Journal articles on the topic 'Science Study and teaching (Secondary) Australia'

Using data from the Teaching and Learning International Survey (TALIS; 2013), this article explores teachers’ needs, support, and barriers in their professional development. The research finds that Australian teachers expressed greater needs in information and communication technology (ICT) use and new technology training for teaching, while Shanghai teachers required more assistance to satisfy students’ individual learning and pedagogical competencies. More than 80% of Australian and Shanghai teachers received scheduled time to support their participation in professional development, whereas less than 20% of Australian and Shanghai teachers received monetary or nonmonetary support. In terms of barriers, Australian and Shanghai teachers reported two significant barriers that conflicted with their participation in professional development: “working schedule” and “a lack of incentives to take part.” This article reveals implications of the study in the design of an effective professional development program for Australian and Shanghai teachers and ends with discussing the limitations of the research and future research directions.

How can teacher development be characterised? In this paper we offer a conceptualisation of teacher development as the enhancement of knowledge and capabilities to function in the activity of a teacher and illustrate with a case study. Our analytic focus is on the development of a science teacher, David, as he engaged in an innovative, collaborative project on learning photonics at a metropolitan secondary school in Australia. Three dimensions of development emerged: technical confidence and competence, pedagogical development and personal agency. We explore the transformative effects of intrapersonal tensions within the teacher’s constitution of his role in the emerging community of enquiry — positioning him in turn as learner, instructor and facilitator. We view the context for David’s actions as a complex and dynamic system and interpret David’s development as arising from his responses to the differences in his emerging roles in the project.

Science, technology, engineering, and mathematics (STEM) are recognized as critical subjects that underlie innovation and national prosperity. Through inquiry-based learning, STEM subjects contribute to the development and application of these abilities. Therefore, the main purpose of this research is to explore type of creative methods in STEM for secondary school students. Articles from 2017 till 2021 screened and analyzed using systematic literature review (SLR) and PRISMA protocol. Three online search engines used are Springer, Scopus, and Science Direct. The thematic analysis method is used to analyze the data. A total of 22 articles were chosen for the systematic analysis after being screened using the eligibility requirements. Result showed that the creative teaching methods involving STEM used in the current study were a problem and project-based learning, mathematical modelling, inquiry-based learning, design-based learning, tool-based pedagogy, student-centered learning, 5E instructional model, professional development, board games and role-play, STEM 7E-learning cycle and boundary-crossing. From twenty-two articles chosen, 77% used qualitative approach in existing literature of creative thinking. Our findings indicated that the distribution of STEM education in different countries such as Australia, Germany, Indonesia, Malaysia, Spain, and the US. At the end, STEM in mathematics education gives a positive out-turn overall.

The United Nations Sustainable Development Goal (SDG) number four seeks an equitable and widespread education that enables an outcome of sustainable development by 2030. Intersecting the studies of society and earth processes, a geographical education is well placed to make cohesive sense of all the individual knowledge silos that contribute to achieving sustainability. Geography education is compulsory for the first three years of the secondary education curriculum in Australia; however, research has shown that many geography teachers are underprepared and report limitations in their teaching of sustainability. This article engages with this research problem to provide a critical reflection, using experiential knowledge as an analytical lens, on how tertiary level geography training at one Australian regional university can equip undergraduate teacher education students with the values, knowledge, and skills needed to develop their future students’ understanding and appreciation of the principles of sustainability. The authors unpacked a geography minor for a Bachelor of Secondary Education degree at Central Queensland University and, deploying content analysis, explain how three units in that minor can develop these students’ values, knowledge, and skills through fostering initiatives and activities. The analysis was framed by elements of pedagogy that offer learners a context for developing active, global citizenship and participation to understand the interdependencies of ecological, societal, and economic systems including a multisided view of sustainability and sustainable development. The study concluded that the three geography units engage student teachers in sustainable thinking in a variety of ways, which can have a wider application in the geography curricula in other teacher education courses. More importantly, however, the study found that there is a critical need for collaboration between university teachers of sustainability content and university teachers of school-based pedagogy in order to maximise the efficacy of sustainability education in schools.

Abstract Introduction There are approximately 270,00 schoolteachers in Australia and this population experience multiple stressors at work. This can lead to poor sleep quality and quantity and, consequently, adverse outcomes for both schoolteachers and students. While it is well-established that certain periods of the year may lead to increased stress for schoolteachers, the impact of this on sleep is unknown. The current study aimed to investigate the effect of stressful periods of the school year on the sleep of schoolteachers. Methods The Pittsburgh Sleep Quality Inventory (PSQI) and questions on stressful school periods (including report writing, standardised testing, school appraisal, and teacher performance) were completed online by 775 Australian primary and secondary schoolteachers (89.1% female, 29.9% 25–34 years). Pearson Chi-square analyses were performed. Results Scores on the PSQI indicated that 611 (79.0%) of participants were experiencing poor sleep quality. There were significant relationships between each of the stressful periods of the year and PSQI score, such that increased stress during periods of report writing (p<0.001), standardised testing (p<0.001), school appraisal (p<0.001), and teacher performance (p<0.001) was associated with poor sleep quality. Discussion Australian schoolteachers are at risk of poor sleep quality and quantity, and this is exacerbated by stressful periods of the school year. Given the vital role schoolteachers play in the community, organisations should be mindful of these periods of the year in order to improve the sleep of schoolteachers.

This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.

