Articles de revues : « Secondary school science education »

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Chiovitti, Anthony, Jacinta C. Duncan et Abdul Jabbar. « Promoting Science in Secondary School Education ». Trends in Parasitology 33, n^o 6 (juin 2017) : 416–20. http://dx.doi.org/10.1016/j.pt.2017.02.003.

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Banu, Daniel P. « Secondary School Students' Attitudes Towards Science ». Research in Science & ; Technological Education 4, n^o 2 (janvier 1986) : 195–202. http://dx.doi.org/10.1080/0263514860040209.

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Sharma, Brajesh Kumar, et Vishal Kumar Shukla. « Interdisciplinary Approach to Education with Special Reference to Social Science at Secondary Schools ». BSSS Journal of Education 12, n^o 01 (30 juin 2023) : 41–51. http://dx.doi.org/10.51767/je1203.

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Knowledge is a holistic unit. The various subjects of the school curriculum are branches of a holistic knowledge. In this way, the text material of another subject proves helpful in the teaching process of another subject. In this way, educational problems can be solved by uniting the knowledge of different fields. For this Herbert says, “The subjects of the course should be arranged in such a way that in the teaching of one subject, the knowledge of the other subjects can be useful”. In other words, "to solve a set of problems whose solution can be achieved only by integrating parts of existing disciplines" known as interdisciplinary approach of teaching. Social science subject is a subject providing study and aims of perfect living in society. The Interdisciplinary approach is one of the method to teach social science in schools because this approach tries to develop social science knowledge with other disciplines to provide better knowledge of the subject. Now in the current status of education the disciplinary approach of studying all the discipline separately has been losing its importance and trans-disciplinary and interdisciplinary approach are back with objective of giving practical shape to the knowledge instead of theoretical knowledge of the subjects. The main objective of present article is to find out the possibilities of interdisciplinary approach in the field of social science at secondary school level.

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Lock, Roger. « Animals in secondary school science ». Journal of Biological Education 26, n^o 1 (mars 1992) : 3. http://dx.doi.org/10.1080/00219266.1992.9655233.

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Saowalak, Bangorn, William Butts et Christine Deer. « Fostering inquiry in secondary school science laboratories ». Research in Science Education 15, n^o 1 (décembre 1985) : 1–7. http://dx.doi.org/10.1007/bf02356518.

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Dormody, Thomas J. « Science Credentialing And Science Credit In Secondary School Agricultural Education ». Journal of Agricultural Education 34, n^o 2 (juin 1993) : 63–70. http://dx.doi.org/10.5032/jae.1993.02063.

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Monk, David H., et Jennifer King Rice. « The Distribution of Mathematics and Science Teachers Across and Within Secondary Schools ». Educational Policy 11, n^o 4 (décembre 1997) : 479–98. http://dx.doi.org/10.1177/089590489701100404.

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Using data from the Longitudinal Study of American Youth, this study examines the allocation of mathematics and science teachers' subject area preparation levels across as well as within a national sample of American secondary schools. At the school level, the study assesses relationships between average teacher preparation levels and socioeconomic status of the clientele, size of the school, and measures of internal collegiality. The study also examines within-school allocations and estimates the degree to which individual student shares of teacher resources are related to pupil attributes, such as previous test scores, school work ethic, socioeconomic status, and level of previous course work in the subject area. Results suggest that teachers with differing levels of content preparation are systematically allocated across as well as within secondary schools, particularly in the mathematics area of the curriculum. Implications for policy are discussed.

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Kurupınar, 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, n^o 1 (4 février 2022) : 48. http://dx.doi.org/10.7575/aiac.ijels.v.10n.1p.48.

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Science education is important at all educational levels, from pre-school to higher education. For this reason, in this study, it is aimed to determine the views of secondary school science, pre-school and primary school teachers on science education with intelligence games. The research was designed as a qualitative method case study. The study group was formed by random sampling method. Accordingly, a total of 131 teachers took part in the study group in 38 secondary school science, 47 pre-school and 46 primary school teaching branches. Semi-structured interview questions were developed by the researchers and teachers’ opinions were collected online. The data obtained in this way were analyzed by content analysis. As a result of the analysis, six basic themes were reached: definition, education, belief, preference, and problem and solution proposal. Regarding the science education implemented using intelligence games, most of the teachers pointed out that they did not have any education, they regarded these games as an educational tool and that these games contributed to their vocational developments. It has emerged as a solution that games are entertaining, skill-enhancing, interesting and support permanent learning, cost of games and primary school management are problems, associating games with subjects and eliminating the lack of game materials.

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Kapsala, Nausica, Apostolia Galani et Evangelia Mavrikaki. « Nature of Science in Greek Secondary School Biology Textbooks ». Center for Educational Policy Studies Journal 12, n^o 2 (23 juin 2022) : 143–68. http://dx.doi.org/10.26529/cepsj.1309.

