Littérature scientifique sur le sujet « Secondary school science education »
Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres
Sommaire
Consultez les listes thématiques d’articles de revues, de livres, de thèses, de rapports de conférences et d’autres sources académiques sur le sujet « Secondary school science education ».
À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.
Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.
Articles de revues sur le sujet "Secondary school science education"
Chiovitti, Anthony, Jacinta C. Duncan et Abdul Jabbar. « Promoting Science in Secondary School Education ». Trends in Parasitology 33, no 6 (juin 2017) : 416–20. http://dx.doi.org/10.1016/j.pt.2017.02.003.
Texte intégralBanu, Daniel P. « Secondary School Students' Attitudes Towards Science ». Research in Science & ; Technological Education 4, no 2 (janvier 1986) : 195–202. http://dx.doi.org/10.1080/0263514860040209.
Texte intégralSharma, Brajesh Kumar, et Vishal Kumar Shukla. « Interdisciplinary Approach to Education with Special Reference to Social Science at Secondary Schools ». BSSS Journal of Education 12, no 01 (30 juin 2023) : 41–51. http://dx.doi.org/10.51767/je1203.
Texte intégralLock, Roger. « Animals in secondary school science ». Journal of Biological Education 26, no 1 (mars 1992) : 3. http://dx.doi.org/10.1080/00219266.1992.9655233.
Texte intégralSaowalak, Bangorn, William Butts et Christine Deer. « Fostering inquiry in secondary school science laboratories ». Research in Science Education 15, no 1 (décembre 1985) : 1–7. http://dx.doi.org/10.1007/bf02356518.
Texte intégralDormody, Thomas J. « Science Credentialing And Science Credit In Secondary School Agricultural Education ». Journal of Agricultural Education 34, no 2 (juin 1993) : 63–70. http://dx.doi.org/10.5032/jae.1993.02063.
Texte intégralMonk, David H., et Jennifer King Rice. « The Distribution of Mathematics and Science Teachers Across and Within Secondary Schools ». Educational Policy 11, no 4 (décembre 1997) : 479–98. http://dx.doi.org/10.1177/089590489701100404.
Texte intégralKurupınar, Abdulhamit, İbrahim Yüksel et Hakan Kurt. « Views of Secondary School Science, Pre-school and Primary School Teachers on Science Education with Intelligence Games ». International Journal of Education and Literacy Studies 10, no 1 (4 février 2022) : 48. http://dx.doi.org/10.7575/aiac.ijels.v.10n.1p.48.
Texte intégralKapsala, Nausica, Apostolia Galani et Evangelia Mavrikaki. « Nature of Science in Greek Secondary School Biology Textbooks ». Center for Educational Policy Studies Journal 12, no 2 (23 juin 2022) : 143–68. http://dx.doi.org/10.26529/cepsj.1309.
Texte intégralPan, Zhiqun. « Reconstruction Of Primary and Secondary School Science Education System Based on Steam Education Concept ». Economic Society and Humanities 1, no 1 (janvier 2024) : 11–16. http://dx.doi.org/10.62381/e244103.
Texte intégralThèses sur le sujet "Secondary school science education"
Bewley, Samantha. « High School Computer Science Education ». Thesis, Villanova University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426311.
Texte intégralOne of the challenges in the field of computer science is teaching the subject at the high school level. Thirteen computer science teachers, one technology teacher and one department chair for technology were interviewed to determine how they thought computer science education could be improved at the high school level. The qualitative research addressed curriculum, professional development, educational computer science standards and frameworks, technology, and pedagogy. Institutional Review Board approval was obtained for the research. Nvivo was used to analyze the interviews. When the results were compiled, many teachers were concerned that there were low numbers of students interested in computer science. Having low numbers or students enrolled in computer science classes contribute to low numbers of computer science teachers. Different way to address these problems are proposed.
Thomas, Michael E. « Modeling Instruction in High School Science| The Role of School Leadership ». Thesis, Chicago State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10684823.
Texte intégralScience education has undergone multiple reforms over the years, yet each reform continues to produce little change in student success. The latest reform of the standards—Next Generation Science Standards (NGSS)—look to change that trend by focusing on what students can do, rather than just what they know. Modeling Instruction (MI) is one research-based pedagogy that is in alignment with the NGSS concepts of student-led classroom instruction. This proven strategy has been used across the U.S., but often in isolation, rather than as the routine classroom instruction throughout a school’s science department.
Changes in new teaching methods, such as those needed to implement MI or NGSS, are not easy for schools to make. They require entire organizations to shift their beliefs in how education appears, with students actively working and presenting content, while the teacher walks to the students, facilitating and asking questions. Leadership within the school can help this transition take place, by providing structures and processes that support others attempting to make changes in their practice. Effective leaders not only provide a plan, but they also create a supportive climate in which goals can be achieved.