Schools provide a relevant and equitable environment to influence students towards increased vegetable consumption. This study aimed to evaluate the effectiveness of a Vegetable Education Resource To Increase Children’s Acceptance and Liking (VERTICAL) for Australian primary schools (curriculum aligned and based on a framework of food preference development and sensory experiential learning) on positively influencing factors predisposing children towards increased vegetable consumption. The secondary aim was to evaluate two levels of teacher training intensity on intervention effectiveness. A cluster-RCT amongst schools with three conditions was conducted: 1 = teaching VERTICAL preceded by online teacher training; 2 = as per 1 with additional face-to-face teacher training; 3 = Control. Pre-test, post-test and 3-month follow-up measures (knowledge, verbalization ability, vegetable acceptance, behavioural intentions, willing to taste, new vegetables consumed) were collected from students (n = 1639 from 25 schools in Sydney/Adelaide, Australia). Data were analyzed using mixed model analysis. No difference in intervention effectiveness was found between the two training methods. Compared to the Control, VERTICAL positively affected all outcome measures after intervention (p < 0.01) with knowledge sustained at 3-month follow-up (p < 0.001). In conclusion, VERTICAL was effective in achieving change amongst students in mediating factors known to be positively associated with vegetable consumption.

Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.

STEM education has become the normative base for teaching natural sciences, physical-mathematical disciplines and engineering sciences in a number of coun-tries. This technique has become the basis for a series of reforms for secondary and higher education in the USA, Australia, and some other countries. The meth-od involves the integration of training in the fields of mathematics, technical spe-cialties, scientific research and engineering. The widespread use of this technique and its active research throughout the world over the past ten years is due to the need to improve the quality of technical education and the ever-increasing rate of technological progress. This research is devoted to studying the impact of the STEM education introduction for 3rd year students of technical and pedagogical departments for improving the quality of training. The study involved two groups of students from two universities in Russia and China. The sample consisted of 316 people from each university, and the same amount was for control group to verify the results. The two study groups underwent training using two different STEM methodologies - “amalgam” and “interconnect”, which involve varying degrees of integration of various academic subjects within the coordinated STEM education. Both study groups used online-education integrated with STEM that helped to significantly increase the involvement of students in the learning pro-cess. All three groups passed pre-tests and post-tests on the learning outcomes before and after the introduction of the STEM education. The average grades re-ceived by students on studied disciplines show that the STEM education increas-es the academic performance with the statistical error of the study exceeded. The introduction of the “interconnect” method, which implies a greater integration of subjects during the training, showed provably higher results than the “amalgam” method. However, this study cannot be used to assess the quality and capabilities of each of these methods, since such an assessment requires additional research.

Bullying behaviour can have a negative impact on a child's physical and psychological health. Bullying in the classroom is a challenge for early-childhood educators. Preschool is the first place outside the home where children face social challenges when interacting with their classmates. Child-Friendly Class is the first step and part of the Children Friendly School (CSF) as a UNICEF program and an important Indonesian government policy to prevent the emergence of child bullying behaviour. This study aims to identify needs in the process of developing a Child-Friendly Classroom Management model to anticipate bullying behaviour. This research and development method uses an adaptation of the Rowntree model which includes three stages of the process and data collection techniques using interviews, questionnaires, and observation. The results of this study indicate that the preparation of an effective classroom management guidebook to create child-friendly classes needs to be followed up immediately. Several findings related to teachers' perceptions of classroom management, and child-friendly classes prove that child-friendly classes have not been implemented properly in PAUD institutions, with bullying behaviour still appearing in early childhood in PAUD institutions. PAUD teachers understand that it is important to implement classroom management but so far there has been no manual on how to manage effective classrooms as well as training related to the implementation of effective classroom management. The creation of child-friendly classes is believed to be able to help teachers suppress the emergence of bullying behaviour in early childhood. Keywords: Child-Friendly Classroom Management, Bullying Prevention, Early Childhood Education References: Allday, R. A., Hinkson-Lee, K., Hudson, T. 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The problem in this research relates to the learning theory that rarely considered as a basis in learning in Indonesia. learning plans and syllabus structure in the national curriculum is not included learning theory point. learning theory only has been less studied in the subjects in geography education undergraduate. This makes learning theory material less explored. Learning theory is also often forgotten in educational research undergraduate and postgraduate programs. Many research did not allude to the relevance of learning theory in learning. After graduating, they less develop or linking learning theory with the teaching profession. That condition makes learning essence should be strengthened to become weak or even disappear.This research aims to describe the compatibility when applying outdoor study environment subjects with the psychological theories of intelligence and meaningful learning theory in senior high school. This research used a qualitative methodology with the type of descriptive exploitative research. Data sources are students and geography teachers. The process of collecting data uses the method of observation and interviews. Data were analyzed with the 6 Cresswell's qualitative analyzing steps. The results show that the application of outdoor study is suitable both the psychological theories of intelligence and meaningful learning. The compatibility is reflected in the learning activities, there are: before, during, and after working in the outdoor. The teacher's ability to implement the basis of psychological theories of intelligence and meaningful learning makes learning more easily understood and meaningful for students. Keywords: meaningful learning, outdoor study, psychological theories. References Agra et al. (2019). Analysis of The Cocept of Meaningful Learning in Light of The Ausubel’s Theory. Rev Bras Enferm 72(1), 248-255. Anderson, L.W., & Krathwohl, D.R. (2015). 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Copyright (c) 2019 Geosfera Indonesia Journal and Department of Geography Education, University of Jember This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

