Science.gov

Sample records for secondary school science

  1. Primary and Secondary School Science.

    ERIC Educational Resources Information Center

    Educational Documentation and Information, 1984

    1984-01-01

    This 344-item annotated bibliography presents overview of science teaching in following categories: science education; primary school science; integrated science teaching; teaching of biology, chemistry, physics, earth/space science; laboratory work; computer technology; out-of-school science; science and society; science education at…

  2. Secondary School Science and Technology in Mauritius.

    ERIC Educational Resources Information Center

    Hunma, Vandana

    2002-01-01

    Traces the history of secondary school science in Mauritius to identify factors that may have influenced its link to technology of local significance. Reports that while there are many educational and vocational opportunities, the education system is founded on literary lines with examinations. Subsequent selection at different levels has become…

  3. Secondary School Science Department Chairs Leading Change

    ERIC Educational Resources Information Center

    Gaubatz, Julie A.

    2012-01-01

    Secondary school department chairs are content area specialists in their schools and are responsible for providing students with the most appropriate curricula. However, most secondary school department chairs have limited authority to institute change unilaterally (Gmelch, 1993; Hannay & Erb, 1999). To explore how these educational leaders…

  4. Secondary School Science and Technology in Mauritius

    NASA Astrophysics Data System (ADS)

    Hunma, Vandana

    In this paper, history of secondary school science in Mauritius is traced to identifyfactors, which may have influenced its link to technology of local significance. Theeconomy was based on agriculture. Sugar research was not only well developed, itwas crucial for sustaining the social status of the Franco Mauritian economic elite.Secondary school science on the other hand was unaffected by locally conductedscientific and technical research. It prepared students for examinations of Britishexamination boards and for further education in British universities. This resultedin narrowing of the curriculum to the detriment of important but `non-examinable'components of the syllabus. This `teaching to test' was further enhanced by limitededucational opportunities at each level. All attempts at introducing agriculture andpractical work in the curriculum were also futile because of the apathy descendantsof Indian and African immigrants had for agriculture.Today, there are many educational and vocational opportunities still the educationsystem founded on literary lines with examinations and subsequent selection atdifferent levels has become so deep rooted that any deflection from examinationrequirements is difficult.

  5. Cooperative Learning in Science: Intervention in the Secondary School

    ERIC Educational Resources Information Center

    Topping, K. J.; Thurston, A.; Tolmie, A.; Christie, D.; Murray, P.; Karagiannidou, E.

    2011-01-01

    The use of cooperative learning in secondary school is reported--an area of considerable concern given attempts to make secondary schools more interactive and gain higher recruitment to university science courses. In this study the intervention group was 259 pupils aged 12-14 years in nine secondary schools, taught by 12 self-selected teachers.…

  6. Supporting Struggling Readers in Secondary School Science Classes

    ERIC Educational Resources Information Center

    Roberts, Kelly D.; Takahashi, Kiriko; Park, Hye-Jin; Stodden, Robert A.

    2012-01-01

    Many secondary school students struggle to read complex expository text such as science textbooks. This article provides step-by-step guidance on how to foster expository reading for struggling readers in secondary school science classes. Two strategies are introduced: Text-to-Speech (TTS) Software as a reading compensatory strategy and the…

  7. Leadership styles in secondary school science teachers

    NASA Astrophysics Data System (ADS)

    Lawson, Michael A.

    A comparison of United States secondary school science teachers who mentor high quality student research and teachers who do not mentor research was conducted using a demographic survey and the Multifactor Leadership Questionnaire-Form 5X. The major demographic difference between the two groups was a significantly greater number of years of teaching experience in the research group, a factor that correlated significantly with Extra Effort in students. Research group teachers self-reported higher mean scores than non-research group teachers on the five transformational leadership scales plus the transactional scale of Contingent Reward; however, a Multivariate Analysis of Variance found no significant difference between the groups. Independent t-tests found no significant difference between the groups based upon the remaining transactional scales. The research group was found to be significantly higher on the outcome variable of Extra Effort generated by students while the non-research group rated themselves significantly higher on Satisfaction of students. Transformational leadership in teachers should be addressed by future studies as a possible method of identifying motivational teachers.

  8. Bringing Science Research into Secondary Schools

    ERIC Educational Resources Information Center

    Allwood, Dan A.; Dean, Julian; Bryan, Matthew T.; Baker, Alan

    2009-01-01

    Finite element modelling software has been used to allow secondary school students to study nanoscale magnetic materials for hard drive recording applications. The students were introduced to the basic concepts of finite element modelling using a freely available internet game before modelling the magnetization reversal of single magnetic grains.…

  9. Bringing science research into secondary schools

    NASA Astrophysics Data System (ADS)

    Allwood, Dan A.; Dean, Julian; Bryan, Matthew T.; Baker, Alan

    2009-11-01

    Finite element modelling software has been used to allow secondary school students to study nanoscale magnetic materials for hard drive recording applications. The students were introduced to the basic concepts of finite element modelling using a freely available internet game before modelling the magnetization reversal of single magnetic grains. This approach allowed the students to see the underlying physics of magnetization switching emerge from their investigations and introduced them to the principles of scientific research. The students have also now been included as authors of a published scientific research article. The learning model used here could easily be adapted for university-school interactions in other areas of physics.

  10. Secondary-School Earth Science: A Column for Teachers.

    ERIC Educational Resources Information Center

    Christman, Robert

    1984-01-01

    Six secondary school teachers describe their most successful earth science investigations. They include various outdoor field activities, road-map reading skills, student-prepared and conducted investigations, and use of several materials for studying volcanoes. (JN)

  11. Teaching Science in U.S. Secondary Schools: A Survey.

    ERIC Educational Resources Information Center

    Keown, Duane

    1986-01-01

    Reports on a study to determine the use of outdoor resources in the teaching of natural science in secondary schools, and to obtain suggestions from science teachers for increasing and improving the use of outdoor resources. Results indicated 16 percent of classes do not study science outdoors. (TW)

  12. Teaching controversial issues in the secondary school science classroom

    NASA Astrophysics Data System (ADS)

    van Rooy, Wilhelmina

    1993-12-01

    A sample of fourteen secondary school biology teachers chosen from twelve schools were interviewed. The purpose was to determine their views on how controversial issues in science might be handled in the secondary school science classroom and whether the issues of surrogacy and human embryo experimentation were suitable controversial issues for discussion in schools. In general, teachers indicated that controversial issues deserve a more prominent place in the science curriculum because they have the potential to foster thinking, learning, and interest in science. The issues of surrogacy and human embryo experimentation were seen as appropriate contexts for learning, provided that teachers were well informed and sensitive to both the students and to the school environment.

  13. Evaluating Junior Secondary Science Textbook Usage in Australian Schools

    NASA Astrophysics Data System (ADS)

    McDonald, Christine V.

    2016-08-01

    A large body of research has drawn attention to the importance of providing engaging learning experiences in junior secondary science classes, in an attempt to attract more students into post-compulsory science courses. The reality of time and resource constraints, and the high proportion of non-specialist science teachers teaching science, has resulted in an overreliance on more transmissive pedagogical tools, such as textbooks. This study sought to evaluate the usage of junior secondary science textbooks in Australian schools. Data were collected via surveys from 486 schools teaching junior secondary (years 7-10), representing all Australian states and territories. Results indicated that most Australian schools use a science textbook in the junior secondary years, and textbooks are used in the majority of science lessons. The most highly cited reason influencing choice of textbook was layout/colour/illustrations, and electronic technologies were found to be the dominant curricula material utilised, in addition to textbooks, in junior secondary science classes. Interestingly, the majority of respondents expressed high levels of satisfaction with their textbooks, although many were keen to stress the subsidiary role of textbooks in the classroom, emphasising the textbook was `one' component of their teaching repertoire. Importantly, respondents were also keen to stress the benefits of textbooks in supporting substitute teachers, beginning teachers, and non-specialist science teachers; in addition to facilitating continuity of programming and staff support in schools with high staff turnover. Implications from this study highlight the need for high quality textbooks to support teaching and learning in Australian junior secondary science classes.

  14. Emirates Secondary School Science Teachers' Perspectives on the Nexus between Modern Science and Arab Culture.

    ERIC Educational Resources Information Center

    Haidar, Abdullateef H.

    2002-01-01

    Describes a study involving (n=286) secondary school science teachers from the seven Emirates which constitute the United Arab Emirates. Reports that Emirates secondary school science teachers did not view modern science as only a subculture of Western culture. (Contains 40 references.) (Author/YDS)

  15. Implementing and Supporting Earth Science Curriculum Reform in Secondary Schools

    NASA Astrophysics Data System (ADS)

    Smith, M. J.

    2003-12-01

    The American Geological Institute has been actively involved in developing earth science curricula for more thanm 40 years through programs like Earth Science Sourcebook and the Earth Science Curriculum Project. Recently, the AGI was funded by the National Science Foundation to develop curriculum for secondary school (grades 6-12) that would address the Earth science and inquiry content standards of the National Science Education Standards. The EarthComm (high school) and Investigating Earth Systems (middle school) curriculum programs were developed through funding from the National Science Foundation and corporate sponsors of the AGI Foundation, and published for the 2002-2003 schol year. The AGI is now actively involved in developing and refining systems for supporting the professional development of teachers who implement EarthComm and Investigating Earth Systems. The paper presentation will outline how AGI is supporting teachers through a combination of web-based programs, teacher workshops, and DVD and video materials.

  16. Cooperative learning in science: intervention in the secondary school

    NASA Astrophysics Data System (ADS)

    Topping, K. J.; Thurston, A.; Tolmie, A.; Christie, D.; Murray, P.; Karagiannidou, E.

    2011-04-01

    The use of cooperative learning in secondary school is reported - an area of considerable concern given attempts to make secondary schools more interactive and gain higher recruitment to university science courses. In this study the intervention group was 259 pupils aged 12-14 years in nine secondary schools, taught by 12 self-selected teachers. Comparison pupils came from both intervention and comparison schools (n = 385). Intervention teachers attended three continuing professional development days, in which they received information, engaged with resource packs and involved themselves in cooperative learning. Measures included both general and specific tests of science, attitudes to science, sociometry, self-esteem, attitudes to cooperative learning and transferable skills (all for pupils) and observation of implementation fidelity. There were increases during cooperative learning in pupil formulation of propositions, explanations and disagreements. Intervened pupils gained in attainment, but comparison pupils gained even more. Pupils who had experienced cooperative learning in primary school had higher pre-test scores in secondary education irrespective of being in the intervention or comparison group. On sociometry, comparison pupils showed greater affiliation to science work groups for work, but intervention pupils greater affiliation to these groups at break and out of school. Other measures were not significant. The results are discussed in relation to practice and policy implications.

  17. The formation of science choices in secondary school

    NASA Astrophysics Data System (ADS)

    Cleaves, Anna

    2005-04-01

    In this paper I examine the formation of post-16 choices over 3 years among higher achieving students with respect to enrolment in post-compulsory science courses. Transcripts from four interviews carried out over 3 years with 72 secondary school students were qualitatively analysed. Students were found to shape their choices for science in a variety of ways across time. The situation regarding science choices hinges on far more dynamic considerations than the stereotypical image of the potential advanced science student, committed to becoming a scientist from an early age. There is an interplay of self-perception with respect to science, occupational images of working scientists, relationship with significant adults and perceptions of school science The findings are informative for science educators and for career guidance professionals who may need to take into account the complexity of young people's choices.

  18. TESTING AND EVALUATION FOR THE SCIENCES IN THE SECONDARY SCHOOL.

    ERIC Educational Resources Information Center

    HEDGES, WILLIAM D.

    WRITTEN PRIMARILY FOR SCIENCE TEACHERS IN SECONDARY SCHOOLS, THIS BOOK DEALS WITH TEST CONSTRUCTION WITH PARTICULAR EMPHASIS ON PLANNING, RULES FOR WRITING TEST ITEMS, AND SUGGESTIONS FOR THE ORGANIZATION OF EXAMINATIONS. PRESENTED ARE SUGGESTIONS FOR DEVELOPING INSTRUMENTS TO TEST FOR (1) VARIOUS KINDS OF KNOWLEDGE, (2) UNDERSTANDING, AND (3) THE…

  19. Secondary School Students' Motivation and Achievement in Combined Science

    ERIC Educational Resources Information Center

    Chow, Shean Jen; Yong, Bob Chui Seng

    2013-01-01

    This study investigated students' motivation and achievement in combined science. A sample of 324 Year 11 students from eight government secondary schools in Brunei Darussalam participated in the study. Of the sample, 141 were boys and 183 were girls and their average age was 16.4 years. The motivation instrument used was adapted from the science…

  20. Evaluating the Use of Learning Objects for Secondary School Science

    ERIC Educational Resources Information Center

    Kay, Robin; Knaack, Liesel

    2007-01-01

    A learning object is an interactive web-based tool that supports learning by enhancing, amplifying, and guiding the cognitive processes of a learner. To date, no formal research has been done on the use of learning objects in secondary school science classrooms. The purpose of this study was to evaluate the use of learning objects developed for…

  1. Investigating the Impact of Snacks on Secondary School Students' Science Learning and Science Self-Efficacy

    ERIC Educational Resources Information Center

    Knowles, Reco T.