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The nature of science describes what science is, how it works, and its interactions with society under the perspectives of philosophy, history, sociology, and psychology of science. Understanding it is an essential aspect of scientific literacy. Given the critical role that school textbooks hold, considering what is taught and how it is taught in schools, we find the presence of the nature of science in school science textbooks to be significant. In this research paper, all Greek biology textbooks of lower secondary education are analysed to evaluate whether principal elements of the nature of science can be found in them. The whole array of educational resources available (textbooks, workbooks, lab guides, teachers’ books) was analysed as well as the corresponding official biology curricula. Content analysis was the method of choice, and the ‘meaning unit’ was the unit of analysis. We found that most of the nature of science references in the material that students were taught in 2021/22 was implicit and not especially designed by the curriculum. Some nature of science aspects were more commonly found (e.g., evidence is vital in science) than others (e.g., science has limits). The most opportunities for the nature of science to be introduced were found in history of science vignettes, laboratory activities, and some optional inquiry activities. However, without a structured design from the curriculum, it is the teachers’ responsibility to design and facilitate nature of science instruction (or not). We conclude that lacking explicit references, the nature of science falls into the hidden curriculum and becomes falsely depicted, enforcing a positivist image of science.

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Pan, Zhiqun. « Reconstruction Of Primary and Secondary School Science Education System Based on Steam Education Concept ». Economic Society and Humanities 1, n^o 1 (janvier 2024) : 11–16. http://dx.doi.org/10.62381/e244103.

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As a project-based learning model, STEAM education aims at cultivating innovative talents with interdisciplinary thinking skills. This paper will introduce the STEAM education concept into the reconstruction of our country's primary and secondary education system. The purpose is to make up for the gap between knowledge and application under traditional exam-oriented education, and to train students' exploration thinking and application of engineering technology. The STEAM education concept can handle and analyze many practical problems in real life, and it has been applied in primary and secondary school teaching. This paper introduces the teaching concept of STEAM into the learning of primary and secondary schools, so that the teaching model can be further promoted in primary and secondary schools, and at the same time it can help teachers and students to carry out innovative research and learning.

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Dinghua, Kong. « Secondary School Physical Education and Quality Education ». Chinese Education & ; Society 30, n^o 6 (novembre 1997) : 37–39. http://dx.doi.org/10.2753/ced1061-1932300637.

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Billingsley, Berry, et Mehdi Nassaji. « Secondary School Students’ Reasoning About Science and Personhood ». Science & ; Education 30, n^o 4 (13 avril 2021) : 967–91. http://dx.doi.org/10.1007/s11191-021-00199-x.

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AbstractScientific advances, particularly in evolutionary biology, genetics, neuroscience and artificial intelligence, present many challenges to religious and popular notions of personhood. This paper reports the first large-scale study on students’ beliefs about the interactions between science and widely held beliefs about personhood. The paper presents findings from a questionnaire survey (n = 530) administered to English secondary school students (age 15–16) in which their beliefs and concepts regarding personhood and the position of science were investigated. The survey was motivated in part by an interview study and a previous, smaller survey which revealed that many students struggle to reconcile their beliefs with what they suppose science to say and also that some have reluctantly dismissed the soul as a ‘nice story’ which is incompatible with scientific facts. The results from this larger-scale survey indicate that a majority of the students believe in some form of soul. Even so, and regardless of whether or not they identified themselves as religious, most students expressed a belief that human persons cannot be fully explained scientifically, a position that some students perceived as a partial rejection of what it means to hold a scientific worldview.

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Ainley, John. « Participation in Science Courses in Senior Secondary School ». Research in Science & ; Technological Education 11, n^o 2 (janvier 1993) : 207–23. http://dx.doi.org/10.1080/0263514930110209.

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Schulz, Wayne, et Campbell McRobbie. « A constructivist approach to secondary school science experiments ». Research in Science Education 24, n^o 1 (décembre 1994) : 295–303. http://dx.doi.org/10.1007/bf02356356.

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Dorman, Jeffrey P., Barry J. Fraser et Campbell J. McRobbie. « Associations between school-level environment and science classroom environment in secondary schools ». Research in Science Education 25, n^o 3 (septembre 1995) : 333–51. http://dx.doi.org/10.1007/bf02357406.

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Eo, Seon-Sug, et Hee-Hyung Cho. « Exploring Writing Education Standards for Secondary School Science Teachers ». Journal of The Korean Association For Science Education 32, n^o 1 (29 février 2012) : 182–200. http://dx.doi.org/10.14697/jkase.2012.32.1.182.

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Olufsen, Magne, Solveig Karlsen, Monica Andreassen et Andy Sortland. « Norske masterutdanninger i naturfag for grunnskolelærere – store variasjoner i omfang på masteroppgaver og fagsammensetningNorwegian master educations in natural science for lower secondary school ». Nordic Studies in Science Education 11, n^o 3 (2 novembre 2015) : 293–303. http://dx.doi.org/10.5617/nordina.948.

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English title: Norwegian master educations in natural science for lower secondary school – large differences in courses offered and size of master thesisCurrently, the majority of students in lower secondary school teacher education take a four-year education in Norway. From 2017 this education will be prolonged to a five-year master education. In connection to this, there is an ongoing debate in Norway about the content of the new teacher education programs. In 2010, the Arctic University of Norway (UiT) began the first integrated five-year master education for lower secondary teacher education students in Norway. This program is described in the article, with a focus on the subject natural science in the 5–10 level education. UiT has made progress regarding the difficult link between the student’s school practice and their education at the University. As teacher educators, we experience that the new education also seems to give the students a higher identity and motivation towards teaching natural science. There are four teacher education colleges/universities in Norwegian offering a master degree in natural science/pedagogical content knowledge for teachers in lower secondary school. These master educations are relatively different in structure, and especially the subjects offered and the size of the master thesis is considerably different.