A review of: Zhang, Li, Watson, Erin M. and Banfield, Laura. "The Efficacy of Computer-Assisted Instruction Versus Face-to-Face Instruction in Academic Libraries: A Systematic Review." The Journal of Academic Librarianship 33.4 (July 2007): 478-484. Objective – To conduct a systematic review of several studies comparing the efficacy of face-to-face versus computer-assisted instruction (CAI) for teaching basic library skills to patrons of academic libraries. Design – Systematic review of existing studies (randomised controlled trials and controlled trials). Setting - College and university libraries Subjects – The subjects studied were patrons of any type of academic library, whether university, college, or other post-secondary institution, receiving instruction in basic library skills. Ten studies were included in the review, of which seven were done in the United States, two in Australia, and one in Canada. The total number of subjects in all of the studies under review was 1283. Nine of the studies focused on undergraduates enrolled in specific courses (undergraduate courses ranging widely in subject area, or in one case a first year experience program); the other study focused on library instruction methods taught to students in a graduate research methods course, yet the study was still intended to measure the efficacy of library instruction methods, yet the study was still intended to measure the efficacy of library instruction methods. Methods – One included study was a randomised controlled trial; the other nine were controlled trials. The date range under consideration was for studies done between 1990 and 2005. All original studies were required to compare the efficacy of face-to-face versus CAI instruction. Both information skills and students’ reactions to receiving the instruction were considered. To identify appropriate studies, searches were done across the following library and education-related databases: LISA, ERIC, and Library Literature. The authors screened the 728 unique studies’ bibliographic information for relevance against four criteria: studies had to be of a particular type of design (randomised controlled trials, controlled trials, cohort studies, and case studies), with a sample size greater than one and with pre- and post-test measurements; study participants had to be academic library patrons; the study needed to compare CAI and face-to-face instruction; and both the students’ information skills and reactions to the instruction had to be measured. This left 40 unique studies, which were then retrieved in full text. Next, studies were selected to meet the inclusion criteria further using the QUOROM format, a reporting structure used for improving the quality of reports of meta-analyses of randomised trials (Moher, David et al 1896 - 1900). Evaluation of methodological quality was then done using a dual method: authors Watson and Zhang assessed the studies independently, each using the “Checklist for Study Quality” developed by Downs and Black (Downs, Sara H. and Black, Nick 377-384), adapted slightly to remove non-relevant questions. After analysis, when additional information was needed, original study authors were contacted. Finally, ten studies were included in the analysis. The instruction sessions covered many topics, such as catalog use, reading citations, awareness of library services and collections, basic searching of bibliographic databases, and more. But all could qualify as basic, rather than advanced, library instruction. All studies did pre- and post-tests of students’ skills – some immediately after instruction, and others with a time lapse of up to six weeks. Most authors created their own tests, though one adapted an existing scale. Individual performance improvement was not studied in many cases due to privacy concerns. Main Results - Nine of the ten studies found CAI and face-to-face instruction equally effective; the tenth study found face-to-face instruction more effective. The students’ reaction to instruction methods varied – some students felt more satisfied with face-to-face instruction and felt that they learned better, while other studies found that students receiving CAI felt more confident. Some found no difference in confidence. It was impossible to carry out a meta-analysis of the studies, as the skills taught, methods used, and evaluation tools in each case varied widely, and the data provided by the ten studies lacked sufficient detail to allow meta-analysis. As well, there were major methodological differences in the studies – some studies allowed participants the opportunities for hands-on practice; others did not. The CAI tutorials also varied – some were clearly interactive, and in other studies, it was not certain that the tutorial allowed for interactivity. The authors of the systematic review identified possible problems with the selected studies as well. All studies were evaluated according to four criteria on the modified Downs-Black scale: reporting, external validity, and two measures of internal validity (possible bias and possible confounding). A perfect score would have been 25; the mean score was 17.3. Areas where authors lost points included areas such as failure to estimate data variability, failure to report participants lost to follow-up, failure to have blind marking of pre- and post-tests, failure to allocate participants randomly, and a variety of other areas. As well, few studies examined participants’ confidence level with computers before they participated in instruction. Conclusion – Based on this systematic review, CAI and face-to-face instruction appear to be equally effective in teaching students basic library skills. The authors of the study are reluctant to state this categorically, and issue several caveats: a) only one trial was randomised; b) seven of the studies were conducted in the USA, with the others being from Canada and Australia, and learning and teaching styles could be very different in other countries; c) the students were largely undergraduates, and the authors are curious as to whether results would be similar with faculty, staff, or older groups (though of course, not all undergraduates are traditional undergraduates); d) the tests ranged widely in design, and were largely developed individually, and the authors recommend developing a validated test; and e) if the pre- and post-tests are identical and given in rapid succession, this could skew results.

Abstract In Australia, content and language integrated learning (CLIL) is commonly implemented as a way to encourage innovation in language teaching. This paper explores how Japanese can also be used to innovate the teaching of content. Qualitative data are drawn from a Year 8 science Japanese CLIL classroom in a secondary school with an opt-in CLIL program. In the class, a monolingual (in English) science teacher was co-teaching with a Japanese language teacher. Findings from observations, after-class reflections, teacher and student interviews, a student survey and work samples revealed that students were highly engaged with the Japanese component of their science lessons. Kanji was further positioned as a way for students to deepen their understanding of scientific concepts. However, there also appeared to be a separation in the way both teachers and students spoke about Japanese language use and learning science. Implications of these findings are discussed in the paper.

General practice should become the hub of integrated health neighbourhoods (IHNs), which involves sharing of information to ensure that medical homes are also part of learning organisations that use electronic health record (EHR) data for care, decision making, teaching and learning, quality improvement and research. The IHN is defined as the primary and ambulatory care services in a locality that relates largely to a single hospital-based secondary care service provider and is the logical denominator and unit of comparison for the optimal use of EHR data and health information exchange (HIE) to facilitate integration and coordination of care. Its size may vary based on the geography and requirements of the population, for example between city, suburban and rural areas. The conceptual framework includes context; integration of data, information and knowledge; integration of clinical workflow and practice; and inter-professional integration to ensure coordinated shared care to deliver safe and effective services that are equitable, accessible and culturally respectful. We illustrate how this HIE-supported IHN vision may be achieved with an Australian case study demonstrating the integration of linked pseudonymised records with knowledge- and evidence-based guidelines using semantic web tools and informatics-based methods, researching causal links bewteen data quality and quality of care and the key issues to address. The data presented in this paper form part of the evaluation of the informatics infrastructure - HIE and data repository – for its reliability and utility in supporting the IHN. An IHN can only be created if the necessary health informatics infrastructure is put in place. Integrated care may struggle to be effective without HIE.