    2012-01-01

    The purpose of this study was to determine the impact of Snacks on secondary school students' science learning and science self-efficacy. This study also explored the relationship between teacher science self-efficacy and confidence. The study utilized thirteen (13) teachers participating in an inquiry science professional development that…

  2. Understanding understanding in secondary school science: An interpretive study

    NASA Astrophysics Data System (ADS)

    O'Neill, Maureen Gail

    This study investigated the teaching of secondary school science with an emphasis on promoting student understanding. In particular, I focused on two research questions: What are the possible meanings of teaching for understanding? And, how might one teach secondary school science for understanding? After semi-structured interviews were conducted with 13 secondary school science teachers, grounded theory methodology was used to interpret the data. As a result of the selective coding process, I was able to identify 14 connected components of teaching for understanding (TfU). The process of TfU involves: puzzle-solving, a specific pedagogy and a conscious decision. The teacher must be a reflective practitioner who has some knowledge of the facets of understanding. The teacher comes to a critical incident or crisis in his or her pedagogy and adopts a mindset which highlights TfU as a personal problematic. Teachers operate with student-centred rather than teacher-centred metaphors. TfU requires a firm belief in and passion for the process, a positive attitude and excellent pedagogical content knowledge. It hinges on a performance view of understanding and demands risk-taking in the science classroom. Abstracting these ideas to a theory led me to the notion of Purposive Teaching . In their purposive-driven role as pedagogues, these teachers have placed TfU at the core of their daily practice. Constraints and challenges facing TfU as well as implications of the findings are discussed. Keywords. science teaching, teaching for understanding, purposive teaching, constructivism, understanding, pedagogy, pedagogical content knowledge, memorization, meaningful learning, reflective practice.

  3. Understanding high school students' science internship: At the intersection of secondary school science and university science

    NASA Astrophysics Data System (ADS)

    Hsu, Pei-Ling

    In this dissertation I explore the nature of an internship for high school students in a university science laboratory and the issues that arise from it. The investigation of science internships is relatively new to science education; therefore, this exploration is urgently needed. Twenty-one participants were involved in the internship experience, including 13 students, one teacher, two research scientists, and five technicians. Data sources include observations, field notes, and videotapes. Drawing on four coherent and complementary research tools---cultural-historical activity theory, discourse analysis, conversation analysis, and phenomenography, I articulate a variety of phenomena from multiple perspectives. The phenomena identified in the dissertation include (a) the discursive resources deployed by a teacher for interesting and inviting students to participate in science; (b) the discursive resources high school students used for articulating their interests in science-related careers; (c) the natural pedagogical conversations for accomplishing the work of teaching and learning during the internship; (d) the theoretical concepts mobilized for describing the unfolding of science expertise in the internship; (e) participants' ways of experiencing the science internship; and (f) students' understandings of scientific practice after participating in the internship. The study identifies many useful resources for understanding the nature of the science internship and provides a foundation for future research. The findings reported here will also serve others as a springboard for establishing partnerships between high schools and science communities and improving teaching and learning in science education.

  4. Gender Stereotyping and Affective Attitudes towards Science in Chinese Secondary School Students

    ERIC Educational Resources Information Center

    Liu, Mingxin; Hu, Weiping; Jiannong, Shi; Adey, Philip

    2010-01-01

    This study explores explicit and implicit gender-science stereotypes and affective attitudes towards science in a sample of Chinese secondary school students. The results showed that (1) gender-science stereotyping was more and more apparent as the specialization of science subjects progresses through secondary school, becoming stronger from the…

  5. Secondary School Students' Understanding of Science and Their Socioscientific Reasoning

    NASA Astrophysics Data System (ADS)

    Karahan, Engin; Roehrig, Gillian

    2016-06-01

    Research in socioscientific issue (SSI)-based interventions is relatively new (Sadler in Journal of Research in Science Teaching 41:513-536, 2004; Zeidler et al. in Journal of Research in Science Teaching 46:74-101, 2009), and there is a need for understanding more about the effects of SSI-based learning environments (Sadler in Journal of Research in Science Teaching 41:513-536, 2004). Lee and Witz (International Journal of Science Education 31:931-960, 2009) highlighted the need for detailed case studies that would focus on how students respond to teachers' practices of teaching SSI. This study presents case studies that investigated the development of secondary school students' science understanding and their socioscientific reasoning within SSI-based learning environments. A multiple case study with embedded units of analysis was implemented for this research because of the contextual differences for each case. The findings of the study revealed that students' understanding of science, including scientific method, social and cultural influences on science, and scientific bias, was strongly influenced by their experiences in SSI-based learning environments. Furthermore, multidimensional SSI-based science classes resulted in students having multiple reasoning modes, such as ethical and economic reasoning, compared to data-driven SSI-based science classes. In addition to portraying how participants presented complexity, perspectives, inquiry, and skepticism as aspects of socioscientific reasoning (Sadler et al. in Research in Science Education 37:371-391, 2007), this study proposes the inclusion of three additional aspects for the socioscientific reasoning theoretical construct: (1) identification of social domains affecting the SSI, (2) using cost and benefit analysis for evaluation of claims, and (3) understanding that SSIs and scientific studies around them are context-bound.

  6. Innovations and Changes in Secondary School Science Curricula. Faculty of Arts and Sciences Publication No. 30.

    ERIC Educational Resources Information Center

    Ozinonu, A. Kemal

    The theoretical basis of various aspects of curriculum development, and the innovations and changes occurring in the secondary school science curricula in Turkey are presented. The technical details of the curriculum development process are examined by means of an experimental study conducted to develop a unified science curriculum for the junior…

  7. Looking at Life. Study Guide. Unit A2. ZIM-SCI, Zimbabwe Secondary School Science Project.

    ERIC Educational Resources Information Center

    Hosking, Bunty

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This ZIM-SCI study guide presents activities…

  8. Looking at Life. Teacher's Guide. Unit A2. ZIM-SCI, Zimbabwe Secondary School Science Project.

    ERIC Educational Resources Information Center

    Hosking, Bunty

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This teaching guide, designed to be read in…

  9. Particles in Action. Study Guide. Unit C2. ZIM-SCI, Zimbabwe Secondary School Science Project.

    ERIC Educational Resources Information Center

    Stocklmayer, Sue

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This ZIM-SCI study guide is a four-part unit…

  10. What is Matter? Teacher's Guide. Unit C1. ZIM-SCI, Zimbabwe Secondary School Science Project.

    ERIC Educational Resources Information Center

    Stocklmayer, Sue

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This teaching guide, designed to be read in…

  11. What is Matter? Study Guide. Unit C1. ZIM-SCI, Zimbabwe Secondary School Science Project.

    ERIC Educational Resources Information Center

    Stocklmayer, Sue

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This ZIM-SCI study guide is a two-part unit…

  12. What Makes Things Happen? Study Guide. Unit B. ZIM-SCI, Zimbabwe Secondary School Science Project.

    ERIC Educational Resources Information Center

    Dube, Peter

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This ZIM-SCI study guide presents activities…

  13. What Makes Things Happen? Teacher's Guide. Unit B. ZIM-SCI, Zimbabwe Secondary School Science Project.

    ERIC Educational Resources Information Center

    Dube, Peter

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This teaching guide, designed to be read in…

  14. Particles in Action. Teacher's Guide. Unit C2. ZIM-SCI, Zimbabwe Secondary School Science Project.

    ERIC Educational Resources Information Center

    Stocklmayer, Sue

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This teaching guide, designed to be read in…

  15. Mathematics and Experimental Sciences in the FRG-Upper Secondary Schools. Occasional Paper 40.

    ERIC Educational Resources Information Center

    Steiner, Hans-Georg

    The mathematics and experimental science courses in the programs of the upper secondary school in the Federal Republic of Germany (FRG) are discussed. The paper addresses: (1) the two "secondary levels" within the FRG school system, indicating that the Secondary I-Level (SI) comprises grades 5 through 9 or 10 while the Secondary II-Level (SII)…

  16. The Science Program in Small Rural Secondary Schools.

    ERIC Educational Resources Information Center

    Colton, R. W.

    Rural schools may have an advantage over urban schools in science teaching if sciences are perceived as means of exploring our surroundings, are presented as many viewpoints of one overall picture, and are taught in a form that deals with human situations. Collaboratively taught, rural science curricula can include study of agricultural ecology,…

  17. Secondary school students' understanding of the nature of science

    NASA Astrophysics Data System (ADS)

    Griffiths, Alan K.; Barry, Maurice

    1991-12-01

    A stratified random sample of 32 secondary students chosen from nine schools in eastern and central Newfoundland, Canada, were interviewed to determine their views of the nature of science. The interview transcripts were reduced to a set of individualized conceptual inventories. A number of general trends were identified. Most students were found to have difficulty establishing the domain of science, although many tended to view the practice of science as cumulative. Although the majority of the sample asserted that scientific information was tentative and provisional, they tended to regard factual information in science to be absolute and irrefutable. Scientific theories appeared to be understood only in a naive sense in that most students regarded theories as suggested explanations for fairly discrete events as opposed to elaborate interpretive frameworks. In accordance with previously documented evidence (Aikenhead, Fleming & Ryan, 1987) many students were found to equate the term “scientific law” with the more common legal usage of the word. Finally, elements of what Nadeau and Desautels (1984) term as naive realism, blissful empiricism, credulous experimentalism and excessive rationalism were quite prevalent.

  18. Evaluating Junior Secondary Science Textbook Usage in Australian Schools

    ERIC Educational Resources Information Center

    McDonald, Christine V.

    2016-01-01

    A large body of research has drawn attention to the importance of providing engaging learning experiences in junior secondary science classes, in an attempt to attract more students into post-compulsory science courses. The reality of time and resource constraints, and the high proportion of non-specialist science teachers teaching science, has…

  19. Science Choices in Norwegian Upper Secondary School: What Matters?

    ERIC Educational Resources Information Center

    Boe, Maria Vetleseter

    2012-01-01

    There is international concern about young people's participation in science. This study investigated the relevant importance of various issues in 1628 Norwegian upper secondary students' choices of postcompulsory subject combinations: natural science and mathematics (henceforth Science) or languages, social science and economics (henceforth…

  20. Facilities for Secondary School Science Teaching. Evolving Patterns in Facilities and Programs.

    ERIC Educational Resources Information Center

    Novak, Joseph D.

    A future-oriented report on secondary school science facilities is presented in this book by the National Science Teachers Association to provide assistance in school design. Examplar facilities of more than 140 observed schools are analyzed in connection with the social influences on science education and the evolving patterns in technology,…

  1. Upper Secondary School Pupils' Attitudes towards Natural Science

    ERIC Educational Resources Information Center

    Akarsu, Bayram; Kariper, Afsin

    2013-01-01

    Students' attitudes towards natural science constitute an important area in science education as fewer students are interested in natural science and they do not choose corresponding science disciplines in postsecondary education. The current study reports preliminary results of a survey on high school students' interests and attitudes…

  2. Ways of Using Science Clubs to Bridge into Secondary Schools

    ERIC Educational Resources Information Center

    Chapman, Steven

    2003-01-01

    Traditionally science clubs have been seen as a lunchtime or after-school activity, run by volunteer teachers giving up their spare time. Increasingly, however, they are being used creatively as a way of delivering important curriculum enhancement activities or even as a vehicle for the science part of whole-school priorities such as working with…

  3. Relevant Research. Scope, Sequence, and Coordination of Secondary School Science. Vol. II.

    ERIC Educational Resources Information Center

    Pearsall, Marcia K., Ed.

    This book is a collection of research papers and respected philosophical statements on how secondary school students learn science best. Taken together, these papers serve as the basis for the Project on Scope, Sequence, and Coordination of Secondary School Science (SS&C). This book explains where the learning ideas of the SS&C Content Core came…

  4. Sciences--Secondaire Deuxieme Cycle: Guide d'enseignement (Teaching Guide for the Second Cycle of Secondary School Science).

    ERIC Educational Resources Information Center

    Alberta Dept. of Education, Edmonton. Language Services Branch.

    This teachers guide is the French translation of the second cycle for the secondary science curriculum. The document is presented in six sections. The first section provides a historic overview of the secondary school science program that emphasizes the Science, Technology, and Society approach. The second section discusses what the science class…

  5. The Exeter Conference on Secondary School Science Education (Exeter, New Hampshire, June 15-22, 1980).

    ERIC Educational Resources Information Center

    Brinckerhoff, Richard F.; Compton, Charles A.

    In June, 1980, 38 secondary school science teachers and 10 specialists met at Phillips Exeter Academy to discuss the state of science education. Conference participants agreed that a crisis in science education exists. Events appear to indicate that the public is telling science teachers that what they are offering in the name of science education…

  6. Science Laboratory Learning Environments in Junior Secondary Schools

    ERIC Educational Resources Information Center

    Kwok, Ping Wai

    2015-01-01

    A Chinese version of the Science Laboratory Environment Inventory (SLEI) was used to study the students' perceptions of the actual and preferred laboratory learning environments in Hong Kong junior secondary science lessons. Valid responses of the SLEI from 1932 students of grade 7 to grade 9 indicated that an open-ended inquiry approach seldom…

  7. Parental Involvement, Interest in Schooling and Science Achievement of Junior Secondary School Students in Ogun State, Nigeria

    ERIC Educational Resources Information Center

    Olatoye, R. A.; Ogunkola, B. J.

