials especially, e-learning facilities in this 21st century cannot be over emphasized. This study investigates the awareness, availability and utilization of e-learning facilities among secondary school physics teachers. We adopt the descriptive survey design which involved 78 physics teachers, randomly selected from all the secondary schools in Ondo, Nigeria. A researcher designed checklist was used to collect data for this study. Three research questions were answered using descriptive statistics (frequency, percentage, mean, standard deviation) and the findings from this investigation revealed that physics teachers are aware of most of the e-learning facilities for teaching secondary school physics but only few of these facilities are readily available for teaching physics. This investigation also revealed that only one of these e-learning facilities (desktop computer) was utilized by secondary school physics teachers. This study conclude that e-learning facilities were not used in teaching secondary school physics in Ondo. Based on this findings, physics teachers are encouraged to use the few e-learning facilities that are available in secondary schools. Also, government education agencies and school management team are encouraged to further stress the importance of using the available e-learning facilities for teaching secondary school physics through in-service trainings and workshops.
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Testrow, Sean, Ryan McGovern, and Vicki Tully. "Secondary care interface: optimising communication between teams within secondary care to improve the rehabilitation journey for older people." BMJ Open Quality 10, no. 1 (February 2021): e001274. http://dx.doi.org/10.1136/bmjoq-2020-001274.
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Effective communication between members of the multidisciplinary team is imperative for patient safety. Within the Medicine for the Elderly wards at Royal Victoria Hospital (RVH) in Dundee, we identified an inefficient process of information-sharing between the orthopaedics outpatient department (OPD) at the main teaching hospital and our hospital’s rehabilitation teams, and sought to improve this by introducing several changes to the work system. Our aim was for all patients who attended the OPD clinic to have a plan communicated to the RVH team within 24 hours.Before our intervention, clinic letters containing important instructions for ongoing rehabilitation were dictated by the OPD team, transcribed and uploaded to an electronic system before the RVH team could access them. We analysed clinic attendances over a 4-week period and found that it took 15 days on average for letters to be shared with the RVH teams. We worked with both teams to develop a clinical communication tool and new processes, aiming to expedite the sharing of key information. Patients attended the OPD with this form, the clinician completed it at the time of their appointment and the form returned with the patient to RVH on the same day.We completed multiple Plan–Do–Study–Act cycles; before our project was curtailed by the COVID-19 pandemic. During our study period, seven patients attended the OPD with a form, with all seven returning to RVH with a completed treatment plan documented by the OPD clinician. This allowed rehabilitation teams to have access to clinic instructions generated by orthopaedic surgeons almost immediately after a patient attended the clinic, essentially eliminating the delay in information-sharing.The introduction of a simple communication tool and processes to ensure reliable transfer of information can expedite information-sharing between secondary care teams and can potentially reduce delays in rehabilitation.
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Jirde, Amiin, and Abdul Gafur Arifin. "Challenges Facing Somali Islamic Education Teachers in Implementing 21st Century Teaching Approaches." IIUM Journal of Educational Studies 10, no. 1 (June 13, 2022): 40–65. http://dx.doi.org/10.31436/ijes.v10i1.429.