This study aims to develop an activity-based science learning model with an inquiry learning approach for early childhood that can be used to increase the sense of curiosity and scientific thinking in children aged 5-6 years. This research was conducted with research and development / R & D research methods. Data was collected through interviews, observations, questionnaires, pre-test and post-test for children. Data analysis using paired t-test. The results showed that children were interested and enthusiastic in the learning process by using a science-based learning model with the inquiry approach, Sig. (2-tailed) showing results of 0.000, so the value of 0.000 <0.05 was different from before and after the use of learning models. The results showed that: children can understand the material given by the teacher, the child is more confident and has the initiative to find answers to the teacher's questions about science material, the child's curiosity increases to examine the information provided by the teacher, the child's understanding of work processes and procedures from science learning with the inquiry approach getting better. It was concluded that an activity-based science learning model with an inquiry approach for children aged 5-6 years used an activity model with an inquiry learning approach based on children's interests and children's needs so that children's curiosity would emerge and continue to be optimally stimulated. Keywords: Inquiry approach, Learning model, Science Learning References Abdi, A. (2014). The Effect of Inquiry-based Learning Method on Students’ Academic Achievement in Science Course. 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Using simulations to teach young students science concepts: An Experiential Learning theoretical analysis. Computers & Education, 135(March), 138–159. https://doi.org/10.1016/j.compedu.2019.03.001 Gerli Silm, Tiitsaar, K., Pedaste, M., Zacharia, Z. C., & Papaevripidou, M. (2015). Teachers’ Readiness to Use Inquiry-based Learning: An Investigation of Teachers’ Sense of Efficacy and Attitudes toward Inquiry-based Learning. International Council of Association for Science Eduacation, 28(4), 315–325. Ginsburg, H. P., & Golbeck, S. (2004). Thoughts on the future of research on mathematics and science learning and education. Early Childhood Research Quarterly, 19(1), 190–200. Gross, C. M. (2012). Science concepts young children learn through water play. Dimensions of Early Childhood, 40(2), 3–11. Diambil dari http://www.proxy.its.virginia.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=78303868&site=ehost-live&scope=site Guo, Y., Piasta, S. B., & Bowles, R. P. 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Lindholm, M. (2018). Promoting Curiosity ? Possibilities and Pitfalls in Science Education, (1), 987–1002. Lu, S., & Liu, Y. (2017). Integrating augmented reality technology to enhance children ’ s learning in marine education, 4622(November), 525–541. https://doi.org/10.1080/13504622.2014.911247 Lukas, M. (2015). Parental Involvement of Occupational Education for Their Children. International Multidicilinary Scientific Cocerence on Social Science and Arts. Maltese, A. V, & Tai, R. H. (2011). Pipeline Persistence; Examining The Association of Educational with Earn Degrees i STEM Among US Students. Science Education. Nugent, G., Barker, B., Welsch, G., Grandgenett, N., Wu, C., & Nelson, C. (2015). A Model of Factors Contributing to STEM Learning and Career Orientation. International Journal of Science Education. Pluck, G., & Johnson, H. L. (2011). Stimulating curiosity to enhance learning. Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. Journal of the Learning Sciences, 13(3), 273–304. Sackes, M., Trundle, K. C., & Flevares, L. M. (2009). Using children’s literature to teach standard-based science concepts in early years. Early Childhood Education Journal, 36(5), 415–422. https://doi.org/10.1007/s10643-009-0304-5 Walin, H., & Grady, S. O. (2016). Curiosity and Its Influence on Children ’ s Memory, 872–876. Wang, F., Kinzie, M. B., McGuire, P., & Pan, E. (2010). Applying technology to inquiry-based learning in early childhood education. Early Childhood Education Journal, 37(5), 381–389. https://doi.org/10.1007/s10643-009-0364-6 Wu, S. C., & Lin, F. L. (2016). Inquiry-based mathematics curriculum design for young children-teaching experiment and reflection. Eurasia Journal of Mathematics, Science and Technology Education, 12(4), 843–860. https://doi.org/10.12973/eurasia.2016.1233a Yahya, A., & Ismail, N. (2011). Factor in Choosing Courses and Learning Problems in Influencing The Academic Achievment of Student`s Technical Courses in Three Secondary School in The State of Negei Sembilan. Journal of Technical, Vocational & Eginereing Education. Youngquist, J., & Pataray-Ching, J. (2004). Revisiting ‘“play”’: Analyzing and articulating acts of inquiry. Early Childhood Education Journal, 31(3), 171–178.

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.

The concept "rural" in Australia is capable of different meanings according to the state (e.g. Tasmania versus Queensland) and in terms of location in relation to major centres of population. In a study in two rural Queensland secondary schools different perceptions ofteaching were found: rural school A is located in the western interior of the state while rural school B is in the hinterland of two large coastal cities. Four dimensions of rural education are explored - in terms of teacher perceptions of: (i) relationships between themselves and their students together with the local communities; (ii) the state department of education; (iii) the (largely urban) teaching profession and (iv) professional satisfaction. It is argued that perceptions of teaching in isolated communities are determined by such rural-urban relationships and that the quality of education in rural communities is shaped by such considerations.

Technology has normalised education and promoted teaching and learning activities. However, not all teachers effectively integrate technology into their instruction. Prior studies indicate that teacher knowledge impacts such integration. This study examines technology use among teachers teaching Chinese as a foreign language in Australian secondary schools. Specially, it investigates (a) what teacher knowledge affects technology, (b) how CFL perceive their knowledge, and (c) how to effectively develop teacher knowledge. The findings suggest that technological knowledge (TK) strongly influences CFL instructors’ technology use, and these instructors were more confident in their non-technological knowledge than their technology-related knowledge. The finding regarding relationships between knowledge constructs should shed light on knowledge development for teacher education. Hence, this study contributes to teacher training in Australian secondary schools.