    2008-01-01

    This study investigated the relative and combined influences of parental involvement and interest in schooling on science achievement of selected Junior Secondary School students in Ogun State, Nigeria. Twelve secondary schools were selected from the four administrative divisions of the State. A sample of 360 students participated in the study and…

  8. Environmental Studies, Conference Report, Secondary Schools Science Committee.

    ERIC Educational Resources Information Center

    Victoria Education Dept. (Australia).

    In addition to complete texts or summaries of a number of papers considering the scope and relevance of "environmental studies" to the secondary and elementary school programs in Victoria (Australia), many teaching techniques are described. Techniques for measuring carrying capacity of roadways, examining published air pollution data, estimation…

  9. New Mexico State Secondary School Science-Based Nutrition Curriculum.

    ERIC Educational Resources Information Center

    Ecklund, Susan, Ed.; Smalley, Katherine, Ed.

    This curriculum guide provides instructional materials for a 10-unit secondary-level science-based nutrition course. Each unit contains some or all of the following components: a summary sheet for each function, including generalizations with corresponding objectives, additional learning activities, and additional resources; unit outline; pretest;…

  10. A Validity Study of Attitudes toward Science Scale among Iranian Secondary School Students

    ERIC Educational Resources Information Center

    Liaghatdar, Muhammad J.; Soltani, Asghar; Abedi, Ahmad

    2011-01-01

    The purpose of this study is providing a scale for measuring attitudes toward science among Persian secondary school students. A total of 300 (150 girls and 150 boys) of second grade students from all disciplines including science and mathematics in secondary education, participated in the study. Research instrument was, translated Persian version…

  11. Effect of Self Regulated Learning Approach on Junior Secondary School Students' Achievement in Basic Science

    ERIC Educational Resources Information Center

    Nwafor, Chika E.; Obodo, Abigail Chikaodinaka; Okafor, Gabriel

    2015-01-01

    This study explored the effect of self-regulated learning approach on junior secondary school students' achievement in basic science. Quasi-experimental design was used for the study.Two co-educational schools were drawn for the study through simple random sampling technique. One school was assigned to the treatment group while the other was…

  12. Impact of Teachers' Motivational Indices on Science Students' Academic Performance in Nigerian Senior Secondary Schools

    ERIC Educational Resources Information Center

    Oredein, Afolakemi; Awodun, Adebisi

    2013-01-01

    The impact of science teachers' motivation on science students' academic performance in Senior Secondary Schools in Ondo and Ekiti States of Nigeria was investigated in this study. This was a descriptive survey research which was questionnaire based and past WAEC O/L ((May/June 2008 and 2009) student results on the science subjects. The population…

  13. SoSTI Course: An Elective Science Course for Thai Upper Secondary School Non-Science Students

    ERIC Educational Resources Information Center

    Pruekpramool, Chaninan; Phonphok, Nason; White, Orvil L.; Musikul, Kusalin

    2013-01-01

    This study is aimed to develop the interdisciplinary SoSTI (science of sound in traditional Thai musical instruments) course for Thai non-science upper secondary school students to study the students' attitudes toward science before and after studying from the course. The SoSTI course development is based on the interdisciplinary concept model and…

  14. Gender Stereotyping and Affective Attitudes Towards Science in Chinese Secondary School Students

    NASA Astrophysics Data System (ADS)

    Liu, Mingxin; Hu, Weiping; Jiannong, Shi; Adey, Philip

    2010-02-01

    This study explores explicit and implicit gender-science stereotypes and affective attitudes towards science in a sample of Chinese secondary school students. The results showed that (1) gender-science stereotyping was more and more apparent as the specialization of science subjects progresses through secondary school, becoming stronger from the 10th grade; girls were more inclined to stereotype than boys while this gender difference decreased with increasing grade; (2) girls tend to have an implicit science-unpleasant/humanities-pleasant association from the 8th grade, while boys showed a negative implicit attitude towards science up to the 11th grade. In self-report, girls preferred humanities to science, while boys preferred science to humanities; (3) implicit affective attitude was closely related to implicit stereotype. In particular, implicit affective attitude has a stronger predictive power on stereotype than the other way around, the result of which may have more significance for girls.

  15. Acoustics workshops for teachers in elementary schools and in secondary school science classes

    NASA Astrophysics Data System (ADS)

    Hansen, Uwe J.

    2002-11-01

    A number of acoustics workshops have been conducted throughout the US with support from ASA technical initiative and education funds. Emphasis in elementary schools is on using music to introduce science concepts. Concepts discussed include wave properties such as wavelength, frequency, propagation speed, and standing waves. The idea of resonance is experienced musically and physically, and the relationship between whole number frequency multiples and the musical harmonic series is developed. Computer programs such as cool-edit are used extensively in secondary teacher workshops to experience frequency analysis, frequency synthesis, and resonances in open and closed tubes. Workshop teaching approaches for these topics will be illustrated in this presentation.

  16. Upper Secondary School Physical Science Curricula in New Zealand after the National Qualifications Framework Reforms

    ERIC Educational Resources Information Center

    Vlaardingerbroek, Barend; Taylor, T. G. Neil

    2007-01-01

    The recent structural reforms in New Zealand education have given schools and teachers unprecedented freedom in curricular design and delivery. Using official educational award statistics for 2004 and data arising from a study of 23 schools' upper secondary science curricula in the same year, this study represents an early monitoring of the impact…

  17. Factors That Lead to Positive or Negative Stress in Secondary School Teachers of Mathematics and Science

    ERIC Educational Resources Information Center

    Mujtaba, Tamjid; Reiss, Michael

    2013-01-01

    This paper explores the factors that contribute to the development of positive stress and distress in teachers within secondary schools in England. It draws on narrative interviews undertaken with 12 mathematics and science teachers in six schools and focuses on three of these teachers to explore issues in more depth. The findings demonstrate that…

  18. Evaluation of Authentic Science Projects on Climate Change in Secondary Schools: A Focus on Gender Differences

    ERIC Educational Resources Information Center

    Dijkstra, Elma; Goedhart, Martin

    2011-01-01

    Background and purpose: This study examines secondary-school students' opinions on participating in authentic science projects which are part of an international EU project on climate change research in seven countries. Partnerships between schools and research institutes result in student projects, in which students work with and learn from…

  19. Students' Views about Secondary School Science Lessons: The Role of Practical Work

    ERIC Educational Resources Information Center

    Toplis, Rob

    2012-01-01

    This paper reports an interpretive study that sought students' views about the role that practical work plays in their school science lessons. Twenty-nine students aged between 13 and 16 years were selected from three secondary schools in England. Data were collected from initial lesson observations and in-depth interviews in order to explore…

  20. Perspectives and Visions of Computer Science Education in Primary and Secondary (K-12) Schools

    ERIC Educational Resources Information Center

    Hubwieser, Peter; Armoni, Michal; Giannakos, Michail N.; Mittermeir, Roland T.

    2014-01-01

    In view of the recent developments in many countries, for example, in the USA and in the UK, it appears that computer science education (CSE) in primary or secondary schools (K-12) has reached a significant turning point, shifting its focus from ICT-oriented to rigorous computer science concepts. The goal of this special issue is to offer a…

  1. Secondary School Teachers' Perspectives on Teaching about Topics That Bridge Science and Religion

    ERIC Educational Resources Information Center

    Billingsley, Berry; Riga, Fran; Taber, Keith S.; Newdick, Helen

    2014-01-01

    The question of where to locate teaching about the relationships between science and religion has produced a long-running debate. Currently, science and religious education (RE) are statutory subjects in England and are taught in secondary schools by different teachers. This paper reports on an interview study in which 16 teachers gave their…

  2. Geology and Earth Sciences Sourcebook for Elementary and Secondary Schools, Second Edition.

    ERIC Educational Resources Information Center

    Heller, Robert L.

    This earth science resource book, designed for use by elementary and secondary school teachers, presents aspects of earth science which illustrate the significance of matter, energy, forces, motion, time, and space in the dynamics and history of the earth. The major content of this resource manual consists of authoritative information about earth…

  3. The Current State of Secondary School Marine Science Education in the United States.

    ERIC Educational Resources Information Center

    Schlenker, Richard M.; Qureshi, Zahir

    Information was requested in late 1976 and early 1977 from the Departments of Education of each of the 50 states and Puerto Rico on the current status of secondary school marine science education. Thirty-five states and Puerto Rico responded. Some of the results are as follows: (1) Marine science assignments accounted for 1.94% of the total number…

  4. Effects of a Science Education Module on Attitudes towards Modern Biotechnology of Secondary School Students

    ERIC Educational Resources Information Center

    Klop, Tanja; Severiens, Sabine E.; Knippels, Marie-Christine P. J.; van Mil, Marc H. W.; Ten Dam, Geert T. M.

    2010-01-01

    This article evaluated the impact of a four-lesson science module on the attitudes of secondary school students. This science module (on cancer and modern biotechnology) utilises several design principles, related to a social constructivist perspective on learning. The expectation was that the module would help students become more articulate in…

  5. Development and Validation of a Project Package for Junior Secondary School Basic Science

    ERIC Educational Resources Information Center

    Udofia, Nsikak-Abasi

    2014-01-01

    This was a Research and Developmental study designed to develop and validate projects for Junior Secondary School Basic Science instruction and evaluation. The projects were developed using the project blueprint and sent for validation by experts in science education and measurement and evaluation; using a project validation scale. They were to…

  6. Observing Some Life Cycles. Teacher's Guide. Unit E3. ZIM-SCI, Zimbabwe Secondary School Science Project.

    ERIC Educational Resources Information Center

    Chitepo, Thoko; And Others

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This teaching guide contains instructional…

  7. Using Electricity. Teacher's Guide. Unit I2. ZIM-SCI, Zimbabwe Secondary School Science Project. Year 2.

    ERIC Educational Resources Information Center

    Chidume, Kwashira

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This teaching guide, designed to be used in…

  8. Using Electricity. Study Guide. Unit I2. ZIM-SCI, Zimbabwe Secondary School Science Project. Year 2.

    ERIC Educational Resources Information Center

    Chidume, Kwashira

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This ZIM-SCI study guide presents activities…

  9. Understanding Electricity. Teacher's Guide. Unit I1. ZIM-SCI, Zimbabwe Secondary School Science Project. Year 2.

    ERIC Educational Resources Information Center

    Chidume, Kwashira

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This teaching guide, designed to be read in…

  10. Understanding Electricity. Study Guide. Unit I1. ZIM-SCI, Zimbabwe Secondary School Science Project. Year 2.

    ERIC Educational Resources Information Center

    Chidume, Kwashira

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This ZIM-SCI study guide presents activities…

  11. Life, Beginning and Growing. Study Guide. Unit E1. ZIM-SCI, Zimbabwe Secondary School Science Project.

    ERIC Educational Resources Information Center

    Hosking, Bunty

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This ZIM-SCI study guide is a three-part unit…

  12. Life, Beginning and Growing. Teacher's Guide. Unit E1. ZIM-SCI, Zimbabwe Secondary School Science Project.

    ERIC Educational Resources Information Center

    Hosking, Bunty

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This teaching guide, designed to be read in…

  13. Our Planet Earth. Teacher's Guide. Unit F1. ZIM-SCI, Zimbabwe Secondary School Science Project. Year 2.

    ERIC Educational Resources Information Center

    Stocklmayer, Sue

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This ZIM-SCI study guide presents activities,…

  14. Our Planet Earth. Study Guide. Unit F1. ZIM-SCI, Zimbabwe Secondary School Science Project. Year 2.

    ERIC Educational Resources Information Center

    Stocklmayer, Sue

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This teaching guide, designed to be read in…

  15. Living Things and Their Food. Teacher's Guide. Unit G2. ZIM-SCI, Zimbabwe Secondary School Science Project. Year 2.

    ERIC Educational Resources Information Center

    Hosking, Bunty

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This teaching guide, designed to be read in…

  16. Atoms and Molecules. 'O' Level. Teacher's Guide. Unit 2. ZIM-SCI, Zimbabwe Secondary School Science Project. Year 3.

    ERIC Educational Resources Information Center

    Mandizha, George

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the third year of secondary school without the aid of qualified teachers and conventional laboratories. This teaching guide, designed to be used in…

  17. Atoms and Molecules. Study Guide. Unit 2. ZIM-SCI, Zimbabwe Secondary School Science Project. Year 3.

    ERIC Educational Resources Information Center

    Mandizha, George

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the third year of secondary school without the aid of qualified teachers and conventional laboratories. This ZIM-SCI study guide is a four-part unit…

  18. The Chemicals of the Earth. Study Guide. Unit F2. ZIM-SCI, Zimbabwe Secondary School Science Project. Year 2.

    ERIC Educational Resources Information Center

    Stocklmayer, Sue

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This ZIM-SCI study guide presents activities…

  19. The Chemicals of the Earth. Teacher's Guide. Unit F2. ZIM-SCI, Zimbabwe Secondary School Science Project. Year 2.

    ERIC Educational Resources Information Center

    Stocklmayer, Sue

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This teaching guide, designed to be read in…

  20. Forces in Living Things. Study Guide. Unit H2. ZIM-SCI, Zimbabwe Secondary School Science Project. Year 2.

    ERIC Educational Resources Information Center

    Hosking, Bunty; Zesaguli, Josie

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This ZIM-SCI study guide presents activities…

  1. Reproducing by Flowers and Seeds. Teacher's Guide. Unit E2. ZIM-SCI, Zimbabwe Secondary School Science Project.

    ERIC Educational Resources Information Center

    Zesaguli, Josie

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This teaching guide, designed to be read in…