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Rhoton, Jack. « School Science Reform : An Overview and Implications for the Secondary School Principal ». NASSP Bulletin 85, n^o 623 (mars 2001) : 10–23. http://dx.doi.org/10.1177/019263650108562303.

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Alanazi, Fayadh. « Secondary school students’ awareness and practices of science practical work in Saudi Arabia ». Cypriot Journal of Educational Sciences 17, n^o 3 (31 mars 2022) : 840–58. http://dx.doi.org/10.18844/cjes.v17i3.6886.

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The key objective of the present research is to investigate the nature of students’ knowledge and practical work in secondary school biology, chemistry, and physics (BCP). Furthermore, comparisons will be made between knowledge and practical work practices in different year groups (Grades 10, 11, and 12). The sample consisted of 438 secondary school students from the first, second, and third years of secondary schools in the Al-Jouf region of north-eastern Saudi Arabia. Additionally, an analytical framework has been applied in the study to assess students’ attitudes in the cognitive, affective, and psychomotor domains. A mixed methods approach was adopted for this study, in which questionnaires and interviews were used to collect data. The findings of the research indicated that Saudi students generally displayed positive attitudes towards practical learning in various domains (cognitive, affective, and psychomotor). Nonetheless, significant differences were identified in the psychomotor domain between Grade 10 and Grade 12 students, with Grade 10 showing the most favourable attitudes, followed by Grade 12 and lastly Grade 11. With regard to the cognitive and affective domains, no significant differences were found. Moreover, the findings of the study also showed that a majority of Saudi students understood the importance of practical work in learning science in Saudi secondary schools. Keywords: Attitudes, Practical work, School science, Secondary school.

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Vasil'cheko, N. « Cadet Education in Russia ». Standards and Monitoring in Education 10, n^o 5 (27 septembre 2022) : 10–19. http://dx.doi.org/10.12737/1998-1740-2022-10-5-10-19.

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The article contains a complete classification of cadet educational establishments in the Russian Federation of which the cadet secondary school is singled out and being examined thoroughly. During the examination the distinguishing features and benefits of studying at cadet secondary schools in comparison with cadet military corps on the one hand and secondary schools on the other hand are accentuated. The features and benefits lay the basis for high social demand and prospects of such schools. After that, by means of juxtapositional analysis the so called cadet component, indices of effectiveness of the educational process, regulatory and legal framework, facilities and equipment of randomly selected cadet secondary schools are being highlighted and described. In the conclusion the author suggests an updated and more precise definition of a cadet secondary school, emphasises the necessity of modernisation of its legal framework, and indicates a roadmap to further development of the cadet secondary education in Russia.

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Eichinger, John. « College science majors' perceptions of secondary school science : An exploratory investigation ». Journal of Research in Science Teaching 29, n^o 6 (août 1992) : 601–10. http://dx.doi.org/10.1002/tea.3660290608.

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Sotáková, Ivana, Mária Ganajová et Mária Babinčáková. « INQUIRY-BASED SCIENCE EDUCATION AS A REVISION STRATEGY ». Journal of Baltic Science Education 19, n^o 3 (10 juin 2020) : 499–513. http://dx.doi.org/10.33225/jbse/20.19.499.

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The research aim was to identify the effect of revising the thematic unit “Changes in Chemical Reactions” using IBSE (based on confirmation inquiry) in the 8th grade of secondary school. This thematic unit is taught in chemistry lessons in the 2nd term of the 7th grade. A set of activities verified by a piece of pilot research was used to implement IBSE based on confirmation inquiry using the 5E Educational Model. The research was performed in ten Slovak secondary schools during the 1st term of the 2017/2018 school year. This research employed the quasi-experimental methodology involving pre-test–post-test two-group design. The research sample consisted of 292 8th grade students. They were divided randomly into a control (n=149) and experimental (n=143) group, and the intervention took place during 10 lessons. Cognitive tests based on the revised Bloom's taxonomy were used to measure students’ knowledge and skills before and after revision. The results indicate that using IBSE (based on confirmation inquiry) in the revision phase is more effective than teaching without using IBSE in terms of developing conceptual understanding. It affects the lower and higher cognitive processes (understanding, application, and analysis) and stimulates learning mainly in students with lower academic performance. Keywords: chemistry education, cognitive processes, confirmation inquiry, secondary school.

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Milliam, Kiconco, et Karyarugokwo Dominic. « A Critical Analysis of the Compulsory Science Education Policy at the Secondary Level of Education in Uganda ». Advances in Social Sciences Research Journal 9, n^o 8 (19 août 2022) : 297–306. http://dx.doi.org/10.14738/assrj.98.12895.

