Gotowe bibliografie tematyczne / Secondary school science education

Gotowa bibliografia na temat „Secondary school science education”

Autor: Grafiati
Data publikacji: 16 lipca 2024

Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych

Wybierz rodzaj źródła:

Spis treści

Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Secondary school science education”.

Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.

Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.

Artykuły w czasopismach na temat "Secondary school science education"

1

Chiovitti, Anthony, Jacinta C. Duncan i Abdul Jabbar. "Promoting Science in Secondary School Education". Trends in Parasitology 33, nr 6 (czerwiec 2017): 416–20. http://dx.doi.org/10.1016/j.pt.2017.02.003.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Banu, Daniel P. "Secondary School Students' Attitudes Towards Science". Research in Science & Technological Education 4, nr 2 (styczeń 1986): 195–202. http://dx.doi.org/10.1080/0263514860040209.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Sharma, Brajesh Kumar, i Vishal Kumar Shukla. "Interdisciplinary Approach to Education with Special Reference to Social Science at Secondary Schools". BSSS Journal of Education 12, nr 01 (30.06.2023): 41–51. http://dx.doi.org/10.51767/je1203.

Pełny tekst źródła
Streszczenie:
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.
Style APA, Harvard, Vancouver, ISO itp.
4

Lock, Roger. "Animals in secondary school science". Journal of Biological Education 26, nr 1 (marzec 1992): 3. http://dx.doi.org/10.1080/00219266.1992.9655233.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Saowalak, Bangorn, William Butts i Christine Deer. "Fostering inquiry in secondary school science laboratories". Research in Science Education 15, nr 1 (grudzień 1985): 1–7. http://dx.doi.org/10.1007/bf02356518.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Dormody, Thomas J. "Science Credentialing And Science Credit In Secondary School Agricultural Education". Journal of Agricultural Education 34, nr 2 (czerwiec 1993): 63–70. http://dx.doi.org/10.5032/jae.1993.02063.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Monk, David H., i Jennifer King Rice. "The Distribution of Mathematics and Science Teachers Across and Within Secondary Schools". Educational Policy 11, nr 4 (grudzień 1997): 479–98. http://dx.doi.org/10.1177/089590489701100404.

Pełny tekst źródła
Streszczenie:
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.
Style APA, Harvard, Vancouver, ISO itp.
8

Kurupınar, Abdulhamit, İbrahim Yüksel i Hakan Kurt. "Views of Secondary School Science, Pre-school and Primary School Teachers on Science Education with Intelligence Games". International Journal of Education and Literacy Studies 10, nr 1 (4.02.2022): 48. http://dx.doi.org/10.7575/aiac.ijels.v.10n.1p.48.

Pełny tekst źródła
Streszczenie:
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.
Style APA, Harvard, Vancouver, ISO itp.
9

Kapsala, Nausica, Apostolia Galani i Evangelia Mavrikaki. "Nature of Science in Greek Secondary School Biology Textbooks". Center for Educational Policy Studies Journal 12, nr 2 (23.06.2022): 143–68. http://dx.doi.org/10.26529/cepsj.1309.

Pełny tekst źródła
Streszczenie:
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.
Style APA, Harvard, Vancouver, ISO itp.
10

Pan, Zhiqun. "Reconstruction Of Primary and Secondary School Science Education System Based on Steam Education Concept". Economic Society and Humanities 1, nr 1 (styczeń 2024): 11–16. http://dx.doi.org/10.62381/e244103.

Pełny tekst źródła
Streszczenie:
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.
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Rozprawy doktorskie na temat "Secondary school science education"

1

Bewley, Samantha. "High School Computer Science Education". Thesis, Villanova University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426311.

Pełny tekst źródła
Streszczenie:

One 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.

Style APA, Harvard, Vancouver, ISO itp.
2

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.

Pełny tekst źródła
Streszczenie:

Science 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.

Style APA, Harvard, Vancouver, ISO itp.
3

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.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Ekwunife, 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.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Shaw, 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.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Stejskal, Ryan. "Test-Driven Learning in High School Computer Science". Thesis, University of Nebraska at Omaha, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1554641.

Pełny tekst źródła
Streszczenie:

Test-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.

Style APA, Harvard, Vancouver, ISO itp.
7

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.

Pełny tekst źródła
Streszczenie:

This 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.

Style APA, Harvard, Vancouver, ISO itp.
8

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.