Corrective feedback has been studied for decades in classrooms both for children and adults. Among different subjects, language learning, especially second language (L2) learning is one of the significant targets of corrective feedback studies. Compared to English and other European languages, however, Chinese as L2 classroom has get little attention. This paper investigates what types of corrective feedback (CF) a teacher of Chinese working at a secondary school in Melbourne provided to what kinds of errors made by students, and the effectiveness of each CF type. The data was obtained from 2 random lessons and the parts involving CF were transcribed to further analyze. The results suggest that Chinese beginners made more mistakes in pronunciation and vocabulary than in grammar, however, the teacher provided feedback to all of the lexical and grammatical errors, ignoring nearly half of the phonological mistakes. In addition, the overall effectiveness of CF was not satisfactory, especially for elicitations and recasts, which were used the most commonly by the teacher. Some pedagogical implications for Chinese teaching and Chinese teacher training are also provided.

The main purpose of this study was to assess the teaching competence of secondary science teacher instruction in terms of the teaching competence in educational qualification; eligibility; teaching experience; number of training attended; utilization of instructional support system such as laboratory apparatus, facilities and equipment; the teaching method employed and the relationship among these variables. The study was conducted in the big schools of the First Congressional District of Bohol. A total of 812 participants were identified comprising 72 secondary science teachers, 20 school principals and 720 students. The data were subjected to statistical treatment using the weighted mean to assess the teaching competence of science teachers as perceived by themselves, principals and students. The weighted mean was used to determine the educational qualification, performance rating, number of teaching experience, number of trainings attended, utilization of instructional support system such as laboratory apparatus, facilities and equipment and the teaching method employed by the science teacher. Analysis of Variance was used to determine the relationship of teaching competence between educational qualification, years of service, Bachelors and major Degree. Bonferonni and Holms Multiple Comparison test was used for years of service since ANOVA resulted to significantly different results. For the eligibility and performance rating, T-test for two independent means because they were only two (2) groups being compared. However, for the utilization of laboratory apparatus, facilities and other teaching resources and teaching methods employed, both use the correlation because the independent and dependent variables are continuous variables and that is, numerical scale was used. Findings showed that there is a significant relationship on teaching competence between number of teaching experience and teaching methods. This study found out that teaching methods and number of years in teaching affect the teaching competence. Hence, it is urged, that DepEd Personnel should utilize the result of this study and consider the proposed enhancement plan for the improvement of teaching competence in science instruction.

The main objectives of this study is to explore the equity practices in science classroom. Implementation of equity provision in science classroom is very important. Equity means ensuring the needs of the students according to their necessities. It focuses on individual teaching. All students are different and having the specific capacity and capacity of learning and teacher should facilitate them all according to their ability and they should have rights to equal access in resources and other extra supports for their improvement and also should have the equality in achievement. To reveal such practices in learning science researcher used phenomenological study. Two secondary science teachers were selected using purposive and convenient sampling method. The in-depth interview was taken for data collection two times to saturate the data. Collected data were analyzed using thematic analysis. Practices of equity provision were found weaker. Teacher were found little bit concerned about the equity in pedagogy but it was limited only to sitting arrangement and group division. They could not provide the adequate concern on homework checkup, and individual teaching. And they were found less concerned about the equity in achievement. Hence, it is necessary to organize workshops and training on professional development issues to implementation of equity provision; equity in access, equity in process as well as equity achievement in the science classroom.

The purpose of this study is to identify secondary computer science (CS) teachers’ pedagogical needs in the United States. Participants were selected from secondary teachers who were teaching CS courses or content in a school setting (public, private, or charter) or an after-school program during the time of data collection. This is a qualitative study using CS teachers’ discussions in Computer Science Teachers Association’s (CSTA) email listserv, responses to open-ended questions in a questionnaire, and discussions in follow-up interviews. Content analysis, thematic analysis and constant comparative method of qualitative data analysis were used to analyze the data. The most common pedagogical need expressed was learning student-centered strategies for teaching CS and guiding students’ understanding with the use of scaffolding and team-management strategies in CS classes. Furthermore, addressing students’ beliefs in CS and their preconceptions in math and reading were important factors influencing teaching CS effectively in secondary schools.

The objective of this paper is to find out the profile of teachers teaching science at secondary level and to study the classroom transaction process of science at secondary level with reference to constructivist approach of teaching. The study was conducted through qualitative method. For this study researcher selected 20 secondary schools from Vaishali district of Bihar, India. The investigator used information blank for teachers for developing their profile and observation schedule for examining teaching learning process. The investigator used frequency, percentage and qualitative descriptions and accordingly interpretations are made. The study found that i) Teachers teaching science are well qualified as 60.86% have B.Sc., B.Ed. and 39.13% have M.Sc., B.Ed. qualification, ii) 30.43% of science teachers have attended in-service programmes like science pedagogy, ICT in teaching etc. organised in last three years, iii) 78.26% of teachers never test the previous knowledge before teaching and 73.91% of teachers never engage students to create interest to topics, iv) 82.60% of teachers never encourage learners for asking questions in class and 86.95% of teachers distributes questions throughout class, v) 78.26% of science teachers never use locally available things as teaching learning materials and illustrates concepts with variety of examples from the local context, 82.60% of teachers never change method as per the mood of learners, vi) 52.17% of teachers never allow students to interact with each other in class, 78.26% of teachers never encourage group work and 91.30% of students never activates learners during teaching in class, vii) no teachers teaches how to learn a topic, suggests other learning materials for references and uses ICT in classroom. 60.86% of teachers never encourage self-reflection, 91.30% of teachers never encourage divergent thinking among learners and 73.91% of teachers never focus on process of learning in class, viii) 86.95% of teachers never asks questions as per the objectives of the lesson, ask question beyond textbook and provides home assignment that requires enquiry. The study has suggested implications for teachers, teacher educators and government to improve quality of science education at secondary level.