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This article reports on the results of a census survey that explored what Somali secondary school teachers perceived to be the challenges hampering their use of 21st-century teaching approaches in the Islamic Education subject. The survey also examined if the perceived challenges differed significantly by school type (i.e., public versus private) and teaching experience (i.e., extensive, moderate, and minimal). The implementation challenges were categorized into five types: school-related, teacher-related, student-related, subject-related, and approach-related. 200 Islamic Education teachers employed at 53 secondary schools in Hargeisa, the capital city of Somaliland, responded to a 35-item questionnaire adapted from Aldossari (2018). The data were analyzed using descriptive statistics, independent samples t-tests, and one-way ANOVAs. The results indicated that the most prevalent challenges were school-related obstacles (e.g., unsuitable classrooms and the lack of educational equipment), with the highest mean rating (M = 3.70). At the same time, teachers’ lack of experience and knowledge of 21st-century instructional approaches were the two most widely reported teacher-related obstacles. Private- and public-school teachers differed significantly in their perceptions of teacher-related, subject-related, and approach-related challenges. The ANOVA results suggested that teachers with the greatest amount of teaching experience (i.e., 11 years or more) tend to perceive significantly greater challenges in utilizing 21st-century instructional approaches in the classroom than did their less experienced colleagues. The findings of this study contribute to a clearer understanding of the magnitude of the challenges confronting Islamic Education teachers in Somali secondary schools. It is hoped that the findings can be used to raise the awareness of school leaders and stakeholders in Somaliland and beyond about the challenges facing Islamic Education.
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Ramadhan, Syahrul, Atmazaki Atmazaki, Vivi Indriyani, and Elfia Sukma. "Digital Teaching Materials Based on Task-Based Language Learning (TBLL) with Environmental Education: Uses in Online Distance Learning." AL-ISHLAH: Jurnal Pendidikan 14, no. 3 (September 23, 2022): 4671–82. http://dx.doi.org/10.35445/alishlah.v14i3.2038.
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The COVID-19 pandemic has resulted in online distance learning. Even though today, science and technology have advanced, the teaching materials used by teachers are still dominated by printed and non-interactive teaching materials. The purpose of this research is to develop digital teaching materials based on Task Based Language Learning (TBLL) containing environmental education in Indonesian language learning in secondary schools. The research was conducted when learning was conducted online remotely. This type of research is Research Development (RD) with the Plomp development model (Preliminary Research, prototyping phase, assessment phase). The research instrument used a questionnaire, observation sheet, and tests. This study describes the results of product practicality based on field trials, with details of product practicality by teachers, product practicality by students, and student learning activities when using the product. Based on the results of the study, it shows that digital teaching materials based on Task Based Language Learning (TBLL) containing environmental education are categorized as very practical with a score of 93.54% based on teacher questionnaires and categorized as very practical with a score of 80.62% based on student questionnaires. In addition, while using digital teaching materials, students were very active with a score of 93.33%.
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Pashby, Karen, and Louise Sund. "Decolonial options and foreclosures for global citizenship education and education for sustainable development." Nordic Journal of Comparative and International Education (NJCIE) 4, no. 1 (June 2, 2020): 66–83. http://dx.doi.org/10.7577/njcie.3554.
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This article builds from scholarship in Environmental and Sustainability Education and Critical Global Citizenship Education calling for more explicit attention to how teaching global issues is embedded in the colonial matrix of power (Mignolo, 2018). It reports on findings from a study with secondary and upper secondary school teachers in England, Finland, and Sweden who participated in workshops drawing on the HEADSUP (Andreotti, 2012) tool which specifies seven repeated and intersecting historical patterns of oppression often reproduced through global learning initiatives. Teachers reacted to and discussed the tool and considered how it might be applied in their practice. The paper reviews two of the key findings: a) the relationship between formal and nonformal global education and mediation of mainstream charity discourses, and b) emerging evidence of how national policy culture and context influence teachers’ perceptions in somewhat surprising ways.
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Sabrina, Arini. "Classroom management: A case study of English teaching and learning in a secondary school in Nepal." Leksika: Jurnal Bahasa, Sastra dan Pengajarannya 16, no. 2 (September 1, 2022): 28. http://dx.doi.org/10.30595/lks.v16i2.13661.
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This study investigates the implementation of classroom management at Kanya-CO Education Secondary School Nepal. The investigation covers six points to discuss: the management of the physical environment, learning, procedures and rules, discipline problems, relationships, also voice and body language. Each of these has some characteristics that are compared to those of the classroom observed.The research is categorized as qualitative in nature. It gains the data through video observation showing English teaching and learning process with approximately 40 students. The data are then analyzed based on the criteria aforementioned. Overall, the teacher has applied the postulates thoroughly. However, some weaknesses related to the management of the physical environment, learning, and relationships keep remaining. Accordingly, the paper also provides the suggestions to consider as the teaching and learning process improvement exertion.