Pełny tekst źródła
Streszczenie:
Educational reform has been perceived as a process whereby the Thai Government expects to increase the national competitiveness and stimulate literacy across the country. Its crucial concept was to implement the student-centred learning approach (SCL). This study presents an analysis of classroom observation focusing on lower secondary (Mattayom 1-3) science classrooms in 14 schools located in a rural area in Thailand and discusses the implementation of the current science curriculum. Additionally, a thematic analysis of interviews with lower secondary school science teachers and focus group interviews of students are presented. Based on the thematic analysis, perceptions of 22 science teachers on the current science curriculum implementation and prospective factors which tend to deteriorate the effectiveness of curriculum implementation are addressed. Like the teachers' interviews, students' perceptions regarding science and benefit of studying science are obtained from 30 groups of students, using the thematic analysis and are presented in this study. Based on the observations of 22 science classrooms, teachers' practices in implementing the current science curriculum in the rural context can be categorised, based on their inclination towards particular learning approaches, into three groups; namely combination of the student-centred learning (SCL) approach and the teacher-centred learning (TCL) approach with a tendency towards SCL, combination of SCL and TCL with a tendency towards TCL ,and the teacher-centred learning (TCL).The teachers' perceptions could be described into two perspectives; namely on the reform and on implementation, and each perspective can be classified into several themes, and the major issues emerged are discussed. The students' perceptions can be categorised into eight themes such as attitudes regarding learning/studying science, future plans, etc. The study is expected to contribute to the understanding of current science teaching and improving its practices for the science teachers in Thailand. Eventually, these experiences could be an example for other transitional countries in the wider context.
Style APA, Harvard, Vancouver, ISO itp.
9

鄭自良 i 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.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Trend, 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.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Książki na temat "Secondary school science education"

1

Ebenezer, Jazlin V. Becoming a secondary school science teacher. Upper Saddle River, N.J: Merrill, 1999.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Connelly, F. Michael. Science education in Canada. Toronto, Ont: Ontario Institute for Studies in Education, 1985.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

National 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.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Julie, Gess-Newsome, Luft Julie i Bell Randy L, red. Reforming secondary school science. Arlington, Va: NSTA Press, 2008.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Baker, Dale R. Constructing science in middle and secondary school classrooms. Boston: Allyn and Bacon, 1997.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Department of Education and Science. General education: Science : draft. Dublin: Stationery Office, 2000.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Association, National Science Teachers. A framework for high school science education. Arlington, VA: National Science Teachers Association, 1996.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Byrne, Eleanor. Cross curricular teaching and learning in the secondary school-- science. Milton Park, Abingdon, Oxon: Routledge, 2012.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Atkin, J. Myron. Improving science education through local alliances. Santa Cruz, CA: Network Publications, 1989.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Rosedale Heights Secondary School (Toronto, Ont.). Grade 9 science. [Toronto: The School], 1990.

Znajdź pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
Więcej źródeł

Części książek na temat "Secondary school science education"

1

Newton, Douglas P. "Science and science education". W A Practical Guide to Teaching Science in the Secondary School, 1–16. Wyd. 2. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003325130-1.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

O’Hern, Darren M., i Yoshiko Nozaki. "Forest Secondary School". W 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.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Hoeg, Darren, Tanya Williamson i Larry Bencze. "School Science Ruling Relations and Resistance to Activism in Early Secondary School Science". W Cultural Studies of Science Education, 49–66. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55505-8_3.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

O’Hern, Darren M., i Yoshiko Nozaki. "Central Boys Secondary School". W 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.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

O’Hern, Darren M., i Yoshiko Nozaki. "Uhuru Girls Secondary School". W 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.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

Major, Lee Elliot. "Is education research valuable for teachers of science?" W Learning to Teach Science in the Secondary School, 265–76. Wyd. 5. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003110187-21.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Pennegård, Eva. "Science Teaching Through the Lenses of Students: Lower Secondary School". W Contributions from Science Education Research, 273–84. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17219-0_17.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Huang, Xiao, Lin Ding i Bingyuan Hu. "Science Curriculum and Implementation in Senior Secondary School". W 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.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Lavonen, Jari, i Kalle Juuti. "Teaching Climate Issues in Finnish Upper Secondary School Science Subjects". W Religion and Worldviews in Education, 207–20. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003265696-18.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Jeannin, Laurent. "Analysis of Video Data of Secondary School Science Students". W 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.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.