The aim of this study was to investigate the effect of multimedia in teaching Science at Secondary School and attitudes toward Information and Communication Technology (ICT). The study was an experimental research design with two groups employing a pre-test and post-test. The sample schools were two public secondary school of Lalitpur district. Participants were 68 students from grade 10 studying Science from two schools. Furthermore, five science teachers in that school were also taken as samples for an interview session. The data were analyzed through statistical devices, such as mean, standard deviation, variance, t-test and chi-square test. The differences between means were computed by using two tailed t-test at 0.05 level of significance. The results indicated that the mean achievement of the group using multimedia projector was significantly better than the group without using multimedia projector. The findings of this study therefore provided strong evidence to support the use of ICT, particularly multimedia technology, in the teaching and learning of Science among secondary school students. Furthermore, the results also showed that the secondary level science teachers have positive attitude towards ICT in teaching science in the classroom.

This study aims is to examine several factors that influence people to choose the profession as a science teacher. The motivation is important factor that influence individual to have a good performance in their activities. Descriptive qualitative methodology through the semi-structured interview method is chosen to get the meaningful information of this study. The data was collected from four experienced science teachers who come from different countries which are Australia, America, Africa, and Philippines. The study found that several factors that motivated participants to be a teacher are family member, aspiration, role models, previous teaching experiences, teaching as powerful and manageable job, and educational background. However, all participants found interactions with their students have motivated them to be good and professional science teachers. Keywords: Motivation, science teacher, descriptive study

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.

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.

The research aims to find out the strategies used by teachers in teaching speaking to students in secondary school and teachers’ perception about the method. This study involved ten English teachers at several secondary schools in North Sumatra. To collect the data, researchers use qualitative descriptive methods by distributed questionnaires as research instruments using the google form platform. This research was conducted to find and identify the teachers’ strategies in teaching speaking. Research indicates that the strategies used by the English teacher were information gap, communicative language by real life situation, brain storming, picture storming, discussion, story-telling, role-play, daily integration in learning process, speech and games. Whereas the teacher's response to the strategy produces a positive attitude because their perception answers that the strategy they used was satisfying and effective to help students to improve their speaking skills. The results of the study also reveal that the teachers’ strategies are essential to improving students' willingness to study at school. Thus the teacher strategy is the key to success in teaching. The results of this study provide a full description of teaching practice, and the assessment employed by the teacher. From this research, it is suggested that teachers use speaking teaching strategies by paying attention to steps to perform the method.

Head masters of schools are considered essential part in education system to impact teachers’ teaching commitment to improve classroom instruction for attaining quality education. This demanded the need of this study to investigate role of head master of secondary schools on effective science teaching at Darrang and Udalguri district. The study was guided by descriptive survey method. This study explores supervision quality of head masters and science teachers’ perceptions of effective science teaching for the improvement of classroom instruction. The study was carried out from a population of secondary schools in Darrang and Udalguri district of Assam. A purposive sample of 40 head masters and 120 science teachers selected from 70 secondary schools from two districts of the state was used for the study. A research instrument tagged self- prepared questionnaire was used to elicit information from the teachers and head masters. The findings further showed that the classroom instruction is improved by the continuous supervision and monitoring of Head master of secondary schools. The effective of science teaching also impact by the supervision of Head master

This study focuses on the analysis of collective meaning associated with secondary physical education teachers’ ( n = 12) experiences of teaching games using a game based approach (GBA). Participants taught in one of two different international contexts, southeast Australia or southeast England, and all had some experience of using a GBA to teach games. A phenomenographic research framework was utilised to uncover the qualitatively finite number of ways that GBA-related teaching was/can be experienced. As guided by use of a phenomenographic analysis framework, three conceptions of awareness were identified that detail the collective meaning associated with participants’ experiences of teaching using a GBA, namely that of a Learner, a Collaborator and/or a Catalyst. An analysis of findings is presented with discussion focusing on what can be learnt from the different ways GBA teaching is experienced and implications for GBA teaching practice.

Teaching modern Middle East history at the University of Melbourne raises problems of culture. Students are not generally acquainted with the Middle East and North Africa—even those whose families originate there—news coverage is patchy, and Australia is far away. Not all students are even arts students let alone history majors: our degree structure requires interdisciplinary study. The University is liberal about how to assess students, only requiring that during a twelve-week semester subject a student must write 4000 words. Within broad bounds, how teachers do this is up to them, although the Arts Faculty has a culture of avoiding unseen examinations. History major students are very accustomed to the “traditional” researched essay format, but it does not provide much variety of intellectual training; it is unfamiliar to non-Arts students; in classes that regularly number over 100 students, it is tiring and boring to assess; and large numbers of essays are freely available online. So I have introduced an assessment task to replace the standard researched essay. The purpose here is to describe an alternative approach to assessment and learning by using a simulation: in that sense the actual topic of the simulation is secondary. It concerns refugees, which is of course, a matter of vital current concern, but it is the reasoning behind the task that I hope is instructive.

The purpose of the study is to reveal the specifics and effectiveness of the blended learning method in teaching English in grades 6. In the course of the study, an anonymous survey was conducted on the basis of the CHOU school "Lexis", focused on innovative technologies in teaching, the purpose of which was to identify attitudes to Blended Language Learning. The scientific novelty lies in the identification of the positive features of the approach and those aspects that need qualitative improvement. As a result, the weaknesses and strengths of Blended Learning are revealed. The strengths include the development of students' creative potential, improvement of speaking skills, active change of activities, and their comprehensive development. The negative aspects include an increase in the number of hours spent on preparing for classes, possible technical difficulties in remote learning against the background of COVID-19.