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Uganda is one of the African countries that have been focusing on the science-led strategy to promote growth and development. One of the strategies is the science promotion policy, which started in 2005 and among other things made learning and enrolling on science subjects (mathematics, chemistry, physics and biology) compulsory at the ordinary level of secondary school education. This paper has, therefore, used a secondary review methodology to critically analyse the science policy at the secondary school levels (ordinary and advanced). The paper begins with an introduction that discusses the history of curriculum reform at the secondary school level globally and in Africa with emphasis on Uganda. It also discusses Uganda’s science policy implementation strategies, which included the government's effort in providing resources such as laboratory equipment and science textbooks to government-aided schools. There is, then, a section that discusses the challenges that have hindered the successful implementation of science policy. This section shows that much as the government of Uganda has tried to facilitate science policy, the latest being the enhancement of salary for scientists, including science teachers by 300%, factors such as unresponsive curriculum content, shortage of qualified science teachers and inadequate laboratory equipment remain challenges to the, otherwise, good policy. The paper concludes by stating that improvement in science performance requires a multi-dimensional approach and, therefore, the recent salary enhancement that only catered for science teachers may not, necessarily, achieve much as far as improvement in the performance of students in science subjects is concerned

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Nugroho, Bangkit Tri, et Sri Ngabekti. « Science Learning in Nepal, Case at The Vaishnabi Secondary School ». Journal of Biology Education 12, n^o 1 (14 avril 2023) : 110–16. http://dx.doi.org/10.15294/jbe.v12i1.48118.

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Science learning can be implemented with various approaches, strategies, models and learning methods. This implementation varies from each educational institution and even in each country. One of the secondary schools in Nepal is Vaishnabi Secondary School (VSS). This school is a public school that accommodates students at the level of kindergarten, primary education (grades 1-5), and secondary education (grades 6-10). This study aims to describe the interaction variables and their constraints in teaching science class at VSS. In this study, three interaction variables were observed, namely the sign variable (teacher), the context variable (students & schools), and the process variable (teacher-student interaction). The method used is a qualitative descriptive research method with a case study research design. Observations were carried out in science learning activities in grades 8, 9, and 10. Data collection used four data collection techniques, namely observation, interviews, questionnaires, and documents. After the data is collected, a technical triangulation process is carried out to collect data as well as to test the credibility of the data. The results of the research on the sign variable indicate that VSS has 8th, 9th, and 10th grade science teachers who are already competent in education and experience. The teacher's ability to use English is quite good. The context variable shows that student attendance and students' opportunities to study at home are constrained by the economic background of their parents who are less well off, forcing students to help their parents earn money. In addition, there is no science laboratory and supporting equipment for experimental activities. The process variable shows that the teacher has made plans for science learning in personal notes and the teacher is still teaching with the lecture method in one direction, namely from teacher to student which causes students to be passive in learning. The problem of teaching science in VSS lies in two interaction variables, namely the context variable and the process variable. The context variable is about the economic condition of students and school facilities. The economic conditions of students affect school attendance as well as student learning opportunities at home. School facilities have an impact on the absence of practical activities that will reduce the experience and abilities of students. The process variable is constrained by the teacher's teaching method. The lecture teaching method does not support 21st century education because today's education demands student activity in the learning process.

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Willms, J. Douglas, et Peter Cuttance. « School Effects in Scottish Secondary Schools ». British Journal of Sociology of Education 6, n^o 3 (octobre 1985) : 289–306. http://dx.doi.org/10.1080/0142569850060303.

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Chepok, Andrii, et Natalia Yevtushenko. « How to Combine Student Science Education with Modern Environmental Education ». Journal of Vasyl Stefanyk Precarpathian National University 9, n^o 1 (27 avril 2022) : 16–26. http://dx.doi.org/10.15330/jpnu.9.1.16-26.

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This work is devoted to current problems of modern education: the formation and development of scientific thinking of the individual from the school age and the improvement of environmental education of students both of high school and older ones, since the authors do believe that these issues are interrelated. In this paper, some issues of students’ scientific education are considered from the standpoint of strengthening the science intensity of the proposed educational content. The authors, being in the systems of secondary and higher schools and based on their own professional experience, found their way to improve the level of scientific education of students by involving them in educational environmental/bionic research works in the form of IT projects. The students’ work on such a project implies the main stages of modern researching – from mathematical modeling of a selected natural phenomenon to mathematical processing of the corresponding computer experiment results and their interpretation. The organization of training-and-research activities of high school students and working on such researches have several positive outcomes, one of which is not only the improvement of knowledge in the Natural sciences, but also other positive aspects related to certain types of human thinking – critical, algorithmic, logical and creative ones. The authors believe that significant success in conducting student research can be achieved by working with “ordinary-and-average” but motivated students. The authors prove with their practical experience that it is possible to identify and educate young people with qualities (maybe with talents!) of researchers in time. The paper also points an important question about the contents of modern education at the secondary school and higher levels.

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Schönfelder, Mona L., et Franz X. Bogner. « Between Science Education and Environmental Education : How Science Motivation Relates to Environmental Values ». Sustainability 12, n^o 5 (4 mars 2020) : 1968. http://dx.doi.org/10.3390/su12051968.