Streszczenia konferencji na temat "Secondary school science education"

1

Neutens, Tom, i Francis Wyffels. "Bringing Computer Science Education to Secondary School". W 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.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
2

Chrappán, Magdolna, i Rita Bencze. "SECONDARY SCHOOL STUDENTS’ ATTITUDES TOWARDS SCIENCE SUBJECTS". W International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1759.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
3

Viscione, Ilaria, Pietro Luigi Invernizzi i Gaetano Raiola. "Physical education in secondary higher school". W 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.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
4

Best, Alexander. "Primary school teachers' beliefs on computer science as a discipline and as a school subject". W WiPSCE '20: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3421590.3421659.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
5

Budde, Lea, Daniel Frischemeier, Rolf Biehler, Yannik Fleischer, Dietrich Gerstenberger, Susanne Podworny i Carsten Schulte. "Data science education in secondary school: how to develop statistical reasoning when exploring data using CODAP". W New Skills in the Changing World of Statistics Education. International Association for Statistical Education, 2020. http://dx.doi.org/10.52041/srap.20305.

Pełny tekst źródła
Streszczenie:
Data Science has become an emerging field at the intersection of statistics, computer science and application fields and this discipline requires “new skills” to be enabled to explore for example large and messy datasets, so-called Big Data. Because of this emerging relevance we started an interdisciplinary project between statistics and computer science education, which is initiated by Deutsche Telekom Stiftung, with the aim to concretize Data Science and its implications for schools. We offer an innovative and interdisciplinary approach on how to implement Data Science in secondary school under the consideration of the need of “new skills in statistics education”. In this paper we will report on an introduction into Data Science at secondary school with the focus on exploring multivariate data with CODAP.
Style APA, Harvard, Vancouver, ISO itp.
6

Standl, Bernhard. "Conceptual patterns for student-centered computer science education at secondary school level". W 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.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Pantyukhina, M. A. "Organization of inclusive education in primary secondary school". W SCIENCE OF RUSSIA: TARGETS AND GOALS. LJournal, 2019. http://dx.doi.org/10.18411/sr-10-06-2019-65.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Wong, Kaufui V., Baochan D. Do i William Hagen. "Math and Science Education Comparisons Between the United States and the Rest of the World". W ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-67317.

Pełny tekst źródła
Streszczenie:
At the end of secondary education, the students of the United States are behind most advanced countries in science and mathematics. The main problem lies in the fact that the United States education system does not have a clear focus in their teaching of math and science through primary and secondary schools. According to the United States Department of Education, only 22 of the 50 states in the U.S. require that three years of math and science be taught in order to graduate from high school. This puts students of the United States at a disadvantage against the rest of the competitors on the global marketplace. This lack of uniformity in the United States is the reason that high school graduates are behind other developed countries in their math and science scores and subsequently less Americans are graduating from universities in the sciences. These facts could contribute detrimentally to the economic progress in the United States. To remedy this lack of American scientists and engineers, the United States needs to have a comprehensive system to encourage the study of math and science from primary school all the way to implementation in the economic marketplace.
Style APA, Harvard, Vancouver, ISO itp.
9

Duncan, Caitlin, i Tim Bell. "A Pilot Computer Science and Programming Course for Primary School Students". W WiPSCE '15: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2818314.2818328.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Kolar, Karel, Martin Bilek, Katerina Chroustova, Jiri Rychtera i Veronika Machkova. "CALCIUM CYCLE IN CHEMISTRY TEACHING AT THE LOWER SECONDARY SCHOOL". W 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.95.

Pełny tekst źródła
Streszczenie:
The research is focused on the use of experimental calcium cycle in chemistry teaching at the lower secondary school. The cycle is based on four reactions: 1. thermal decomposition of calcium carbonate, 2. reaction of calcium oxide with water, 3. calcium hydroxide with hydrochloric acid, 4. reaction of calcium chloride with sodium carbonate. The calcium cycle was tested at lower secondary schools (and equal classes from comprehensive schools). Despite the difficulty of taking some steps, the cycle was accepted by both teachers and learners. Keywords: chemistry teaching, experimental cycle, calcium cycle, lower secondary education.
Style APA, Harvard, Vancouver, ISO itp.

Raporty organizacyjne na temat "Secondary school science education"

1

Hayashi, Ryotaro, David Raitzer, Xylee Javier i Milan Thomas. Assessment of Changes in Secondary School Learning Outcomes in Post-COVID-19 Bhutan. Asian Development Bank, sierpień 2023. http://dx.doi.org/10.22617/brf23329-2.

Pełny tekst źródła
Streszczenie:
Bhutan’s schools maintained their relatively strong performance during the pandemic as access to remote learning, the opening of boarding facilities, and moves to prioritize education for secondary school pupils prevented performance gaps widening. This brief shows how Bhutan tried to minimize the impact of school closures on students, provided social safety nets to vulnerable households, and offered a mix of remote learning methods including television and internet. Analyzing exam grades for the Dzongkha national language, English, and science, it shows how the compensatory actions and steps to ensure continuity for secondary school pupils resulted in little decline in their results.
Style APA, Harvard, Vancouver, ISO itp.
2

Kompaniets, Alla, Hanna Chemerys i Iryna Krasheninnik. Using 3D modelling in design training simulator with augmented reality. [б. в.], luty 2020. http://dx.doi.org/10.31812/123456789/3740.