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Morote, Álvaro-Francisco, Jorge Olcina, and María Hernández. "Teaching Atmospheric Hazards in the Climate Change Context—Environmental Didactic Proposals in the Mediterranean Region for Secondary Schools." Environments 9, no. 2 (February 13, 2022): 29. http://dx.doi.org/10.3390/environments9020029.
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The political sphere is starting to take an interest in how the teaching of atmospheric risks at pre-university stages can be improved. This interest has arisen due to the fact that, as stated in the 2030 Agenda, education is an important factor for reducing the effects of natural hazards within the context of current climate change. However, in developed countries education has not played a prominent role in the design of risk prevention policies. The purpose of this study was to identify the principal deficiencies that characterise the study of natural risks in non-university education and then to propose didactic activities for improving the teaching of the main processes associated with climate change (episodes of intense rains and droughts) that already affect the Spanish Mediterranean region. Their implementation in the classroom seeks, first, to correct the deficiencies in the knowledge of the students in terms of the sources from which they obtain information, and second, to raise awareness about the importance of education in the prevention and mitigation of climate risks. These proposals are intended to serve as a guide to activities to be implemented in classrooms in other international areas, taking into account their geographical characteristics and the availability of data.
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Shahzadi, Uzma, Syed Nasir Hussain, and Mubashrah Jamil. "Assessing the Critical Thinking Skills of Students at Higher Secondary Level." Review of Education, Administration & LAW 4, no. 2 (June 5, 2021): 451–62. http://dx.doi.org/10.47067/real.v4i2.158.
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The ultimate aim of education is to develop human beings in such a way that they can act beneficial for themselves as well as for the society and can think well and think critically. Development of critical thinking skills is the fundamental aim of education. The present study intended to assess the critical thinking skills among students at higher secondary level in the province of Punjab, Pakistan. The study is quantitative in nature. Population of the study comprises students enrolled in higher secondary level in Punjab. Multistage sampling technique was used to select the sample. A self-developed multiple choice item test was used to assess the critical thinking skills among students. Expert opinion was taken to validate the test and reliability coefficient was 0.86. It was found that majority of students did not perform satisfactory on the critical thinking skill test and scored low on all dimensions of critical thinking skills. The study concluded that curriculum and teaching methodologies along with assessment practices are not worth inculcating critical thinking skills among students. The study recommended that curriculum at higher secondary level might be redesigned and development of critical thinking skill through teaching methodologies might take into consideration by the institutes.
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Carlin, Joel. "A Case-Study Approach to Teaching Population Management & Conservation." American Biology Teacher 81, no. 9 (November 2019): 638–43. http://dx.doi.org/10.1525/abt.2019.81.9.638.
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Conservation employers have long valued the in-depth, highly technical training provided by graduate and undergraduate environmental science curricula. However, employers also highly value communication and critical-thinking skills beyond research science, especially the ability to make management decisions within sociopolitical, financial, and ecological contexts. I developed and implemented a budgeted management plan assignment in lower- and upper-level courses in biology and environmental studies programs at an undergraduate liberal arts college. Students must develop specific, assessable conservation objectives to manage a population within a budget that limits available money, time, and sociopolitical will. Students must conduct extensive scientific literature reviews, then decide which of 89 actions will be most cost-effective. Instructors and students responded positively to the assignment, particularly noting difficulty, realism, and interdisciplinarity as defining features, especially in comparison to more traditional field lab reports. The resulting writing assignment involves little class time and instructor supervision, can be customized for both advanced undergraduate and secondary education curricula, and involves high critical-thinking skills in all four cognitive dimensions of learning as described by Anderson and Krathwohl (2001).