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Science education and environmental education are important gates to prepare the next generation for our society’s current and upcoming challenges. While in the informal sector, environmental education acts independently, on the formal side, science education hosts environmental issues within its interdisciplinary context. As both educational efforts traditionally bear different emphases, the question may arise of whether formal science classes can act as an appropriate host. Against the background of the declining motivation to learn science in secondary school, possible synergies between both educational efforts may have vanished. For an investigation of such linkages between science motivation and environmental perception, we monitored adolescents’ motivation to learn sciences and their environmental values. By analyzing data from 429 Irish secondary school students, we reconfirmed existing scales by using confirmatory factor analysis (CFA) and investigated potential relations via SEM. Besides gender differences, we identified a significant relationship between positive ‘green’ attitude sets and the individual motivation to learn science—positive environmental preferences predict a high science motivation, primarily intrinsic motivation. Taking advantage of this relationship, individual motivation may find support from environmental educational initiatives with the focus on green values. Especially girls, who evidentially tend to have a lower motivation in science learning, may be addressed in that way.

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F.F., Khalilov. « DIDACTIC CHANCES OF OPTIMIZING THE CONTENT OF HIGHER AND GENERAL SECONDARY EDUCATION IN PREPARING FUTURE PRIMARY CLASS TEACHERS TO TEACH THE SCIENCE OF "EDUCATION" ». International Journal of Pedagogics 03, n^o 02 (1 février 2023) : 5–9. http://dx.doi.org/10.37547/ijp/volume03issue01-02.

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This article talks about effective ways to achieve specific efficiency in teaching the subject of "Education" in the primary classes of general education schools, to fulfill the requirements of social order, to acquire social skills and competencies specific to the 21st century in students, and to intensively develop the professional methodological competencies of future primary school teachers.

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Nascimento, Fernanda Amorim de Morais, Bianca Martins Gregório, Diogo Benchimol de Souza, Francisco José Barcellos Sampaio et Lydia Masako Ferreira. « SCIENTIFIC LEADERS FOR THE FUTURE : PRIMARY AND SECONDARY EDUCATION ». Revista do Colégio Brasileiro de Cirurgiões 42, suppl 1 (2015) : 40–43. http://dx.doi.org/10.1590/0100-69912015s01015.

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Objective: To present a high school insertion pilot project in post graduate programs (PPG) and discuss the mechanisms for the formation of leaders in science. Methods: This study presents a review and pilot project. Bibliographic search occurred in sites of CAPES, MEC, SciELO and library of virtual books from January/ 2014 to February/2015. The pilot is in PPG-Medicine III Translational Surgery/UNIFESP and Pathophysiology and Surgical Sciences / UERJ. The junior undergraduate students (ICj) came from public school and develop scientific activities: scientific meetings, graduation and inclusion in research projects. The evaluation will occur at the end of one year, with the results essays, reports and participation in scientific events. Results: In Brazil, one of the main challenges of education is the high average years of study. The PNPG (2011-2020) shows the insertion of basic education in all PPG. In the Pathophysiology and Surgical Sciences/UERJ there are currently 11 high school students who have followed the scientific meetings and are being prepared for the inclusion in research projects. There was 30% of absence, owing to the high school hours. This result and the experience allow creating future alternatives to enhance the integration project. Conclusion: The leadership in science is formed from a complex relationship between basic education and investment in research. PPG-Medicine III courses follow the vanguard with initiatives focused on scientific and technological development. Thus, projects involving basic education students represent promoter model and environment leaders.

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Jonāne, Lolita. « The Didactical Aspects of Integrated Natural Science Content Model for Secondary School Education ». Journal of Teacher Education for Sustainability 9, n^o 1 (1 janvier 2008) : 45–57. http://dx.doi.org/10.2478/v10099-009-0018-1.

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The Didactical Aspects of Integrated Natural Science Content Model for Secondary School EducationThe main aspects of democratic system of education are a humanistic approach, individualization, and differentiation. Ongoing discussions focus on the best way to teach natural sciences for pupils in humanitarian, social or vocational education programs in the context of sustainable development. For these types of programs, the natural science curriculum should provide all learners with the opportunity to achieve scientific and technological literacy (STL) that is to develop pupils' capacities to function as responsible citizens in the world increasingly affected by science and technologies. This paper highlights specific guidelines for the development of science curricula that are both interdisciplinary and socially relevant. The author emphasizes the context of interaction between human beings, society, and environment. These aspects are introduced in the new school science curriculum of Latvia. The survey of teachers' attitudes towards integrated natural science curriculum and study of pupils' achievements reflects the possibility of promoting scientific literacy of pupils.

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Lisichkin, Georgy Vasilievich, et Ilya Abramovich Leenson. « School natural-science education : trends and prospects ». Moscow University Pedagogical Education Bulletin, n^o 3 (30 septembre 2010) : 10–27. http://dx.doi.org/10.51314/2073-2635-2010-3-10-27.

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The article analyses the condition of school education teaching of natural-science subjects both in Soviet time from 1950th and during the post-soviet period. Some results of secondary education system reform in Russia are brought. It is offered the package of simple, but effective measures aimed at increase of a teachers profession prestige and natural-science education improvement.

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Ma, Xin. « Understanding the Relationship between Mathematics and Science Coursework Patterns ». Teachers College Record : The Voice of Scholarship in Education 111, n^o 9 (septembre 2009) : 2101–26. http://dx.doi.org/10.1177/016146810911100908.