  2. Reproducing by Flowers and Seeds. Study Guide. Unit E2. ZIM-SCI, Zimbabwe Secondary School Science Project.

    ERIC Educational Resources Information Center

    Zesaguli, Josie

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and environmental laboratories. This ZIM-SCI study guide consists of…

  3. What Do You Know about Water? Study Guide. Unit D. ZIM-SCI, Zimbabwe Secondary School Science Project.

    ERIC Educational Resources Information Center

    Dube, Peter

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This ZIM-SCI study guide is a three-part unit…

  4. What Do You Know about Water? Teacher's Guide. Unit D. ZIM-SCI, Zimbabwe Secondary School Science Project.

    ERIC Educational Resources Information Center

    Dube, Peter

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This teaching guide, designed to be read in…

  5. Learning to be a Scientist. Study Guide. Unit A1. ZIM-SCI, Zimbabwe Secondary School Science Project.

    ERIC Educational Resources Information Center

    Stocklmayer, Sue

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This ZIM-SCI study guide introduces students to…

  6. Living Things and Their Food. Study Guide. Unit G2. ZIM-SCI, Zimbabwe Secondary School Science Project. Year 2.

    ERIC Educational Resources Information Center

    Hosking, Bunty

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This ZIM-SCI study guide presents activities…

  7. Sense from Senses. Study Guide. Unit J. ZIM-SCI, Zimbabwe Secondary School Science Project. Year 2.

    ERIC Educational Resources Information Center

    Simango, Sam

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This ZIM-SCI study guide presents activities…

  8. Sense from Senses. Teacher's Guide. Unit J. ZIM-SCI, Zimbabwe Secondary School Science Project. Year 2.

    ERIC Educational Resources Information Center

    Simango, Sam

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This teaching guide, designed to be read in…

  9. Energy for Living. Teacher's Guide. Unit G1. ZIM-SCI, Zimbabwe Secondary School Science Project. Year 2.

    ERIC Educational Resources Information Center

    Hosking, Bunty

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This teaching guide, designed to be read in…

  10. Energy for Living. Study Guide. Unit G1. ZIM-SCI, Zimbabwe Secondary School Science Project. Year 2.

    ERIC Educational Resources Information Center

    Hosking, Bunty

    The Zimbabe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This ZIM-SCI study guide includes activities and…

  11. Forces in Action. Study Guide. Unit H1. ZIM-SCI, Zimbabwe Secondary School Science Project. Year 2.

    ERIC Educational Resources Information Center

    Dube, Peter

    The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This ZIM-SCI study guide presents activities…

  12. Chinese Secondary School Science Teachers' Understanding of the Nature of Science--Emerging from Their Views of Nature

    ERIC Educational Resources Information Center

    Ma, Hongming

    2009-01-01

    The findings reported in this paper report on an investigation of Chinese people's understanding of the nature of science in relation to their conceptualisations of Nature. As an exploratory and interpretive study, it uses semi-structured interviews with 25 Chinese secondary school science teachers. The paper first presents these teachers'…

  13. Secondary Science Teachers' and Students' Involvement in a Primary School Community of Science Practice: How It Changed Their Practices and Interest in Science

    NASA Astrophysics Data System (ADS)

    Forbes, Anne; Skamp, Keith

    2016-02-01

    MyScience is a primary science education initiative in which being in a community of practice is integral to the learning process. In this initiative, stakeholder groups—primary teachers, primary students and mentors—interact around the `domain' of `investigating scientifically'. This paper builds on three earlier publications and interprets the findings of the views of four secondary science teachers and five year 9 secondary science students who were first-timer participants—as mentors—in MyScience. Perceptions of these mentors' interactions with primary students were analysed using attributes associated with both `communities of practice' and the `nature of science'. Findings reveal that participation in MyScience changed secondary science teachers' views and practices about how to approach the teaching of science in secondary school and fostered primary-secondary links. Year 9 students positively changed their views about secondary school science and confidence in science through participation as mentors. Implications for secondary science teaching and learning through participation in primary school community of science practice settings are discussed.

  14. Science achievement in secondary school students across rural and urban South Dakota locales.

    PubMed

    Maas, Teresa; Amolins, Michael; Vitiello, Peter

    2015-05-01

    While many efforts have been made at the graduate level to train physicians for rural South Dakota, there has been little work to identify how geographic locale affects the science achievement of high school students. This study utilized the urban-central locale code system to analyze South Dakota high school student ACT science scores. Rural student achievement was significantly lower than students from city and town locales. By analyzing such correlations, unique strategies can be developed to improve secondary rural science education and increase the number of students pursuing careers in rural medicine. PMID:26058258

  15. Spanish Secondary-School Science Teachers' Beliefs about Science-Technology-Society (STS) Issues

    ERIC Educational Resources Information Center

    Vazquez-Alonso, Angel; Garcia-Carmona, Antonio; Manassero-Mas, Maria Antonia; Bennassar-Roig, Antoni

    2013-01-01

    This study analyzes the beliefs about science-technology-society, and other Nature of Science (NOS) themes, of a large sample (613) of Spanish pre- and in-service secondary education teachers through their responses to 30 items of the Questionnaire of Opinions on Science, Technology and Society. The data were processed by means of a multiple…

  16. Science Dual Enrollment: An Examination of High School Students' Post-Secondary Aspirations

    ERIC Educational Resources Information Center

    Berry, Chelsia

    2015-01-01

    The purpose of this study was to determine if participation in science dual enrollment courses influenced African American high school students' post-secondary aspirations that will lead to college attendance. The investigation examined the relationship between African American students' learning experiences and how their self-efficacy and outcome…

  17. Selective Attentional Effects of Adjunct Study Questions on Achievement in Nigerian Secondary School Science

    ERIC Educational Resources Information Center

    Okoye, Nnamdi S.

    2008-01-01

    The study investigated the selective attentional effects of adjunct study questions inserted before or after the presentation of science flow diagrams. The basic design for the study was a post-test only control group design involving a total of 252 students randomly selected from six secondary schools in Ile-Ife, Oshun State Nigeria. These were…

  18. Collaboration between Science and Religious Education Teachers in Scottish Secondary Schools

    ERIC Educational Resources Information Center

    Hall, Stuart; McKinney, Stephen; Lowden, Kevin; Smith, Marjorie; Beaumont, Paul

    2014-01-01

    The article reports on quantitative research that examines: (1) the current practice in collaboration; and (2) potential for collaboration between Science and Religious Education teachers in a large sample of Scottish secondary schools. The authors adopt and adapt three models ("conflict"; "concordat" and…

  19. The Investigation of Secondary School Science and Mathematics Pre-Service Teachers' Attitudes towards Teaching Profession

    ERIC Educational Resources Information Center

    Akbulut, Omer Engin; Karakus, Fatih

    2011-01-01

    The purpose of this study was to determine how pedagogical content courses taken during teacher education programs affect the pre-service teachers' attitudes toward teaching profession. 239 secondary school science and Mathematics (Physics, Chemistry, Biology, Mathematics) pre-service teachers participated in the study and "Teaching Professional…

  20. Supporting and Resourcing Secondary Science Teachers in Rural and Regional Schools

    ERIC Educational Resources Information Center

    Kenny, John; Seen, Andrew; Purser, John

    2008-01-01

    This paper reports on the outcomes of a pilot project to support secondary teachers of science in rural and regional Tasmania. The pilot project involved eight regional schools and was based on the provision of a kit of materials and an associated learning program that used brine shrimp or "sea-monkeys" to test for water quality. The unit was…

  1. Metacognitive Strategies on Classroom Participation and Student Achievement in Senior Secondary School Science Classrooms

    ERIC Educational Resources Information Center

    ibe, Helen Ngozi

    2009-01-01

    Teachers constantly face the challenges of the most effective methods of instruction that could enhance academic achievement and match the diversity among students. This study therefore aimed at examining the effects of metacognitive strategies on classroom participation and student achievement in Senior Secondary School Science classrooms. One…

  2. Teachers' Quality, Instructional Strategies and Students' Performance in Secondary School Science

    ERIC Educational Resources Information Center

    Okoye, Nnamid S.; Momoh, Solomon O.; Aigbomian, Daniel O.; Okecha, Rita Ebele

    2008-01-01

    The study examined the instruction between two independent variables of Teacher Quality and Instructional Strategy on Students Performance in Secondary School Science. In trying to examine the problem of this study, three null hypotheses were generated for testing at 0.05 level of significance Factorial Analysis of variance design with one…

  3. Exploring the TPACK of Taiwanese Secondary School Science Teachers Using a New Contextualized TPACK Model

    ERIC Educational Resources Information Center

    Jang, Syh-Jong; Tsai, Meng-Fang

    2013-01-01

    Technological pedagogical and content knowledge (TPACK) has been one of the steering theoretical concepts widely employed by researchers in order to examine and develop teachers' knowledge of integrating technology into teaching. Existing research on TPACK shows little about in-service secondary school science teachers' TPACK through a…

  4. History of Science and Medicine in Turkish History Secondary School Textbooks

    ERIC Educational Resources Information Center

    Karabag, S. Gulin

    2015-01-01

    In this paper, it is aimed to analyze the acquirements and topics in Turkish secondary school history textbooks that are published by the Ministry of National Education (MEB) and by the private sector to determine to what extend the place given to history of science and history of medicine. In the study, the document and content analysis…

  5. How Do Secondary School Science Students Interpret and Construct Scientific Graphs?

    ERIC Educational Resources Information Center

    Tairab, Hassan H.; Khalaf Al-Naqbi, Ali K.

    2004-01-01

    The study explored how Grade 10 science students learned from scientific graphs. This paper explores (a) students' abilities to interpret graphical information; (b) students' abilities to represent information graphically; (c) factors that could impede the process of interpretation and construction of graphs among secondary school science…

  6. Analysis and Evaluation of Science Teaching in the Nigerian Secondary Schools.

    ERIC Educational Resources Information Center

    Thollairathil, George C.

    This survey was conducted to determine the status of the following aspects of science curriculum in the twelve states of Nigeria: (1) time allocation, (2) teaching methods, (3) textbooks, (4) syllabi, (5) teaching aids, and (6) evaluation procedures. A questionnaire was developed for this purpose. The sample consisted of 294 secondary schools,…

  7. Introduction of the Concepts of Plate Tectonics into Secondary-School Earth Science Textbooks.

    ERIC Educational Resources Information Center

    Glenn, William Harold

    1992-01-01

    Secondary school earth-science textbooks in print from 1960 through 1979 were examined to determine how rapidly concepts of plate tectonics were incorporated into those texts during the period when scientists' views about these concepts were evolving most rapidly. Suggests that delays were probably due to an unwillingness to engage in speculation…

  8. Science and Mathematics Books for Elementary and Secondary Schools, A Bibliography from the Educational Materials Center.

    ERIC Educational Resources Information Center

    Watt, Lois B.; And Others

    This is an annotated bibliography of science and mathematics textbooks and juvenile trade books received in the Educational Materials Center between January, 1969 and February, 1970. The contents are divided into two major sections: Juvenile Literature, and Textbooks for Elementary and Secondary Schools. The first section includes only those books…

  9. Challenges and Opportunities: Using a Science-Based Video Game in Secondary School Settings

    ERIC Educational Resources Information Center

    Muehrer, Rachel; Jenson, Jennifer; Friedberg, Jeremy; Husain, Nicole

    2012-01-01

    Simulations and games are not new artifacts to the study of science in secondary school settings (Hug, Kriajcik and Marx 2005), however teachers remain skeptical as to their value, use and appropriateness (Rice 2006). The difficulty is not only the design and development of effective play environments that produce measurable changes in knowledge…

  10. Determinants of Girls' Performance in Science, Mathematics and Technology Subjects in Public Secondary Schools in Kenya

    ERIC Educational Resources Information Center

    Musau, Lydia Mbaki; Migosi, Joash; Muola, James Matee

    2013-01-01

    There has been incessant low academic performance in Science, Mathematics and Technology (SMT) subjects especially among girls at form four level in Kitui Central District over the years. The aim of this study was to investigate the determinants of girls' performance in SMT subjects in public secondary schools. Using ex-post-facto survey research…

  11. Mentor teachers' perceptions of their own professional development within a secondary science professional development school

    NASA Astrophysics Data System (ADS)

    Kreamer, Sherry Maureen

    Mentor teachers' perceptions of their professional development within a secondary science professional development school were studied using grounded theory within a postmodern lens. The driving questions which framed this study were: How do mentor teachers' perceive their own professional development in the context of an emerging secondary science Professional Development School? How is mentor professional development supported or inhibited in this secondary science PDS? How do mentor teachers' perceive teaching science through inquiry in the context of this secondary science Professional Development School? In what ways do mentor teachers view themselves as participants in a community of learners within the PDS context? Seven secondary science mentor teachers were purposefully selected as participants based on their commitment to mentor a pre-service science education intern for one school year. The primary sources of data were two semi-structured interviews, one taken early in the school year, and the other taken near or at the end of the school year. Other sources of data were participant mentor journal entries, focus group notes, written mentor responses to an inquiry prompt and professional development prompt, and the Secondary Science Professional Development Handbook which the participant/focus group generated. These additional data sources were used to help reach consensus as well as add richness to the study. Data were analyzed initially using the grounded theory qualitative software ATLASti (1997), to discover codes and patterns of connectivity. Results of initial analysis were compared with subsequent data analysis, and member check for clarification and consensus. Mentors in this study identified six dimensions which influenced their professional development. Five of these enhanced their practice. These were: benefits, roles, goals, preparation, and support. Participants also identified barriers which inhibited their professional growth. The most

  12. Evaluation of Some Approved Basic Science and Technology Textbooks in Use in Junior Secondary Schools in Nigeria

    ERIC Educational Resources Information Center

    Nwafor, C. E.; Umoke, C. C.