Pełny tekst źródła
Streszczenie:
The article is devoted to the theoretical consideration of the problem and the use of innovative technologies in the educational process in the educational establishment of secondary education in the process of studying the school course of computer science. The main advantages of using educational simulators in the educational process are considered, based on the new state standard of basic and complete general secondary education. Based on the analysis of scientific and methodological literature and network sources, the features of the development of simulators for educational purposes are described. Innovative tools for simulator development have been investigated, as augmented reality with the use of three-dimensional simulation. The peculiarities of using a simulator with augmented reality when studying the topic of algorithmization in the course of studying a school computer science are considered. The article also describes the implementation of augmented reality simulator for the formation of algorithmic thinking skills by students, presents the results of development and describes the functionality of the software product. In the further prospects of the study, it is planned to conduct an experimental study to determine the effectiveness of the use of software development in the learning process.
Style APA, Harvard, Vancouver, ISO itp.
3

Sokolyuk, O. M., N. P. Dement, O. P. Pinchuk i 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.

Pełny tekst źródła
Streszczenie:
The article is devoted to the problem of increasing the methodological level of teaching subjects of the natural mathematical cycle, in particular physics, in institutions of general secondary education. It is noted that the formation of basic competencies in the natural sciences and technologies is possible through the active use of computer-oriented technical means in the educational process. Working with computer models in physics lessons creates the conditions for the realization of cognitive activity of students, positively affects the formation of both the motivational and the substantive-process component of the subject competence of students.
Style APA, Harvard, Vancouver, ISO itp.
4

Bilousova, Liudmyla I., Liudmyla E. Gryzun, Daria H. Sherstiuk i Ekaterina O. Shmeltser. Cloud-based complex of computer transdisciplinary models in the context of holistic educational approach. [б. в.], wrzesień 2019. http://dx.doi.org/10.31812/123456789/3259.

Pełny tekst źródła
Streszczenie:
The paper represents the authors’ cloud-based complex of computer dynamic models and their transdisciplinary facilities. Proper theoretical background for the complex design is elaborated and the process of the computer models development is covered. The models in the complex are grouped in the sections according to the curriculum subjects (Physics, Algebra, Geometry, Biology, Geography, and Informatics). Each of the sections includes proper models along with their description and transdisciplinary didactic support. The paper also presents recommendations as for using of the complex to provide holistic learning of Mathematics, Science and Informatics at secondary school. The prospects of further research are outlined.
Style APA, Harvard, Vancouver, ISO itp.
5

Prew, Martin Prew. School-Based Management in Secondary Education in Sub-Saharan Africa. Toronto, Ontario Canada: Mastercard Foundation, listopad 2018. http://dx.doi.org/10.15868/socialsector.36894.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
6

White, K., M. Morris i M. Stegman. The Role of the National Laboratory in Improving Secondary Science Education. Office of Scientific and Technical Information (OSTI), październik 2008. http://dx.doi.org/10.2172/941014.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
7

Furstenberg, Frank, i David Neumark. School-to-Career and Post-Secondary Education: Evidence from the Philadelphia Educational Longitudinal Study. Cambridge, MA: National Bureau of Economic Research, kwiecień 2005. http://dx.doi.org/10.3386/w11260.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
8

Goldin, Claudia, i Lawrence Katz. Why the United States Led in Education: Lessons from Secondary School Expansion, 1910 to 1940. Cambridge, MA: National Bureau of Economic Research, sierpień 1997. http://dx.doi.org/10.3386/w6144.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
9

Undie, Chi-Chi, Harriet Birungi, George Odwe i 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.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
10

Undie, Chi-Chi, Harriet Birungi, George Odwe i 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.

Pełny tekst źródła
Style APA, Harvard, Vancouver, ISO itp.
Możesz być także zainteresowany rozszerzonymi bibliografiami na temat „Secondary school science education” dla poszczególnych typów źródeł:
Artykuły w czasopismach Rozprawy doktorskie Książki
Oferujemy zniżki na wszystkie plany premium dla autorów, których prace zostały uwzględnione w tematycznych zestawieniach literatury. Skontaktuj się z nami, aby uzyskać unikalny kod promocyjny!

Do bibliografii