This study attempted to find out the effect of using multimedia in teaching Computer Science among XI students. Sample of 62 students was selected for the study in Karur District. Two groups pretest and posttest experimental design was used. Data were analyzed. It is found that there is a significant means score difference between pretest and posttest among the selected higher secondary school novice students. It is proved that Multimedia supported teaching is one of the appropriate and effective methods for teaching Computer Science to higher secondary school students.

The aim of this study was to identify the content of secondary Science curriculum excluded in teaching and learning activities, the reasons behind the omission and its impact on students' learning in the context of Bangladesh. This study used qualitative methodology. Eight teachers were selected and interviewed to investigate what they excluded from their teaching and what the reasons behind the exclusion were. Data were collected from participating teachers' students using a focus group discussion. Data collected from students and teachers were analyzed first. Then purposefully selected curriculum developers, textbook authors and teacher educators were interviewed to understand the impact of the null curriculum on students' learning. Analysis of data revealed that all the participant teachers excluded a chapter in grades IX-X General Science textbook. This chapter included information about reproductive organs, physical and psychological changes during puberty, pregnancy, evolution and related topics. Teachers argued that the topics were uncomfortable for them to teach, contradicted with religion, and students might misinterpret and practice unethical relationships if these topics were taught. However, the curriculum developers and the textbook authors asserted that including these topics would solve problems like adolescent mistakes, child rape, child pregnancy and distorted fantasies. This study concluded that excluding the chapter on adolescence, sexual and reproductive health and evolution obstructs achievement of students' scientific literacy.

The purpose of this study is to explore pre-service secondary science teachers’ images of themselves as science teachers. Also, the association between instructional style, and domains was explored. 130 secondary science teachers (biology, chemistry and physics) from 26 public universities participated in the data collection for this study. The Draw a Science Teacher Test Checklist (DASTT-C) was used as a data collection instrument. The results of study showed that pre-service science teachers’ images is 24.62% student-centred, 53.85% between student and teacher-centred, and 21.4% teacher-centred teaching style approaches. A significant association was found between domain and instructional style. Pre-service chemistry teachers were more willing to use student-centred teaching style rather than pre-service biology and pre-service physics teachers. Key words: DASTT-C, pre-service science teacher, secondary science education.

Teachers’ attitudes are crucial to promote inclusive science practices, including those with special educational needs (SEN). This study aimed to investigate science teachers’ attitudes toward teaching diverse student and to identify the elements that may influence teachers in a positive manner toward including SEN students in science classrooms. 202 science teachers in the Banjarnegara Regency, Indonesia participate this study. A survey was conducted and analyzed by a three-way ANOVA test to know the relationship among teachers’ variables and their attitudes toward teaching diverse student groups. The results suggested that 71.8% teachers have moderately positive attitudes concerning teaching diverse student groups in general education classrooms. There were no statistically significant interaction effects among teachers’ variables. Teachers’ personal experiences in interacting with SEN students were found to be the main effect that contributes teachers in acquiring positive attitudes toward involving SEN students in regular classrooms (p < 0.01). Sikap guru sangat penting untuk mendukung praktik pembelajaran IPA yang inklusif, termasuk pada Anak Berkebutuhan Khusus (ABK). Penelitian ini bertujuan untuk menyelidiki sikap guru IPA dalam menghadapi peserta didik yang beragam dan mengidentifikasi faktor-faktor yang mempengaruhi secara positif sikap guru IPA dalam mengikutsertakan ABK pada pembelajaran IPA. Survei dilakukan pada 202 guru IPA di Kabupaten Banjarnegara, Indonesia menggunakan kuisioner ATTDS dan dianalisis dengan tes ANOVA tiga arah untuk mengetahui hubungan antara variable guru IPA yang diteliti dan sikap guru IPA terhadap pembelajaran di kelas. Hasil survei menunjukkan bahwa 71,8% guru IPA memiliki sikap yang cukup positif terhadap seluruh skala ATTDS. Secara statistik tidak ditemukan efek interaksi yang signifikan antara ketiga variabel. Pengalaman guru IPA berinteraksi dengan ABK ditemukan sebagai aspek utama yang memberikan konstibusi signifikan pada perbedaan sikap guru IPA dalam memperoleh sikap positif untuk melibatkan ABK di kelas IPA reguler (p<0,01).

The objective of this study was to determine the perception of science teachers towards science teaching in senior secondary schools in Lagos State, Nigeria. Specifically, the study determined the perception of science teachers towards science teaching on the basis of their gender and years of teaching experience. It was a survey research in which simple random sampling technique was used to select 275 science teachers from secondary schools in Lagos state, Nigeria. Two hundred and eight five Science teachers were sampled from senior secondary schools, of the 285 questionnaires distributed, 275 were retrieved. The data collected were analyzed using frequency count, percentages and t-test. These were used to answer the research questions and also test the hypotheses. The findings of the study showed that: (i) science teachers generally had positive perception towards science teaching (tcal.= 20.43 at p < 0.05); (ii) there was no significant difference in the perception of science teachers towards science teaching based on their gender (tcal.= 0.39 at p > 0.05); and (iii) there was no significant difference in the perception of science teachers towards science teaching based on their years of teaching experience (tcal.= 1.40 at p > 0.05). The implications are discussed.