    2016-01-01

    This study was designed to evaluate the content adequacy and readability of approved basic science and technology textbooks in use in junior secondary schools in Nigeria. Eight research questions guided the study. The sample of the study consisted of six (6) approved basic science and technology textbooks, 30 Junior Secondary Schools randomly…

  13. Why Do Secondary School Students Lose Their Interest in Science? Or Does It Never Emerge? A Possible and Overlooked Explanation

    ERIC Educational Resources Information Center

    Anderhag, Per; Wickman, Per-Olof; Bergqvist, Kerstin; Jakobson, Britt; Hamza, Karim Mikael; Säljö, Roger

    2016-01-01

    In this paper, we review research on how students' interest in science changes through the primary to secondary school transition. In the literature, the findings generally show that primary students enjoy science but come to lose interest during secondary school. As this claim is based mainly on interview and questionnaire data, that is on…

  14. Effects of a Science Education Module on Attitudes towards Modern Biotechnology of Secondary School Students

    NASA Astrophysics Data System (ADS)

    Klop, Tanja; Severiens, Sabine E.; Knippels, Marie-Christine P. J.; van Mil, Marc H. W.; Ten Dam, Geert T. M.

    2010-06-01

    This article evaluated the impact of a four-lesson science module on the attitudes of secondary school students. This science module (on cancer and modern biotechnology) utilises several design principles, related to a social constructivist perspective on learning. The expectation was that the module would help students become more articulate in this particular field. In a quasi-experimental design (experimental-, control groups, and pre- and post-tests), secondary school students' attitudes (N = 365) towards modern biotechnology were measured by a questionnaire. Data were analysed using Chi-square tests. Significant differences were obtained between the control and experimental conditions. Results showed that the science module had a significant effect on attitudes, although predominantly towards a more supportive and not towards a more critical stance. It is discussed that offering a science module of this kind can indeed encourage students to become more aware of modern biotechnology, although promoting a more critical attitude towards modern biotechnology should receive more attention.

  15. Secondary School Students' Interests, Attitudes and Values Concerning School Science Related to Environmental Issues in Finland

    ERIC Educational Resources Information Center

    Uitto, Anna; Juuti, Kalle; Lavonen, Jari; Byman, Reijo; Meisalo, Veijo

    2011-01-01

    This paper explores the relationship between students' interests in environmental issues, attitudes to environmental responsibility and biocentric values in school science education. The factors were investigated within the framework of three moderators: gender, school and residential area of the school. The survey was carried out using the…

  16. Educator Preparedness to Teach Environmental Science in Secondary Schools

    ERIC Educational Resources Information Center

    Guillory, Linus Joseph, Jr.

    2012-01-01

    This study assesses the environmental proficiency of Texas life science educators certified from 2003 to 2011 by analyzing their TExES 138 8-12 exam results in domains V and VI. The sample consisted of all the individuals that took and passed the TExES 138 life science 8-12 exam. During this period, approximately 41% of the individuals who took…

  17. A Science-Technology-Society Paradigm and Cross River State Secondary School Students' Scientific Literacy: Problem Solving and Decision Making

    ERIC Educational Resources Information Center

    Umoren, Grace

    2007-01-01

    The aim of this study was to investigate the effect of Science-Technology-Society (STS) curriculum on students' scientific literacy, problem solving and decision making. Four hundred and eighty (480) Senior Secondary two science and non-science students were randomly selected from intact classes in six secondary schools in Calabar Municipality of…

  18. Computer-Integrated Instruction Inservice Notebook: Secondary School Science.

    ERIC Educational Resources Information Center

    Franklin, Sharon, Ed.; Strudler, Neal, Ed.

    The purpose of this notebook is to assist educators who are designing and implementing inservice education programs to facilitate the effective use of computer integrated instruction (CII) in schools. It is divided into the following five sections: (1) Effective Inservice (a brief summary of inservice literature focused on inservice dimensions and…

  19. Secondary school science teaching, 1970--1992: Objectives as stated in periodical literature

    NASA Astrophysics Data System (ADS)

    Hemby, Brian Franklin

    Purpose of the study. The major purpose of this study was to identify and classify objectives for teaching science in secondary schools in the United States during the period 1970--1992. These objectives were identified by objective statements in articles from selected professional periodicals. Procedure. The 1970--1992 period was divided into two subperiods on the basis of major historical events. Selected professional periodicals were searched for statements of objectives of secondary school science teaching. These statements were catalogued into Knowledge, Process, Attitude and Interest, or Cultural Awareness categories. The resulting data were classified within and across the two subperiods according to frequency of occurrence, category, authorship, and year. Findings. The major findings of this investigation included the following: (1) Authors in Higher Education produced the most articles, both research-oriented and nonresearch-oriented, and the most statements in each subperiod. Miscellaneous authors produced the least articles and statements. (2) Statements in the Process category were most frequent in the two subperiods. (3) The "most important" objectives for secondary school science teaching were Philosophical, sociological, and political aspects (from the Cultural Awareness category), Processes, skills, and techniques (from the Process category), and Major facts, principles, or fundamentals (from the Knowledge category). (4) Attitude and Interest objectives were consistently ranked as least important throughout the study. (5) The ranking of "most important" objectives in research-oriented articles generally agreed with the ranking in articles as a whole. Conclusions. Based on the findings of this investigation, the following conclusions were made: (1) The objectives for teaching secondary school science were influenced by historical events, especially the Vietnam War, the Cold War, the AIDS pandemic, and the publication of A Nation at Risk: The

  20. Science/Technology/Society: A Framework for Curriculum Reform in Secondary School Science and Social Studies.

    ERIC Educational Resources Information Center

    Hickman, Faith M.; And Others

    The Science/Technology/Society (STS) theme describes a contemporary trend in education which focuses on the teaching of issues such as air quality, nuclear power, land use, and water resources but justification for including STS in the high school core curriculum has a precedence based on historical connections among science, technology, and…

  1. Marine Science Syllabus for Secondary Schools. Report of an IOC Workshop on the Preparation of a Marine Science Syllabus for Secondary Schools. Unesco Reports in Marine Science, 5.

    ERIC Educational Resources Information Center

    United Nations Educational, Scientific, and Cultural Organization, Paris (France). Div. of Marine Sciences.

    Presented is a syllabus for introducing oceanography and the marine environment into the secondary school curricula of all IOC Member States, whether developed or developing. The main purpose of the syllabus is to promote an understanding of oceanography and the marine environment. The syllabus is action- and output-oriented, as well as…

  2. Teaching Soil Science in Primary and Secondary Schools

    NASA Technical Reports Server (NTRS)

    Levine, Elissa R.

    1998-01-01

    Earth's thin layer of soil is a fragile resource, made up of minerals, organic materials, air, water, and billions of living organisms. Soils plays a variety of critical roles that sustain life on Earth. If we think about soil, we tend to see it first as the source of most of the food we eat and the fibers we use, such as wood and cotton. Few students realize that soils also provide the key ingredients to many of the medicines (including antibiotics), cosmetics, and dyes that we use. Fewer still understand the importance of soils in integrating, controlling, and regulating the movement of air, water, materials, and energy between the hydrosphere, lithosphere, atmosphere, and biosphere. Because soil sustains life, it offers both a context and a natural laboratory for investigating these interactions. The enclosed poster, which integrates soil profiles with typical landscapes in which soils form, can also help students explore the interrelationships of Earth systems and gain an understanding of our soil resources. The poster, produced jointly by the American Geological Institute and the Soil Science Society of America, aims to increase awareness of the importance of soil, as does the GLOBE (Global Learning and Observations To Benefit the Environment) Program. Vice President Al Gore instituted the GLOBE Program on Earth Day of 1993 to increase environmental awareness of individuals throughout the world, contribute to a better scientific understanding of the Earth, and help all students reach higher levels of achievement in science and mathematics. GLOBE functions as a partnership between scientists, students, and teachers in which scientists design protocols for specific measurements they need for their research that can be performed by K-12 students. Teachers are trained in the GLOBE protocols and teach them to their students. Students make the measurements, enter data via the Internet to a central data archive, and the data becomes available to scientists and the

  3. Factors Affecting Gender Equity in the Choice of Science and Technology Careers among Secondary School Students in Edo State, Nigeria

    ERIC Educational Resources Information Center

    Osagie, Roseline O.; Alutu, Azuka N.

    2016-01-01

    The study investigated the factors affecting gender equity in science and technology among senior secondary school students. The study was carried out at the University of Benin Demonstration Secondary School in Benin City, Edo State, Nigeria. One hundred and fifty students of average age 15 years in their penultimate year were administered the…

  4. GeoBus: bringing experiential Earth science learning to secondary schools in the UK

    NASA Astrophysics Data System (ADS)

    Pike, C. J.; Robinson, R. A. J.; Roper, K. A.

    2014-12-01

    GeoBus (www.geobus.org.uk) is an educational outreach project that was developed in 2012 by the Department of Earth and Environmental Sciences at the University of St Andrews, and it is sponsored jointly by industry and the UK Research Councils (NERC and EPSRC). The aims of GeoBus are to support the teaching of Earth Science in secondary (middle and high) schools by providing teaching support to schools that have no or little expertise of teaching Earth science, to share the outcomes of new science research and the experiences of young researchers with school pupils, and to provide a bridge between industry, higher education institutions, research councils and schools. Since its launch, GeoBus has visited over 160 different schools across the length and breadth of Scotland. Over 30,000 pupils will have been involved in experiential Earth science learning activities by December 2014, including many in remote and disadvantaged regions. The challenge with secondary school experiential learning as outreach is that activities need to be completed in either 50 or 80 minutes to fit within the school timetables in the UK, and this can limit the amount of hands-on activities that pupils undertake in one session. However, it is possible to dedicate a whole or half day of linked activities to Earth science learning in Scotland and this provides a long enough period to undertake field work, conduct group projects, or complete more complicated experiments. GeoBus has developed a suite of workshops that all involve experiential learning and are targeted for shorter and longer time slots, and the lessons learned in developing and refining these workshops to maximise the learning achieved will be presented. Three potentially unsurprising observations hold true for all the schools that GeoBus visits: young learners like to experiment and use unfamiliar equipment to make measurements, the element of competition stimulates learners to ask questions and maintain focus and enthusiasum

  5. Indigenous and Western Knowledges in Science Education: An Ethnographic Study of Rural and Urban Secondary Schools and Classrooms in Kenya

    ERIC Educational Resources Information Center

    O'Hern, Darren M.

    2010-01-01

    In Kenya, indigenous knowledges related to the natural sciences are not considered in the formal science education of secondary students. Despite the prevalence of studies that examine indigenous knowledges in Kenyan school and community contexts, the perspectives of students and teachers concerning indigenous natural science knowledges and their…

  6. "I Wouldn't Have Said It that Way": Mediating Professional Editorial Comments in a Secondary School Science Classroom

    ERIC Educational Resources Information Center

    Kohnen, Angela M.

    2013-01-01

    This article presents an analysis of a videotaped lecture from a secondary school science classroom. The students in this class had drafted science journalism articles and submitted them for professional editorial review and possible publication in a science newsmagazine for a teenage audience. Before allowing her students to see the editorial…

  7. GeoBus: bringing Earth science learning to secondary schools in the UK

    NASA Astrophysics Data System (ADS)

    Robinson, Ruth; Roper, Kathryn; Pike, Charlotte

    2015-04-01

    GeoBus (www.geobus.org.uk) is an educational outreach project that was developed in 2012 by the Department of Earth and Environmental Sciences at the University of St Andrews, and it is sponsored jointly by industry and the UK Research Councils (NERC and EPSRC). The aims of GeoBus are to support the teaching of Earth Science in secondary (middle and high) schools by providing teaching support to schools that have no or little expertise of teaching Earth science, to share the outcomes of new science research and the experiences of young researchers with school pupils, and to provide a bridge between industry, higher education institutions, research councils and schools. Since its launch, GeoBus has visited over 160 different schools across the length and breadth of Scotland. Almost 35,000 pupils will have been involved in experiential Earth science learning activities by April 2015, including many in remote and disadvantaged regions. The challenge with secondary school experiential learning as outreach is that activities need to be completed in either 50 or 80 minutes to fit within the school timetables in the UK, and this can limit the amount of hands-on activities that pupils undertake in one session. However, it is possible to dedicate a whole or half day of linked activities to Earth science learning within the Scotland Curriculum for Excellence, and this provides a long enough period to undertake field work, conduct group projects, or complete more complicated experiments. GeoBus has developed a suite of workshops that all involve experiential learning and are targeted for shorter and longer time slots, and the lessons learned in developing and refining these workshops to maximise the learning achieved will be presented. A key aim of GeoBus is to incorporate research outcomes directly into workshops, and to involve early career researchers in project development. One example that is currently in progress is a set of hydrology workshops that focus on the water

  8. Spanish Secondary-School Science Teachers' Beliefs About Science-Technology-Society (STS) Issues

    NASA Astrophysics Data System (ADS)

    Vázquez-Alonso, Ángel; García-Carmona, Antonio; Manassero-Mas, María Antonia; Bennàssar-Roig, Antoni

    2013-05-01

    This study analyzes the beliefs about science-technology-society, and other Nature of Science (NOS) themes, of a large sample (613) of Spanish pre- and in-service secondary education teachers through their responses to 30 items of the Questionnaire of Opinions on Science, Technology and Society. The data were processed by means of a multiple response model to generate the belief indices used as the bases for subsequent quantitative and qualitative analyses. Other studies have reported a negative profile of teachers' understanding in this area, but the diagnosis emerging from the present work is more complex. There was a mix of appropriate beliefs coexisting with others that are inappropriate on the topics analyzed. The overall assessment, however, is negative since clearly teachers need to have a better understanding of these questions. There were scant differences between the pre- and in-service teachers, and hence no decisive evidence that the practice of teaching contributes to improving the in-service teachers' understanding. These results suggest there is an urgent need to bring the initial and continuing education of science teachers up to date to improve their understanding of these topics of science curricula, and thus improve the teaching of science.