This qualitative case study looked at the leadership of schools that have implemented MI across the science curriculum, which includes Biology, Chemistry, and Physics. Characteristics of the leaders, such as leadership style and structures, provided information on how to make a successful change in instruction. Data was collected via interviews with school leaders and school faculty, and observations taken at the school. This data was then coded to identify common themes and trends.
Results of this research showed that leadership played an important role in the implementation of MI in secondary science classrooms. Key attributes were provided by school leadership to help with the implementation. Professional development provided the staff with the tools needed to learn the techniques of the new methods. Time for collaboration was also given, which allowed the staff to help each other with any problems that had arisen along the way. Finally, support was given by the leadership when teaching staff had problems with their implementation. These characteristics allowed for the change from traditional instruction to MI at two high schools, while minimizing problems and creating an atmosphere, which inspired creativity.
Dowsell, T. « Industrial influences on secondary school science education since 1964 ». Thesis, University of Leeds, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381019.
Texte intégralEkwunife, Joe A. « Technology and secondary school science education : how can non-formal education help ? » Thesis, Cardiff University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.257960.
Texte intégralShaw, Andrew Dwight. « How high school science-related experiences influenced science career persistence ». Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2005. http://etd.umsl.edu/r841.
Texte intégralStejskal, Ryan. « Test-Driven Learning in High School Computer Science ». Thesis, University of Nebraska at Omaha, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1554641.
Texte intégralTest-driven development is a style of software development that emphasizes writing tests first and running them frequently with the aid of automated testing tools. This development style is widely used in the software development industry to improve the rate of development while reducing software defects. Some computer science educators are adopting the test-driven development approach to help improve student understanding and performance on programming projects. Several studies have examined the benefits of teaching test-driven programming techniques to undergraduate student programmers, with generally positive results. However, the usage of test-driven learning at the high school level has not been studied to the same extent. This thesis investigates the use of test-driven learning in high school computer science classes and whether test-driven learning provides benefits for high school as well as college students.
Gibson, Jakeisha Jamice. « An Assessment of Factors Relating to High School Students' Science Self-Efficacy ». Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10691072.
Texte intégralThis mixed-methods case study examined two out-of-school (OST) Science, Technology, Engineering and Math (STEM) programs at a science-oriented high school on students? Self-Efficacy. Because STEM is a key for future innovation and economic growth, Americans have been developing a variety of approaches to increase student interest in science within the school curriculum and in OST programs. Nationwide, many OST programs are offered for students but few have engaged in an in-depth assessment. This study included an assessment of two different types of OST programs and direct observations by the researcher. This study involved two advisors (one male, one female), 111 students, and their parents during 2016. Student participants completed two standardized surveys, one to determine their Science Self-Efficacy and another to assess their engagement in science during their OST programs. Parents described their parental involvement and their child?s interest in the OST program(s). The OST program advisors participated in lengthy interviews. Additionally, the advisors rated their perceived interest level of the enrolled students and recorded attendance data. Bandura?s Social Cognitive Theory (1997a) provided the theoretical framework. This theory describes the multidirectional influence of behavioral factors, personal factors, and environmental factors have on a student?s Self-Efficacy. Compiled data from the teachers, students, and parents were used to determine the relationship of selected variables on Science Self-Efficacy of students. A correlational analysis revealed that students who participated in these OST programs possessed a high Mindset for the Enjoyment of science and that teacher ratings were also positively correlated to Mindset and Enjoyment of Science. Descriptive analyses showed that (a) girls who chose to participate in these OST programs possessed higher school grades in their in-school coursework than boys, (b) that parents of girls participated in more parental activities, and (c) the teachers rated student?s interest in the science OST programs as high. Student comments on the survey and the qualitative analysis by trained coders revealed that success of the program was related to the collaborative and hands-on activities/projects of their OST program. In addition, students felt more involved in projects during after-school and weekend activities than in OST lunch break programs.
Siriwat, Patcharapan. « A study of science curriculum implementation in secondary school in Thailand ». Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/a-study-of-science-curriculum-implementation-in-secondary-school-in-thailand(382e1407-c678-4449-8e79-9cd1b1e9ce63).html.
Texte intégral鄭自良 et Chi-leung Cheng. « Junior secondary school science education in the Shenzhen special economic zone ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956312.
Texte intégralTrend, Roger David. « Earth science and physical geography in the secondary school curriculum ». Thesis, University of Exeter, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280451.
Texte intégralLivres sur le sujet "Secondary school science education"
Ebenezer, Jazlin V. Becoming a secondary school science teacher. Upper Saddle River, N.J : Merrill, 1999.