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Background/Context There has been little research on the relationship between mathematics and science coursework in secondary school. Purpose of Study The present analysis explored the patterns of science course-taking in relation to the patterns of mathematics course-taking among high school graduates. Research Design Using data from the 2000 High School Transcript Study (N = 20,368), secondary analysis was performed in the form of multilevel models with students nested within schools to document a strong relationship between mathematics and science course-work patterns. Findings/Results Results highlighted that (1) taking more courses in advanced mathematics was related to taking more courses in advanced science (this relationship remained strong even after adjustment for student-level and school-level variables); (2) the more courses that students took in advanced mathematics, the more likely it was that student and school characteristics would join in to select students into taking more courses in advanced science; (3) many high school graduates complied with graduation requirements by taking limited non-advanced mathematics and science coursework during high school; and (4) mathematics coursework was necessary but insufficient to promote advanced science coursework. Conclusions/Recommendations State governments are encouraged to prescribe not only the number but also the content of mathematics and science courses required for high school graduation. School personnel such as career counselors are encouraged to help promote better coursework of students in mathematics and science.

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Nurfina, Susilawati*,, Nurfina Aznam et Paidi Paidi. « Attitudes Towards Science : A Study of Gender Differences and Grade Level ». European Journal of Educational Research 11, n^o 2 (15 avril 2022) : 599–608. http://dx.doi.org/10.12973/eu-jer.11.2.599.

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<p style="text-align: justify;">It should be noted that learning outcomes are not students’ only achievement; attitude is also the main output in learning. This research explores students’ attitudes toward science learning based on gender and the grade level of schools in Aceh, Indonesia. The participants are 1,023 students from the sixth grade of primary schools and the eighth grade of secondary schools. The total sample includes 16 schools spread across the province. The data have been collected using TOSRA. By using the Likert scale, this questionnaire is useful for obtaining descriptions of the students’ attitudes and assigning scores for a certain group of participants. Based on gender, the results show females reflect more positive attitudes toward science than male students do. According to the grade level of the schools, the data reflect the equality of students’ attitudes toward science between primary and secondary schools. Nevertheless, when primary school students enter secondary school, the majority of students enjoy learning science less. This fact is meaningful feedback for science teachers. This result supports the scholars seeking ways to avoid the gender gap in learning activities. Pedagogical implications are also discussed.</p>

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Topping, K. J., A. Thurston, A. Tolmie, D. Christie, P. Murray et E. Karagiannidou. « Cooperative learning in science : intervention in the secondary school ». Research in Science & ; Technological Education 29, n^o 1 (avril 2011) : 91–106. http://dx.doi.org/10.1080/02635143.2010.539972.

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Taber, Keith S. « Gender Differences in Science Preferences on Starting Secondary School ». Research in Science & ; Technological Education 9, n^o 2 (janvier 1991) : 245–51. http://dx.doi.org/10.1080/0263514910090210.

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Jayawardena, Prabha Ransi, Christina E. van Kraayenoord et Annemaree Carroll. « Factors that influence senior secondary school students’ science learning ». International Journal of Educational Research 100 (2020) : 101523. http://dx.doi.org/10.1016/j.ijer.2019.101523.

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Griffiths, Alan K., et Maurice Barry. « Secondary school students' understanding of the nature of science ». Research in Science Education 21, n^o 1 (décembre 1991) : 141–50. http://dx.doi.org/10.1007/bf02360467.

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Van Rooy, Wilhelmina. « Teaching controversial issues in the secondary school science classroom ». Research in Science Education 23, n^o 1 (décembre 1993) : 317–26. http://dx.doi.org/10.1007/bf02357076.

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Foletta, Gina. « Projects : UTeach : Secondary Science and Mathematics Teacher Preparation Program ». Mathematics Teacher 94, n^o 9 (décembre 2001) : 797. http://dx.doi.org/10.5951/mt.94.9.0797.

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The UTeach program, funded by the National Science Foundation, constitutes a joint effort of the College of Natural Sciences, the College of Education, and the Austin Independent School District to recruit, prepare, and support a new generation of mathematics and science teachers for Texas and for the United States.

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Lummis, Geoffrey W., Julie Boston, Paula Mildenhall et Stephen Winn. « The UK’s Project Faraday and Secondary STEM Education ». Australian Journal of Teacher Education 46, n^o 12 (décembre 2021) : 69–91. http://dx.doi.org/10.14221/ajte.2021v46n12.5.

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This ethnographic study reports on the findings from seven English secondary schools that participated in Project Faraday. The project was funded by the Department for Children, Schools and Families to build innovative learning environments to encourage students into upper secondary inquiry-based STEM. Despite the innovative classrooms, the schools emphasised A-Level university entrance science. Technicians prepared for specific science subjects, although teachers acknowledged the value of inquiry-based pedagogies. UK policies prioritising A-Level assessment were found to be impeding inquiry-based STEM, although wealthy schools had the resources to facilitating both A-Level science and inquiry-based STEM through clubs and co-curricular programs. Our data elicited important general design principles to inform makerspaces for inquiry-based STEM for adult learners. We concluded that initial teacher education programs should provide graduates with pedagogical experiences in makerspaces that enabled them to appraise contemporary school learning environments; and be informed about securing safe, flexible, and durable equipment for students.