Several novices but also veteran teachers face several challenges as they try to implement the competency-based approach in their EFL classes. However, they can teach English better by deploying a number of innovative techniques and strategies instead of trying to implement a teaching method. This descriptive research paper aims to develop some reflections on TEFL at the secondary school level with special reference to Algeria. This research uses a self-study of teaching and teacher education practices (S-STTEP) by following the researcher’s work as an EFL headteacher and coordinator in Algerian secondary education for six years in order to illustrate ways in which personal techniques and strategies can contribute to a deeper understanding of teaching English in Algeria. The paper argues that TEFL in Algeria can evolve for the better as teachers adapt to the contextual factors and promote continuing professional development (CPD) and 21st-century skills. Keywords: Adaptation; Algerian secondary education; CBA; techniques; TEFL.

The current study adopted features of a survey research design to examine the EFL high school teachers’ beliefs about writing and its teaching, their actual classroom practices, and the interplays between their beliefs and practices in the realm of EFL writing instruction. A sample of seventy-six EFL teachers from the eight selected high schools situated in Ho Chi Minh City was recruited for the current survey. The beliefs and practices of EFL writing instruction of these studied teachers were elicited through a thirty-nine-item questionnaire, which was qualitatively analyzed by SPSS 20.0. The study results showed that most of the participants held different views/orientations about writing skills and teaching writing, consisting of form-based, cognitive process-based, functional social-based, and interactive social-based views; nevertheless, the form-based orientation was still most dominant in their beliefs. On the contrary, in practice, most high school teachers followed the product approach, which underlies form-based orientation in lieu of different approaches, explicitly interpreting the writing section’s low results in the Vietnamese National GCSE examination in recent years.

Integration of teaching is described as the systematic arrangement of knowledge in teaching to combine or unify matters of subject isolated in the academic curriculum. The purpose of this study is to investigate Vietnamese teachers, principals, and vice-principals in secondary schools' awareness and the implementation of integrated teaching in Natural Science subjects in secondary schools, Hoc Mon District, Ho Chi Minh City, Vietnam. Participants completed survey questionnaires about the awareness about objectives for fostering quality integrated teaching, the objectives’ importance in integrated teaching, and the implementation of integrated teaching of Natural Science subjects. The results revealed that the integrated teaching in integrated teaching of Natural Science subjects was highly trained and well-implemented by secondary school teachers. The educational curriculum assists students in discovering, investigating comprehensive solutions, and examining various aspects of problems.

Aim. The present study tries to explore the teaching effectiveness of secondary school teachers with different caste categories and service streams. Methods. A representative sample of 240 teachers from the secondary schools of New Delhi was randomly selected. Teaching Effectiveness Scale by Kumar & Mutha (1974) was used to assess teaching effectiveness of the secondary school teachers. Results. The study revealed that there was no significant difference between teaching effectiveness of secondary school general category and reserved category teachers. Similar results were found for teachers with science and humanities as their service streams. Significant differences were also not found between the teaching effectiveness of general category secondary school teachers with science and humanities as their service streams. The results were similar among secondary school teachers from the reserved category and having science and humanities as service streams.

Purpose The purpose of this paper is to investigate the food system professionals’ opinions of a new senior secondary school food literacy curriculum named Victorian Certificate of Education Food Studies in Victoria, Australia. Design/methodology/approach A purposive sample of 34 food system professionals from different sub-sectors within the Australian food system was interviewed individually in late 2015 and early 2016. Interviews were analysed using the template analysis technique. Findings Most participants appreciated the extensive coverage of food literacy aspects in this new curriculum. However, many suggested amendments to the curriculum including pay less emphasis on food history-related topics and pay more focus on primary food production, nutrition awareness and promotion, and food security, food sovereignty, social justice, and food politics. Practical implications A well-structured, comprehensive secondary school food literacy curriculum could play a crucial role in providing food literacy education for adolescents. This will help them to establish healthy food patterns and become responsible food citizens. The findings of this study can be used to modify the new curriculum to make it a more comprehensive, logical, and feasible curriculum. Moreover, these findings could be used to inform the design of new secondary school food literacy curricula in Australia and other countries. Originality/value The exploration of perspectives of professionals from a broad range of food- and nutrition-related areas about school food literacy education makes this study unique. This study highlights the importance of food professionals’ opinions in secondary school food-related curricula development.

This study aims to carry out an initial approach to the secondary education students preferences regarding science teaching methods. The study also analyses the influence of academic level and gender on these preferences. Two hundred and forty spanish secondary education students (112 women and 128 men) at different educational levels (but they are all from the same high school) have participated in this research. All of them have been administered a multiple choice test of 6 items each with four options. In these items each option offers a way of teaching. The statistical analysis of the results obtained allow us to conclude that: a) Students show a significant predilection for student-centered teaching methods; and b) Academic level has a significant effect on teaching method preferences among students, but gender does not.

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

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.

Purpose of the study: The purpose of this study is to investigate the relationship between teachers' knowledge and perceived skills in implementing inquiry-based science teaching at the secondary level. Methodology: This quantitative research involved 63 science teachers from nine secondary schools in Putrajaya. Respondents were selected using a random sampling technique. The data were analyzed using descriptive and inferential statistics methods. Main Findings: The analysis showed that the level of teachers' knowledge of inquiry-based science teaching and the level of teachers' perceived skills in implementing inquiry-based science teaching which was divided into four phases (conceptualization, investigation, conclusion, and discussion) were high. The Pearson correlation test found that there was a strong and significant relationship between teachers' knowledge in inquiry-based science teaching and teachers' skills in four phases of inquiry. Applications of this study: This study implies that teachers' knowledge and skills are essential aspects to be emphasized in implementing inquiry-based science teaching and teachers should be trained in both of these aspects as they are interrelated to each other. Novelty/Originality of this study: This study explores deeper on teachers' skills in implementing inquiry approach by dividing it into four phases to determine which phases of the inquiry that educators and scholars need to emphasize and give the training to improve teachers' implementation skills and determine whether the phases are interrelated to knowledge.