Trouver le texte intégralConnelly, F. Michael. Science education in Canada. Toronto, Ont : Ontario Institute for Studies in Education, 1985.
Trouver le texte intégralNational Research Council (U.S.). Committee on Attracting Science and Mathematics Ph.D.s to Secondary School Teaching. Attracting science and mathematics Ph.D.s to secondary school education. Washington, DC : National Academy Press, 2000.
Trouver le texte intégralJulie, Gess-Newsome, Luft Julie et Bell Randy L, dir. Reforming secondary school science. Arlington, Va : NSTA Press, 2008.
Trouver le texte intégralBaker, Dale R. Constructing science in middle and secondary school classrooms. Boston : Allyn and Bacon, 1997.
Trouver le texte intégralDepartment of Education and Science. General education : Science : draft. Dublin : Stationery Office, 2000.
Trouver le texte intégralAssociation, National Science Teachers. A framework for high school science education. Arlington, VA : National Science Teachers Association, 1996.
Trouver le texte intégralByrne, Eleanor. Cross curricular teaching and learning in the secondary school-- science. Milton Park, Abingdon, Oxon : Routledge, 2012.
Trouver le texte intégralAtkin, J. Myron. Improving science education through local alliances. Santa Cruz, CA : Network Publications, 1989.
Trouver le texte intégralRosedale Heights Secondary School (Toronto, Ont.). Grade 9 science. [Toronto : The School], 1990.
Trouver le texte intégralChapitres de livres sur le sujet "Secondary school science education"
Newton, Douglas P. « Science and science education ». Dans A Practical Guide to Teaching Science in the Secondary School, 1–16. 2e éd. London : Routledge, 2022. http://dx.doi.org/10.4324/9781003325130-1.
Texte intégralO’Hern, Darren M., et Yoshiko Nozaki. « Forest Secondary School ». Dans Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya, 63–85. Rotterdam : SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-542-7_5.
Texte intégralHoeg, Darren, Tanya Williamson et Larry Bencze. « School Science Ruling Relations and Resistance to Activism in Early Secondary School Science ». Dans Cultural Studies of Science Education, 49–66. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55505-8_3.
Texte intégralO’Hern, Darren M., et Yoshiko Nozaki. « Central Boys Secondary School ». Dans Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya, 87–107. Rotterdam : SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-542-7_6.
Texte intégralO’Hern, Darren M., et Yoshiko Nozaki. « Uhuru Girls Secondary School ». Dans Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya, 109–32. Rotterdam : SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-542-7_7.
Texte intégralMajor, Lee Elliot. « Is education research valuable for teachers of science ? » Dans Learning to Teach Science in the Secondary School, 265–76. 5e éd. London : Routledge, 2024. http://dx.doi.org/10.4324/9781003110187-21.
Texte intégralPennegård, Eva. « Science Teaching Through the Lenses of Students : Lower Secondary School ». Dans Contributions from Science Education Research, 273–84. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17219-0_17.
Texte intégralHuang, Xiao, Lin Ding et Bingyuan Hu. « Science Curriculum and Implementation in Senior Secondary School ». Dans Chinese Science Education in the 21st Century : Policy, Practice, and Research, 101–32. Dordrecht : Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-9864-8_5.
Texte intégralLavonen, Jari, et Kalle Juuti. « Teaching Climate Issues in Finnish Upper Secondary School Science Subjects ». Dans Religion and Worldviews in Education, 207–20. London : Routledge, 2023. http://dx.doi.org/10.4324/9781003265696-18.
Texte intégralJeannin, Laurent. « Analysis of Video Data of Secondary School Science Students ». Dans Science Education Research in the Knowledge-Based Society, 51–59. Dordrecht : Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0165-5_6.
Texte intégralActes de conférences sur le sujet "Secondary school science education"
Neutens, Tom, et Francis Wyffels. « Bringing Computer Science Education to Secondary School ». Dans SIGCSE '18 : The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA : ACM, 2018. http://dx.doi.org/10.1145/3159450.3159568.
Texte intégralChrappán, Magdolna, et Rita Bencze. « SECONDARY SCHOOL STUDENTS’ ATTITUDES TOWARDS SCIENCE SUBJECTS ». Dans International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1759.
Texte intégralViscione, Ilaria, Pietro Luigi Invernizzi et Gaetano Raiola. « Physical education in secondary higher school ». Dans Journal of Human Sport and Exercise - 2019 - Spring Conferences of Sports Science. Universidad de Alicante, 2019. http://dx.doi.org/10.14198/jhse.2019.14.proc4.31.