  9. Students' Views About Secondary School Science Lessons: The Role of Practical Work

    NASA Astrophysics Data System (ADS)

    Toplis, Rob

    2012-06-01

    This paper reports an interpretive study that sought students' views about the role that practical work plays in their school science lessons. Twenty-nine students aged between 13 and 16 years were selected from three secondary schools in England. Data were collected from initial lesson observations and in-depth interviews in order to explore students' views about practical work. The findings suggest that students have three main reasons why practical work is important in their school science lessons: for interest and activity, including social and personal features such as participation and autonomy; as an alternative to other forms of science teaching involving a pedagogy of transmission, and as a way of learning, including memorizing and recall. The findings are discussed in the context of a critical view of previous work on the role of practical work, work on attitudes to science and on the student voice. The paper concludes that practical work is seen to provide opportunities for students to engage with and influence their own learning but that learning with practical work remains a complex issue that needs further research and evaluation about its use, effectiveness and of the role of scientific inquiry as a component of practical activity.

  10. Challenges and opportunities: using a science-based video game in secondary school settings

    NASA Astrophysics Data System (ADS)

    Muehrer, Rachel; Jenson, Jennifer; Friedberg, Jeremy; Husain, Nicole

    2012-12-01

    Simulations and games are not new artifacts to the study of science in secondary school settings (Hug, Kriajcik and Marx 2005), however teachers remain skeptical as to their value, use and appropriateness (Rice 2006). The difficulty is not only the design and development of effective play environments that produce measurable changes in knowledge and/or understanding, but also in their on-the-ground use (Jaipal and Figg 2010). This paper reports on the use of a science-focused video game in five very different secondary school settings in Ontario, Canada. A mixed-methods approach was used in the study, and included data gathered on general gameplay habits and technology use, as well as informal interviews with teachers and students who played the game. In total, 161 participants played a series of games focused on the "life of a plant", and were given both a pre and post quiz to determine if the game helped them retain and/or change what they knew about scientific processes like plant cell anatomy and photosynthesis. Participants showed statistically significant improvement on quizzes that were taken after playing the game for approximately one-hour sessions, despite difficulties in some cases both accessing and playing the game for the full hour. Our findings also reveal the ongoing challenges in making use of technology in a variety of school sessions, even when using a browser-based game, that demanded very little other than a reliable internet connection.

  11. The Attitudes of First Year Senior Secondary School Students toward Their Science Classes in the Sudan

    NASA Astrophysics Data System (ADS)

    Lado, Longun Moses

    This study examined the influence of a set of relevant independent variables on students' decision to major in math or science disciplines, on the one hand, or arts or humanities disciplines, on the other. The independent variables of interest in the study were students' attitudes toward science, their gender, their socioeconomic status, their age, and the strength and direction of parents' and peers' influences on their academic decisions. The study answered five research questions that concerned students' intention in math or science, the association between students' attitudes and their choice to major in math or science, the extent to which parents' and peers' perspectives influence students' choice of major, and the influence of a combination of relevant variables on students' choice of major. The scholarly context for the study was literature relating to students' attitudes toward science and math, their likelihood of taking courses or majoring in science or math and various conditions influencing their attitudes and actions with respect to enrollment in science or math disciplines. This literature suggested that students' experiences, their gender, parents' and peers' influence, their socio-economic status, teachers' treatment of them, school curricula, school culture, and other variables may influence students' attitudes toward science and math and their decision regarding the study of these subjects. The study used a questionnaire comprised of 28 items to elicit information from students. Based upon cluster sampling of secondary schools, the researcher surveyed 1000 students from 10 secondary schools and received 987 responses. The researcher used SPSS to analyze students' responses. Descriptive statistics, logistic regression, and multiple regression analyses to provide findings that address the study's research questions. The following are the major findings from the study: (1) The instrument used to measure students' attitudes toward science and

  12. Effect of Constructivist-Based Teaching Strategy on Academic Performance of Students in Integrated Science at the Junior Secondary School Level

    ERIC Educational Resources Information Center

    Bimbola, Oludipe; Daniel, Oludipe I.

    2010-01-01

    Integrated science plays vital role in Nigerian science education programme because it prepares pupils at the Junior Secondary School level for the study of core science subjects at the Senior Secondary School level which in turn brings about students' interest in science oriented courses at the tertiary institutions. Despite government's efforts…

  13. Differentiating Science Instruction: Secondary Science Teachers' Practices

    ERIC Educational Resources Information Center

    Maeng, Jennifer L.; Bell, Randy L.

    2015-01-01

    This descriptive study investigated the implementation practices of secondary science teachers who differentiate instruction. Participants included seven high school science teachers purposefully selected from four different schools located in a mid-Atlantic state. Purposeful selection ensured participants included differentiated instruction (DI)…

  14. Evaluation of the Use of Remote Laboratories for Secondary School Science Education

    NASA Astrophysics Data System (ADS)

    Lowe, David; Newcombe, Peter; Stumpers, Ben

    2013-06-01

    Laboratory experimentation is generally considered central to science-based education. Allowing students to "experience" science through various forms of carefully designed practical work, including experimentation, is often claimed to support their learning and motivate their engagement while fulfilling specific curriculum requirements. However, logistical constraints (most especially related to funding) place significant limitations on the ability of schools to provide and maintain high-quality science laboratory experiences and equipment. One potential solution that has recently been the subject of growing interest is the use of remotely accessible laboratories to either supplant, or more commonly to supplement, conventional hands-on laboratories. Remote laboratories allow students and teachers to use high-speed networks, coupled with cameras, sensors, and controllers, to carry out experiments on real physical laboratory apparatus that is located remotely from the student. Research has shown that when used appropriately this can bring a range of potential benefits, including the ability to share resources across multiple institutions, support access to facilities that would otherwise be inaccessible for cost or technical reasons, and provide augmentation of the experimental experience. Whilst there has been considerable work on evaluating the use of remote laboratories within tertiary education, consideration of their role within secondary school science education is much more limited. This paper describes trials of the use of remote laboratories within secondary schools, reporting on the student and teacher reactions to their interactions with the laboratories. The paper concludes that remote laboratories can be highly beneficial, but considerable care must be taken to ensure that their design and delivery address a number of critical issues identified in this paper.

  15. Techniques Use by Science, Technology and Mathematics (STM) Teachers for Controlling Undesirable Classroom Behaviours in Anambra State Secondary Schools

    ERIC Educational Resources Information Center

    Chinelo, Okigbo Ebele; Nwanneka, Okoli Josephine

    2016-01-01

    This study investigated the techniques used by secondary school Science Technology and Mathematics (STM) teachers in controlling undesirable behaviours in their classrooms. It adopted descriptive survey design in which 178 Anambra State teachers teaching STM subjects in senior secondary were involved in the research. Two sections of questionnaire…

  16. An Investigation of Science Teaching Practices in Indonesian Rural Secondary Schools

    NASA Astrophysics Data System (ADS)

    Wahyudi; Treagust, David F.

    2004-08-01

    This study reports on teaching practices in science classrooms of Indonesian lower secondary schools in rural areas. Using six schools from three districts in the province of Kalimantan Selatan as the sample, this study found that most teaching practices in science classrooms in rural schools were teacher-centred with students copying notes. However, the study also found unique teaching practices of an exemplary science teacher whose teaching style can be described as both student-centred and teacher-centred, with students encouraged to be active learners. Four features of exemplary teaching practices were identified: The teacher managed the classroom effectively; used a variety of questioning techniques; employed various teaching approaches instead of traditional methods; and created a favourable learning environment. Data from classroom observations, interviews with teachers, and students responses to a questionnaire were used to compare the exemplary teacher and his colleagues. This study identified internal factors that may affect teaching practices such as a teachers content knowledge and beliefs about teaching. Compared to the other teachers, the exemplary teacher possessed more content knowledge and had a relatively stronger belief in his ability to teach.

  17. Science dual enrollment: An examination of high school students' post-secondary aspirations

    NASA Astrophysics Data System (ADS)

    Berry, Chelsia

    The purpose of this study was to determine if participation in science dual enrollment courses influenced African American high school students' post-secondary aspirations that will lead to college attendance. The investigation examined the relationship between African American students' learning experiences and how their self-efficacy and outcome expectations impact their goal setting. The goal was to determine the impact of the following variables on African American students' plan to pursue a bachelor's or advanced degree: (a) STEM exposure, (b) Algebra 1 achievement, (c) level of science class, and (d) receiving science college credit for dual enrollment course. The social cognitive career theory framed this body of research to explore how career and academic interests mature, are developed, and are translated into action. Science dual enrollment participation is a strategy for addressing the lack of African American presence in the STEM fields. The causal comparative ex post facto research design was used in this quantitative study. The researcher performed the Kruskal-Wallis non-parametric analysis of variance and Pearson's chi-square tests to analyze secondary data from the High School Longitudinal Study first follow-up student questionnaire. The results indicate that STEM exposure and early success in Algebra 1 have a statistically significant impact on African American students' ambition to pursue a bachelor's or advanced degree. According to the Pearson's chi-square and independent sample Kruskal-Wallis analyses, level of students' science class and receiving college credit for dual enrollment do not significantly influence African American students' postsecondary aspirations.

  18. Using the Rasch Model to Measure Students' Attitudes toward Science in "Low Performing" Secondary Schools in Malaysia

    ERIC Educational Resources Information Center

    Zain, Ahmad Nurulazam Md; Samsudin, Mohd Ali; Rohandi, Robertus; Jusoh, Azman

    2010-01-01

    The objective of the study was to examine students' attitudes toward learning science in three "low performing" secondary schools in Penang, Malaysia. 214 students from these schools were involved in completing a questionnaire containing items consisting of six constructs. Data collected were analyzed using Rasch modeling. Students in…

  19. Who Aspires to a Science Career? A comparison of survey responses from primary and secondary school students

    NASA Astrophysics Data System (ADS)

    DeWitt, Jennifer; Archer, Louise

    2015-09-01

    There is broad international agreement about the importance of increasing participation in science once it is no longer compulsory in school, particularly among groups who have been historically underrepresented in science. Previous research reflects that despite broadly positive attitudes to science in and outside of school, there is limited translation of these attitudes into later aspirations and participation in science. The ASPIRES project, a five-year longitudinal study, has sought to understand students' science and career aspirations between the ages of 10 and 14 and to identify factors that contribute to, or hinder, the development of aspirations in science. Utilising data from two cross-sectional surveys conducted with students in their last year of primary school (9300 students) and in their third year of secondary school (4,600 students), we explore who is most likely to hold science aspirations and what factors seem to be connected to those aspirations at both time points. Descriptive, multivariate and multilevel modelling analyses of the data reflect consistency in who holds science aspirations, as well as highlighting that the factors connected to these aspirations-attitudes to school science and parental attitudes-are similar at both times. However, for many students, positive attitudes to school science and positive parental attitudes to science are not translating into children wanting a career in science. We suggest that differences in 'science capital' may help explain this persistent gap.

  20. Principled Improvement in Science: Forces and proportional relations in early secondary-school teaching

    NASA Astrophysics Data System (ADS)

    Howe, Christine; Ilie, Sonia; Guardia, Paula; Hofmann, Riikka; Mercer, Neil; Riga, Fran

    2015-01-01

    In response to continuing concerns about student attainment and participation in science and mathematics, the epiSTEMe project took a novel approach to pedagogy in these two disciplines. Using principles identified as effective in the research literature (and combining these in a fashion not previously attempted), the project developed topic modules for early secondary-school teaching in the UK, arranged for their implementation in classrooms, and evaluated the results. This paper reports the development, implementation, and evaluation of one of the epiSTEMe science modules. Entitled Forces and Proportional Relations, the module covers standard curricular material in the domain of forces, while paying particular attention to the proportional nature of many key constructs. It was developed in collaboration with a small group of teachers; implemented subsequently in 16 classrooms, in all cases involving students from the first year of secondary school; and evaluated through comparison with first-year students in 13 control classrooms who were studying the topic using established methods. Evaluation addressed topic mastery and opinions about the topic and the manner in which it was taught. While further research is required before definite conclusions are warranted, results relating to topic mastery provide grounds for optimism about the epiSTEMe approach. Furthermore, student opinions about the module were positive.