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Malinga, Cynthia B., Loyiso C. Jita et Abiodun A. Bada. « Instructional Leadership Capacity of Secondary School Science Heads of Department in Gauteng, South Africa ». International Journal of Learning, Teaching and Educational Research 20, n^o 12 (30 décembre 2021) : 267–93. http://dx.doi.org/10.26803/ijlter.20.12.16.

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Natural sciences (NS) is an amalgam of five science disciplines, but the teachers of this subject are usually generalists, or have specialised in a maximum of two of the disciplines. This poses a major challenge to heads of department (HoDs), who are expected to lead instruction in these disciplines. We investigate science HoDs’ capacity to provide instructional leadership in South African secondary schools. The study was quantitative in nature and adopted the survey design. The investigation involved 77 secondary schools out of the 243 schools in the Gauteng province of South Africa. A data set from 142 participants (HoDs = 30; teachers = 112) was used to explore the capacity of science HoDs to provide instructional leadership in secondary schools, using questionnaires. The findings suggest that the capacity of science HoDs to lead instruction is limited by their inability to differentiate between curriculum management and instructional leadership and the relatively insufficient time allocated to provide instructional leadership. Unless schools and local district offices review the grouping of subjects in science departments and in the allocation of natural science teachers and HoDs, much stronger subject-based instructional leadership may potentially continue to remain a mirage. We recommend more focused subject-specific training in natural sciences for both teachers and HoDs, and that leadership should be distributed along science disciplines.

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P. Alagwa, Christina, et Nestory N. Ligembe. « Strategies for Retaining Secondary School Science Teachers : A Case of Dodoma City, Tanzania ». East African Journal of Education and Social Sciences 3, n^o 3 (30 juin 2022) : 76–82. http://dx.doi.org/10.4314/eajess.v3i3.181.

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The study aimed at determining strategies by private secondary school management in retaining science teachers in Dodoma City. The study was guided by Motivation- Hygiene Theory by Frederick Herzberg. The study employed the mixed research approach and the convergent parallel research design. The targeted population had a total of 123 science teachers distributed in 18 different secondary schools, 18 Heads of school and 1 Secondary Education officer. Therefore, the total population of the study was 142 people from which, thirty (30) respondents were selected (25 science teachers, four (4) heads of schools and one (1) City Secondary Education Officer) selected through purposive and simple random sampling techniques. Quantitative data was analyzed through descriptive statistics while qualitative data was thematically analyzed. The study established that employment of appropriate strategies retains science teachers in schools. Such strategies include involvement of teachers in decision making, provision of attractive remuneration and working conditions, recognition and appreciation. Based on these conclusions, it is recommended that schools under investigation should strive to provide the identified motivating aspects for sustainable retention of science teachers in schools under investigation.

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Blackford, Lena. « Musical education in Russian secondary schools ». British Journal of Music Education 14, n^o 1 (mars 1997) : 57–67. http://dx.doi.org/10.1017/s0265051700003442.

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This paper reviews the traditions of teaching school music in Russia and focuses on the music curriculum for comprehensive schools elaborated by the Russian Academy of Pedagogical Sciences. New teaching methods continue to be developed and, despite economic difficulties in Russia, the number of institutes of higher music education remains high compared to that in other countries. As a result Russia has, perhaps, a greater number of highly-qualified musicians, teachers and performers than any other country in the world.

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No-Gutiérrez, Paloma, María-José Rodríguez-Conde et Eva-María Torrecilla-Sánchez. « Evaluating Intercultural Sensibility in Compulsory Secondary Education ». Journal of Information Technology Research 11, n^o 4 (octobre 2018) : 1–15. http://dx.doi.org/10.4018/jitr.2018100101.

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The heterogeneity in the Spanish educational system has made it essential to develop certain skills to be a model citizenship. One of those is intercultural sensitivity. But before establishing a program to develop it, it is crucial to know its level in the students. Conscious of this social reality a research was done to study the level of intercultural sensitivity in students in the level of Secondary Compulsory Education of two schools in the region of Salamanca (Spain). The sample consisted of 220 people from two different schools, one public and one private. One of the main objectives is to see if there are significant differences in the answers given depending on the variables gender, ownership of the school and nationality (differentiating between native and foreign). On a first review, it was discovered, in general, there were not significant differences on the answers depending on type of school, gender or nationality.

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Renfrew, Malcolm M. « School Science Safety : Secondary (Gerlovich, Kack A., ed.) ». Journal of Chemical Education 62, n^o 11 (novembre 1985) : A302. http://dx.doi.org/10.1021/ed062pa302.2.

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Thapa, Dhana Kumari, et Tara Paudel. « Secondary School Students’ Attitude towards Mathematics ». Mathematics Education Forum Chitwan 5, n^o 5 (31 décembre 2020) : 34–39. http://dx.doi.org/10.3126/mefc.v5i5.34761.