Texte intégralBest, Alexander. « Primary school teachers' beliefs on computer science as a discipline and as a school subject ». Dans WiPSCE '20 : Workshop in Primary and Secondary Computing Education. New York, NY, USA : ACM, 2020. http://dx.doi.org/10.1145/3421590.3421659.
Texte intégralBudde, Lea, Daniel Frischemeier, Rolf Biehler, Yannik Fleischer, Dietrich Gerstenberger, Susanne Podworny et Carsten Schulte. « Data science education in secondary school : how to develop statistical reasoning when exploring data using CODAP ». Dans New Skills in the Changing World of Statistics Education. International Association for Statistical Education, 2020. http://dx.doi.org/10.52041/srap.20305.
Texte intégralStandl, Bernhard. « Conceptual patterns for student-centered computer science education at secondary school level ». Dans the 8th Workshop in Primary and Secondary Computing Education. New York, New York, USA : ACM Press, 2013. http://dx.doi.org/10.1145/2532748.2532776.
Texte intégralPantyukhina, M. A. « Organization of inclusive education in primary secondary school ». Dans SCIENCE OF RUSSIA : TARGETS AND GOALS. LJournal, 2019. http://dx.doi.org/10.18411/sr-10-06-2019-65.
Texte intégralWong, Kaufui V., Baochan D. Do et William Hagen. « Math and Science Education Comparisons Between the United States and the Rest of the World ». Dans ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-67317.
Texte intégralDuncan, Caitlin, et Tim Bell. « A Pilot Computer Science and Programming Course for Primary School Students ». Dans WiPSCE '15 : Workshop in Primary and Secondary Computing Education. New York, NY, USA : ACM, 2015. http://dx.doi.org/10.1145/2818314.2818328.
Texte intégralKolar, Karel, Martin Bilek, Katerina Chroustova, Jiri Rychtera et Veronika Machkova. « CALCIUM CYCLE IN CHEMISTRY TEACHING AT THE LOWER SECONDARY SCHOOL ». Dans 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.95.
Texte intégralRapports d'organisations sur le sujet "Secondary school science education"
Hayashi, Ryotaro, David Raitzer, Xylee Javier et Milan Thomas. Assessment of Changes in Secondary School Learning Outcomes in Post-COVID-19 Bhutan. Asian Development Bank, août 2023. http://dx.doi.org/10.22617/brf23329-2.
Texte intégralKompaniets, Alla, Hanna Chemerys et Iryna Krasheninnik. Using 3D modelling in design training simulator with augmented reality. [б. в.], février 2020. http://dx.doi.org/10.31812/123456789/3740.
Texte intégralSokolyuk, O. M., N. P. Dement, O. P. Pinchuk et O. V. Slobodyanyk. Features of the use of computer simulations in the school physics course. NAES of Ukraine, 2019. http://dx.doi.org/10.33407/lib.naes.717235.
Texte intégralBilousova, Liudmyla I., Liudmyla E. Gryzun, Daria H. Sherstiuk et Ekaterina O. Shmeltser. Cloud-based complex of computer transdisciplinary models in the context of holistic educational approach. [б. в.], septembre 2019. http://dx.doi.org/10.31812/123456789/3259.
Texte intégralPrew, Martin Prew. School-Based Management in Secondary Education in Sub-Saharan Africa. Toronto, Ontario Canada : Mastercard Foundation, novembre 2018. http://dx.doi.org/10.15868/socialsector.36894.
Texte intégralWhite, K., M. Morris et M. Stegman. The Role of the National Laboratory in Improving Secondary Science Education. Office of Scientific and Technical Information (OSTI), octobre 2008. http://dx.doi.org/10.2172/941014.
Texte intégralFurstenberg, Frank, et David Neumark. School-to-Career and Post-Secondary Education : Evidence from the Philadelphia Educational Longitudinal Study. Cambridge, MA : National Bureau of Economic Research, avril 2005. http://dx.doi.org/10.3386/w11260.
Texte intégralGoldin, Claudia, et Lawrence Katz. Why the United States Led in Education : Lessons from Secondary School Expansion, 1910 to 1940. Cambridge, MA : National Bureau of Economic Research, août 1997. http://dx.doi.org/10.3386/w6144.
Texte intégralUndie, Chi-Chi, Harriet Birungi, George Odwe et Francis Obare. Expanding access to secondary school education for teenage mothers in Kenya : A baseline study report. Population Council, 2015. http://dx.doi.org/10.31899/rh4.1041.
Texte intégralUndie, Chi-Chi, Harriet Birungi, George Odwe et Francis Obare. Final evaluation results : Expanding access to secondary school education for teenage mothers in Homa Bay County. Population Council, 2020. http://dx.doi.org/10.31899/rh13.1028.
Texte intégral