  1. Study Behaviour and Achievement in Science of Form Five Pupils in Two Secondary Schools in Kuala Lumpur.

    ERIC Educational Resources Information Center

    Gan, Siowck Lee

    1984-01-01

    This study sought to obtain insight into the pattern of relationships between students' achievement in science and study behavior variables. Surveyed were 17-year-olds in the science stream of two secondary schools in Kuala Lumpur. Sex differences were found. (MNS)

  2. Teaching inquiry in secondary school science: Beliefs and practice, challenges and program support

    NASA Astrophysics Data System (ADS)

    McIlmoyle, Ann-E.

    In spite of a multi-decade mandate to enact inquiry in science, research reports that a large gap continues to exist in Ontario between the vision of science education presented in curriculum documents and what is enacted in the classroom. A three-staged, mixed methods design was chosen to examine teachers. beliefs and practices that contribute to an understanding of this longstanding gap in teaching practice related to inquiry. The participants in this study were secondary school science teachers currently employed by one medium-sized, urban & rural district public school board. Quantitative data was first collected through a self-reporting survey designed to explore teachers. beliefs related to teaching and learning in inquiry. Completed questionnaires were submitted by 80 % (n = 83) of the population of science teachers. Qualitative data, collected through semi-structured interviews (n = 17), were used to confirm and expand the quantitative findings. Quantitative analysis resulted in the development of an empirical framework to illustrate the dimensionality of teachers. beliefs and practices related to inquiry. Four types of science teachers were identified during qualitative analysis, each associated with a preferred type of inquiry and each identifiable by a cluster of beliefs. A stance was determined for each of these types of teachers representing their generalized view of teaching and learning related to inquiry including: utilitarian science, content-based science, authentic contextual science, and citizenship science. Additionally, each group of teachers could be associated with one of the four quadrants in my framework. Lastly, a beliefs profile was produced to represent each quadrant in this framework based on integration of the quantitative and qualitative findings. Challenges to enactment and types of program support to foster enactment of open-ended inquiry were identified by science teachers associated with each stance. A few of these challenges and

  3. Teaching Geologic/Earth Science Remote Sensing at the Collegiate and the Secondary School Level

    ERIC Educational Resources Information Center

    Fisher, John J.

    1977-01-01

    Describes util satellite photography, satellite remote sensing, and high altitude aircraft photography for teaching environmental and ecological aspects of earth science at the secondary or college levels. (SL)

  4. Gender Difference in Achievement and Attitude of Public Secondary School Students towards Science

    ERIC Educational Resources Information Center

    Oluwatelure, Temitayo Abayomi

    2015-01-01

    This research focuses on the gender difference in attitude and academic performance of students in selected public secondary schools in Akoko Land. The population for this study was made up of all the Junior Secondary Schools Three (JSS3) students in Akoko Land. Three hypotheses were raised to guide this study. 1626 student, (810 males, 816…

  5. Environmental Education Course Development for Preservice Secondary School Science Teachers in the Republic of Korea.

    ERIC Educational Resources Information Center

    Shin, Donghee S.

    2000-01-01

    Uses an opinionnaire survey to evaluate the opinions of Korean professors in earth science education and geology departments on science concepts related to environmental issues that might be important for secondary preservice earth science teachers. Respondents favored an environmental earth science course that emphasized human impact on the…

  6. Improving math and science education in charter secondary schools through the use of technology

    NASA Astrophysics Data System (ADS)

    Ojose, Bobby

    This study was conducted to examine the promising practices of using technology in teaching math and science in charter schools in California. The study was conducted under the auspices of the Center for Educational Governance (CEG) which hopes to compile the promising practices into an Internet-based compendium to be replicated by others. The research employed an in-depth qualitative case study method. It was conducted in two secondary schools in different school districts in the state of California over a two-month period. The main participants were principals, lead teachers, teachers, and support staff. Interviews, observations, and archival documents were the main data collection tools. Face to face interviews were conducted with the principals, lead teachers of technology, teachers, and a support staff (Network Administrator). Technology lab and professional development activities were observed. Interviews were tape-recorded and transcribed. The study found that one school (MSA) has the promising practice of using technology to enhance the subject matter knowledge of students by using computers to further explore concepts already learned in the regular classroom. The other school (CART) has the promising practice of applying technology to real life situations as a teaching pedagogy. The result of these practices is the positive outcomes in the following areas: Increased student achievement in standardized teat scores, increased motivation, growth in mean GPA, less behavior problems from students, and improved school attendance by students. The implications for policy and practice include: Teachers having the knowledge of the benefits of constructive teaching in the classroom; principals understanding that professional development activities for technology integration will vary in complexities and depends on needs of teachers; policy makers identifying needs and establishing goals; and researchers conducting more qualitative studies to gather evidence to

  7. Factors affecting the development of instructional skills in preservice middle and secondary school science teachers

    NASA Astrophysics Data System (ADS)

    Yilmaz, Ozgul

    The purposes of this study were to explore the factors affecting the development of instructional skills in preservice middle and secondary school science teachers (PSTs), determine PSTs' dispositions about utilization of different instructional methods while they were taking methods course, and examine PSTs' ideas about adaptability of these methods for their future teaching. Qualitative case study methodology was applied to this study. The science methods course at a Midwestern university was used as the study site. The findings of this study revealed that even though PSTs had true conceptions about different instructional methods, they had difficulty in implementing that knowledge in real classroom settings. PSTs had the biggest struggle especially when they implemented the student-centered methods. Failing to develop necessary instructional skills played an important role in having unsuccessful teaching experience. Further analysis suggested there were outside factors that influenced the development of PSTs' instructional skills. Different components of the science methods course, students, cooperating teachers, and setting for authentic practice were the factors that influenced the development of PSTs' instructional skills. PSTs' belief systems and their previous experiences as students also influenced the development of instructional skills. At the end of science methods course, PSTs decided the adaptability of different instructional methods for their future teaching. The student-centered methods were seemed as less likely to adapt for future teaching by PSTs. In order to help PSTs handle these factors effectively, prolonged professional development opportunities need to be provided to them during the science methods courses. PSTs' beliefs need to be determined during science methods courses and an environment for PSTs should be provided to change their beliefs.

  8. The Benefits of Cooperative Learning to Socio-scientific Discussion in Secondary School Science

    NASA Astrophysics Data System (ADS)

    Day, Stephen P.; Bryce, Tom G. K.

    2013-06-01

    The aim of this research was to determine the benefits of cooperative learning to opening up socio-scientific discussion in secondary science. Seventy-four classes of 20 13-14-year-old pupils in one secondary school were observed engaging in discussion concerning climate change over three rounds of action research involving 12 teachers associated with the implementation of a Topical Science strand of a new national science curriculum. Pupil views on the cooperative learning approach used to facilitate the lessons and the associated discussion were determined using a pupil questionnaire (n = 171). By the end of the action research, the overall average typical exchange in the observed lessons was between pupil-to-pupil (mean ± SD, 41% ± 5%) and pupil-to-teacher (32% ± 4%) with teacher-to-pupil interactions accounting for only 27% ± 5% of exchanges. However, the pace of the typical exchanges was predominantly fast with most of the questions being a mixture of low order on task questions from teacher-to-pupil; technical exchanges, inquiring what to do from pupil-to-teacher; and quiz questions from teacher-to-pupil or from pupil-to-pupil. Questionnaire data indicated that overall 50.3% of pupils enjoyed the discussion (on global warming) and 59.7% did not find it boring. Nevertheless, only 45% felt that they were given the chance to express their own opinions during these discussions. Prior to these lessons, 59.6% were not interested in the issue of climate change and global warming. Cooperative learning facilitated a shift in the pattern of typical exchanges away from a teacher-dominated discourse towards a more pupil-centred, open discourse.

  9. Teachers' Resource Material for Integrated Science: Ideas for Teaching Integrated Science in Secondary Schools. Series of Caribbean Volunteer Publications, No. 8.

    ERIC Educational Resources Information Center

    Voluntary Services Overseas, Castries (St. Lucia).

    This book contains questions for secondary school science students that require them to analyze data presented in various forms and apply knowledge and skills developed in novel situations. The content for the questions is derived from a science curriculum developed by a group of Caribbean nations. The material is organized into four sections: (1)…

  10. Textbooks Content Analysis of Social Studies and Natural Sciences of Secondary School Based on Emotional Intelligence Components

    ERIC Educational Resources Information Center

    Babaei, Bahare; Abdi, Ali

    2014-01-01

    The aim of this study is to analyze the content of social studies and natural sciences textbooks of the secondary school on the basis of the emotional intelligence components. In order to determine and inspect the emotional intelligence components all of the textbooks content (including texts, exercises, and illustrations) was examined based on…

  11. Teacher Quality Indicators as Predictors of Instructional Assessment Practices in Science Classrooms in Secondary Schools in Barbados

    ERIC Educational Resources Information Center

    Ogunkola, Babalola J.; Archer-Bradshaw, Ramona E.

    2013-01-01

    This study investigated the self-reported instructional assessment practices of a selected sample of secondary school science teachers in Barbados. The study sought to determine if there were statistically significant differences in the instructional assessment practices of teachers based on their sex and teacher quality (teaching experience,…

  12. Serving Students, Science, or Society? The Secondary School Physics Curriculum in the United States, 1930-65.

    ERIC Educational Resources Information Center

    Donahue, David M.

    1993-01-01

    Reviews the reform of secondary school physics in the United States from the 1930s through the mid-1960s. Describes the impact of progressive education, World War II, and the post-Sputnik reforms. Points out differences between past reform efforts and the current Project 2061 of the American Association for the Advancement of Science (AAAS). (CFR)

  13. Status of Teaching Pre-Vocational Subjects in the Junior Secondary School Level (Agricultural Science and Home Economics)

    ERIC Educational Resources Information Center

    Ndem, J. U.; Akubue, B. N.

    2016-01-01

    This work assessed the status of teaching pre-vocational subjects in junior secondary school level. The study adopted descriptive survey method. The population of the study was 2,916, while the sample for the study was 215 pre-vocational teachers and agricultural science and home economics students. The study was carried out in Afikpo Education…

  14. What Students Say about Homework--Views from a Secondary School Science Classroom in Trinidad and Tobago

    ERIC Educational Resources Information Center

    Maharaj-Sharma, Rawatee; Sharma, Amrit

    2016-01-01

    Students' experiences with homework started the moment they enter the schooling system, yet very little is known about how students view homework. In this work, science students' views of homework, and the factors or experiences that have influenced their views of homework are explored. The participants for this work were 34 secondary school…

  15. Status of energy education at the secondary school level in the State of Alabama. [249 science teachers queried

    SciTech Connect

    McCarley, J.W.

    1983-01-01

    The purpose of this study was to assess and evaluate the status of energy education in the State of Alabama. Specifically, the study dealt with personal characteristics of the secondary school science teachers along with school characteristics and whether or not these characteristics related to teaching energy education, topics, methods, and procedures used in existing energy education programs. The sample consisted of 400 randomly selected secondary school science teachers in the State of Alabama; 249 questionnaires were returned. This instrument requested demographic information and information on the status of energy education as taught in the secondary school science classes in the State of Alabama. Nonparametric techniques were employed throughout the analysis procedure. Chi square was the statistical test used. The major findings were: (1) the sex, age, number of years of teaching experience, level of certification, and current enrollment in an advanced degree program were not related to the teaching of energy education; (2) the academic major of the teacher and the subject taught related to the teaching of energy education; (3) junior-high science teachers used more-varied teaching strategies than the senior-high science teachers; (4) the primary method of instruction was by integration into appropriate units; and (5) energy education was taught from one to ninety-nine days. The mean number of days was sixteen.

  16. Senior Secondary School Science Teachers in Delta and Edo States Conceptualization about the Nature of Science

    ERIC Educational Resources Information Center

    Ajaja, Patrick Osawaru

    2012-01-01

    The major purpose of this study was to find out the conceptions of science teachers about the nature of science. To guide this study, four research questions were asked and four hypotheses tested. The design of the study was descriptive survey and instrument used for data collection was a 22 item questionnaire. The sample of the study consisted of…

  17. Family and Consumer Sciences Secondary School Programs: National Survey Shows Continued Demand for FCS Teachers

    ERIC Educational Resources Information Center

    Werhan, Carol R.

    2013-01-01

    A national survey of secondary family and consumer sciences (FCS) programs from 2010-2012 academic years indicates that 3,427,601 students were enrolled in FCS classes and were taught by 27,894 FCS teachers. These numbers show a decline in enrollment and teachers over the past 10 years (Werhan & Way, 2006). However, FCS secondary programs…

  18. Assessing In-service Secondary School Science Teachers knowledge base about global climate change

    NASA Astrophysics Data System (ADS)

    Bhattacharya, D.; Roehrig, G. H.; Karahan, E.; Liu, S.