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The major objective of this article is to describe the perception of self-efficacy and attitude towards mathematics of students studying science and mathematics in grade 12 in Kathmandu valley. Cross-sectional descriptive design and quantitative method were used to collect and analyze data. Data were collected from 318 randomly selected students studying science in grade 12, from nine different schools of Kathmandu valley through self-administered questionnaire. The survey showed that majority of girls and boys were encouraged by their parents to get enrolled in the science stream. Most of them chose mathematics courses to enter into the fields of engineering and technical sciences. From the observation we found that perceived self-efficacy is good i.e. both girls and boys have positive and good attitude towards mathematics courses. There is no gender variation in attitude of students learning mathematics between girls and boys. Therefore, attitude towards mathematics are less likely to be influenced by gender of students, castes and educational status of parents. Many students can be attracted towards mathematics field of study by providing information and counseling about academic opportunity for mathematics in higher education.

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Jiang, Tao, Ji-gen Chen, Ping-chuan Xu et Ping-fei Zeng. « MULTILEVEL LATENT PROFILE ANALYSIS OF ESTONIAN SECONDARY SCHOOL STUDENTS' CAREER EXPECTATIONS WITH SCIENCE ACHIEVEMENT AND GENDER AS COVARIATES ». Journal of Baltic Science Education 21, n^o 5 (25 octobre 2022) : 788–800. http://dx.doi.org/10.33225/jbse/22.21.788.

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Although much research has explored the personal, family, school, and social influences on adolescents' career expectations, little is known about the types of family-related career expectations of students and career expectation contexts in school. Using PISA 2018 test data, a multi-level latent profile analysis was conducted with indicators of parents' occupational status and children's career expectations. This research found that family-related career expectations of Estonian secondary school students can be divided into three types: enterprising, resilient, and disengaged. At the organizational level, contexts for career expectations in schools can be classified as enterprising, enterprising and resilient composite, and disengaged and resilient composite types. The research also found that science achievement and gender predicted latent profile memberships at the individual level. It is proposed that to value the science curriculum and its teaching is to invest in future human resources. It is suggested that families and schools should pay attention to stimulating male students' career aspirations. The career expectation types of secondary school students within and between schools are of great significance to the construction of national human resources, the development of schools, and the research of families. Keywords: career expectation types, multilevel latent profile analysis, PISA 2018 datasets, variations between schools, science achievement

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Krnjaic, Zora, Ivana Stepanovic et Dragica Pavlovic-Babic. « Reading habits of secondary school students in Serbia ». Zbornik Instituta za pedagoska istrazivanja 43, n^o 2 (2011) : 266–82. http://dx.doi.org/10.2298/zipi1102266k.

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Within the research study about free time, interests, cultural needs and habits of secondary school students, their reading habits were studied in particular. The paper is aimed at exploring the reading habits of secondary school students, which are expressed through different media, first and foremost, through book reading, as well as through reading the press and using the internet, and to determine the connection between them. The research was conducted by means of a questionnaire on the sample of 2426 students from 26 secondary schools from nine Serbian towns. The results referring to the level of development of reading habits of our secondary school students indicate that: 12% of students do not read; 21% read only the required reading; 40% read the required reading and occasionally the books that are not required; 20% read the required reading and often other books as well; and 7% are passionate readers. Secondary school students do not have a formed habit of using library services and most frequently read popular literature and popular science. The most frequently read texts in the press refer to leisure and sports. More developed reading habits of secondary school students are related to reading the sections on culture in daily newspapers, reading popular science magazines and using educational software. Educational implications of the paper indicate that it is necessary to develop students? reading habits through teaching and learning and to encourage students to use both books and the modern media for learning purposes.

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Helms, Jenifer V. « Science?and me : Subject matter and identity in secondary school science teachers ». Journal of Research in Science Teaching 35, n^o 7 (septembre 1998) : 811–34. http://dx.doi.org/10.1002/(sici)1098-2736(199809)35:7<811 ::aid-tea9>3.0.co;2-o.

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Nwune, Emmanuel Chibuike, Nnaemeka Kenechi Oguezue et Blessing Ifeoma Odum. « Secondary School Students’ Perception of Science Laboratory Accident Status and Preventive Measures in Awka Education Zone ». Integrated Science Education Journal 4, n^o 3 (19 septembre 2023) : 104–10. http://dx.doi.org/10.37251/isej.v4i3.550.

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Purpose of the study: The study investigated secondary school students’ assessment of science laboratory accident status and preventive measures in the Awka Education Zone. Two research questions guided the study, and one hypothesis was tested at a .05 significance level. Methodology: The study used the descriptive survey research design. A sample of 156 public and 40 private secondary school students was used. A checklist and a questionnaire were used to collect data. The questionnaire was validated, and a Cronbach Alpha reliability test gave a coefficient of 0.86. The collected data was used to analyze mean, standard deviation, percentage, and t-tests. Main Findings: The results revealed that science laboratory accidents do not occur in secondary schools in Awka Education Zone, irrespective of school type. The study also observed no significant difference in the preventive measures against science laboratory accidents adopted by private and public secondary school students in the zone. Novelty/Originality of this study: There is limited literature in the present study’s area seeking to assess the laboratory accident status in secondary schools and the measures the students take to avert these accidents. Thus, the present study’s findings would provide background information on laboratory activities and accidents in the area of the research and preventive measures to be deployed.

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