    2012-12-01

    Global climate change (GCC) is a crucial environmental issue that is challenging all Americans. With an effective collaboration between researchers, scientists and teachers, conceptual frameworks and methods can be developed for creating climate change content for classroom implementation. In this paper, we describe how teachers' conceptualize and understand global climate change. The information generated by this study can further be used to develop theme based, structured curricula to enhance teachers' understanding of the phenomenon of global climate change. Recent national documents concerning science education have focused on an Earth System approach and concentrate on the fundamental concepts and big ideas in earth science and climate change (e.g., The Earth Science Literacy Initiative (ESLI) (National Science Foundation (NSF), 2009) and Climate Literacy: The Essential Principles of Climate Science (National Oceanic and Atmospheric Association (NOAA), 2009)). Unfortunately, research related to teachers' earth science content knowledge has not focused on an earth systems approach rather researchers have examined teachers' misconceptions about isolated earth science concepts, such as moon phases and plate tectonics. While such research implies teachers' lack of knowledge and awareness of earth as a system, it does not provide direct information about teachers' earth system knowledge. Similarly, research on teachers' and students' knowledge of climate change has focused on isolated topics, such as the greenhouse effect and global warming. Our study focused on eliciting secondary school science teachers' understanding of global climate change using a multifaceted and integrated approach. We do so in the context of a 3-year teacher professional development program where the climate science content provided to the teachers was aligned with essential principles of climate science (EPCS-National Oceanic and Atmospheric Association (NOAA), 2009). Our study was guided

  19. Science Cognitive and Activity Preferences and Their Relationship to Present Practices in Science Instruction in Secondary Schools in Penang, Malaysia.

    ERIC Educational Resources Information Center

    Dekkers, John; Allen, Leslie R.

    Described are science cognitive and activity preferences of a sample of secondary students in Georgetown, Malaysia whose perceptions of instructional practices in science were considered. Three instruments were used to collect data. The analysis considers the mean scores and F-test results for a Science Cognitive Preference Inventory, an Activity…

  20. Students' Intentions towards Studying Science at Upper-Secondary School: The Differential Effects of Under-Confidence and Over-Confidence

    ERIC Educational Resources Information Center

    Sheldrake, Richard

    2016-01-01

    Understanding students' intentions to study science at upper-secondary school, at university, and to follow science careers continues as a central concern for international science education. Prior research has highlighted that students' science confidence has been associated with their intentions to study science further, although…

  1. A Comparison of the Personality Traits of Secondary Science Teachers in Mississippi Public Schools.

    ERIC Educational Resources Information Center

    Guyton, John William, III

    This document reports on a study designed to determine if there are significant identifiable differences in personality traits of outstanding, regular, and provisional secondary science teachers in Mississippi. Combinations of factors that differentiated the three groups were also investigated. The scores of typical outstanding science teachers…

  2. Status of Integrated Science Instruction in Junior Secondary Schools of China: An Exploratory Study

    ERIC Educational Resources Information Center

    Sun, Daner; Wang, Zu Hao; Xie, Wen Ting; Boon, Chirn Chye

    2014-01-01

    The last two decades have witnessed the gradual implementation of integrated science curriculum at the junior secondary level in China. However, in most provinces of China, the implementation is not as successful as expected. Challenges were reported, yet without fine-grained investigation, with respect to science teachers' instruction on…

  3. A Qualitative Study of Secondary Science Teachers in a Public School and a Conservative Christian School.

    ERIC Educational Resources Information Center

    Groves, Fred H.

    This study incorporated classroom observations and taped interviews designed to reveal what each teacher believed about such matters as the nature of science and knowledge, the nature and purpose of education in general and science education in particular, and basic beliefs regarding God and purpose in life. Classroom practices of the…

  4. A Survey of Science Teaching in the Public Secondary Schools of the Great Lakes and Far West Regions of the United States in the 1970-71 School Year.

    ERIC Educational Resources Information Center

    Chin, Long Fay

    This is the first part of a national study on science instruction in secondary schools of the United States. Questionnaires (copies appended) sent to the principal and to a randomly selected science teacher in 2,019 public secondary schools, selected by multi-stage random samples of Great Lakes and Far West region schools, provided information…

  5. The Inclusion of Science Process Skills in Yemeni Secondary School Physics Textbooks

    ERIC Educational Resources Information Center

    Aziz, Majed S.; Zain, Ahmad Nurulazam Md

    2010-01-01

    The aim of this study is to compare and contrast the science process skills (SPS) included in the 10th-12th grade physics textbooks content utilized in Yemeni schools. The study revealed weaknesses and strengths in the textbooks' content. For instance, a number of science process skills (SPS), such as measuring, predicting and hypothesizing, have…

  6. Computer Science Education in French Secondary Schools: Historical and Didactical Perspectives

    ERIC Educational Resources Information Center

    Baron, Georges-Louis; Drot-Delange, Beatrice; Grandbastien, Monique; Tort, Françoise

    2014-01-01

    Computer science as a school subject in France is characterized by a succession of promising starts that have not yet been transformed into perennial solutions. The main goal of this article is to analyze this complex situation from a historical perspective, and describe the current rebirth of an optional Computer Science course in the last year…

  7. The Research Dynamic: A Professional Development Model for Secondary School Science Teachers

    PubMed Central

    2009-01-01

    This essay summarizes the author's 10 years of experience at the Oklahoma Medical Research Foundation mentoring secondary school science teachers during 8-wk Summer Research Institutes. The summary is presented as a learning model, which we call the research dynamic. This model consists of three interlocked components: specified ignorance, peer interactions, and gateway experiments. Specified ignorance is based on the work of the sociologist Robert K. Merton. It is essentially the art of highlighting what is not known about a phenomenon but must become known for further progress. In practice, specified ignorance is framed as a hypothesis, a prediction, or a question. It is commonly the outcome of peer interactions, which are the second essential component of the research dynamic. Peer interactions are the inevitable outcome of having teachers work together in the same laboratory on related research topics. These topics are introduced as gateway experiments, the third component. The most important attribute of gateway experiments is their authenticity. These experiments, when first carried out, opened new scientific vistas. They are also technically, conceptually, and logically simple. We illustrate the research dynamic with a line of seminal experiments in biochemical genetics. We provide evidence that the research dynamic produced significantly positive effects on teachers' confidence in their professional preparedness. PMID:19487501

  8. The research dynamic: a professional development model for secondary school science teachers.

    PubMed

    Silverman, Philip M

    2009-01-01

    This essay summarizes the author's 10 years of experience at the Oklahoma Medical Research Foundation mentoring secondary school science teachers during 8-wk Summer Research Institutes. The summary is presented as a learning model, which we call the research dynamic. This model consists of three interlocked components: specified ignorance, peer interactions, and gateway experiments. Specified ignorance is based on the work of the sociologist Robert K. Merton. It is essentially the art of highlighting what is not known about a phenomenon but must become known for further progress. In practice, specified ignorance is framed as a hypothesis, a prediction, or a question. It is commonly the outcome of peer interactions, which are the second essential component of the research dynamic. Peer interactions are the inevitable outcome of having teachers work together in the same laboratory on related research topics. These topics are introduced as gateway experiments, the third component. The most important attribute of gateway experiments is their authenticity. These experiments, when first carried out, opened new scientific vistas. They are also technically, conceptually, and logically simple. We illustrate the research dynamic with a line of seminal experiments in biochemical genetics. We provide evidence that the research dynamic produced significantly positive effects on teachers' confidence in their professional preparedness.

  9. Science on the Web: Secondary School Students' Navigation Patterns and Preferred Pages' Characteristics

    ERIC Educational Resources Information Center

    Dimopoulos, Kostas; Asimakopoulos, Apostolos

    2010-01-01

    This study aims to explore navigation patterns and preferred pages' characteristics of ten secondary school students searching the web for information about cloning. The students navigated the Web for as long as they wished in a context of minimum support of teaching staff. Their navigation patterns were analyzed using audit trail data software.…

  10. Motivating the Learning of Science Topics in Secondary School: A Constructivist Edutainment Setting for Studying Chaos

    ERIC Educational Resources Information Center

    Bertacchini, Francesca; Bilotta, Eleonora; Pantano, Pietro; Tavernise, Assunta

    2012-01-01

    In this paper, we present an Edutainment (education plus entertainment) secondary school setting based on the construction of artifacts and manipulation of virtual contents (images, sound, and music) connected to Chaos. This interactive learning environment also foresees the use of a virtual theatre, by which students can manipulate 3D contents…

  11. Pedagogic Thinking that Grounds E-Learning for Secondary School Science Students in New Zealand

    ERIC Educational Resources Information Center

    Shaw, Robert

    2007-01-01

    Course designers adopted a language-learners approach to the online teaching of New Zealand secondary school students in the subject of astronomy. This was possible because the curriculum for astronomy that was in 2004 established as a part of New Zealand's national curriculum was specifically designed to engage underachieving students in science…

  12. Ability Grouping in English Secondary School: Effects on Attainment in English, Mathematics, and Science.

    ERIC Educational Resources Information Center

    Ireson, Judith; Hallam, Susan; Hack, Sarah; Clark, Helen; Plewis, Ian

    2002-01-01

    Studied the impact of ability grouping on attainment in a cohort of year-9 students in 45 mixed secondary schools in England representing a variety of grouping practices. In mathematics, students at higher levels by year 6 make more progress in sets, but those in lower levels make more progress in mixed ability classes. Discusses educational…

  13. Modernising Portugal's Secondary Schools

    ERIC Educational Resources Information Center

    Heitor, Teresa V.

    2008-01-01

    Portugal has a total of 477 public secondary schools. Some date from the end of the 19th century but the majority were built after 1970, reflecting the period of expansion in the school network and the extension of compulsory schooling. The schools are heterogeneous in terms of building types, architectural features and quality. An assessment of…

  14. The Use of Constructivist Teaching Practices by Four New Secondary School Science Teachers: A Comparison of New Teachers and Experienced Constructivist Teachers

    ERIC Educational Resources Information Center

    Lew, Lee Yuen

    2010-01-01

    The author examines the use of constructivist teaching practices by four new secondary school science teachers (NSTs) from a preparation program with a focus on constructivism. Data of the NSTs is compared to data of secondary school teachers from two different sources: (i) new teachers (NTs) from a broad-scale nationally-funded project involving…

  15. Secondary School Students' Attitudes to Nanotechnology: What Are the Implications for Science Curriculum Development?

    ERIC Educational Resources Information Center

    Murcia, Karen

    2013-01-01

    Nanotechnology is guided by the assumption that with the ability to shape or re-shape at the molecular level, we could manipulate the physical world. Some speculate that this ability will be the beginning of the next technological revolution. Hence, an aim of secondary science education should be the development of scientifically literate citizens…

  16. Exploring Resource Sharing between Secondary School Teachers of Agriculture and Science Departments Nationally.

    ERIC Educational Resources Information Center

    Dormody, Thomas J.

    1992-01-01

    A survey of 372 secondary agriculture teachers received 274 responses showing a majority of agriculture and science departments share resources, although at low levels. Many more predicted future sharing. Equipment and supplies were most often shared, instructional services least often. (SK)

  17. Status of Integrated Science Instruction in Junior Secondary Schools of China: An exploratory study

    NASA Astrophysics Data System (ADS)

    Sun, Daner; Hao Wang, Zu; Xie, Wen Ting; Chye Boon, Chirn

    2014-03-01

    The last two decades have witnessed the gradual implementation of integrated science curriculum at the junior secondary level in China. However, in most provinces of China, the implementation is not as successful as expected. Challenges were reported, yet without fine-grained investigation, with respect to science teachers' instruction on integrated science. In this study, we aim to detect major problems by investigating the instruction of integrated science at the secondary level. Classroom observation focused on the teacher and student verbal behavior, teachers' competency of instructional organization, their presentation of instructional content, and the organization of learning activities. Findings revealed that students were provided with limited opportunities for participating and engaging in learning as science teachers were dominant in classroom talk. Teachers emphasized on the integration of knowledge within one subject (within-subject knowledge), but not the integration of knowledge between subjects (cross-subject knowledge), resulting in the unsuccessful instruction of the integrative content. What is more, teachers were inadequately competent in designing and delivering science, technology and society content, scientific inquiry and scientific experiments, which also affected the quality of instruction on integrated science.

  18. Computer Science Education in Secondary Schools--The Introduction of a New Compulsory Subject

    ERIC Educational Resources Information Center

    Hubwieser, Peter

    2012-01-01

    In 2004 the German state of Bavaria introduced a new compulsory subject of computer science (CS) in its grammar schools ("Gymnasium"). The subject is based on a comprehensive teaching concept that was developed by the author and his colleagues during the years 1995-2000. It comprises mandatory courses in grades 6/7 for all students of grammar…

  19. Science Choices and Preferences of Middle and Secondary School Students in Utah.

    ERIC Educational Resources Information Center

    Baird, J. Hugh; And Others

    1984-01-01

    Examined grades 6-12 students' (N=2000) preferences and choices regarding science subjects and relationships of these preferences to school type, age, and sex. Findings indicate that zoology and human anatomy/physiology were most preferred while ecology was least preferred. These and other findings are related to a previous study conducted in…

  20. Analysis of the Junior Secondary School One (J.S.S. 1) Science Textbook.

    ERIC Educational Resources Information Center

    Otuka, J. O. E.; Nkrumah, Clifford N.

    2001-01-01

    Investigates whether the junior high school textbook 1 meets the requirements of a standards textbook that identifies with 12 criteria set by the Science Teachers Association of Nigeria (STAN). Includes the criteria of coverage of topics in the syllabus, currency suitability of language, and coherency. (Contains 18 references.) (Author/YDS)

  1. A Policy Analysis of the Delivery of Primary and Secondary School Mathematics and Science in English

    ERIC Educational Resources Information Center

    Mohandhas, Pratheepa

    2015-01-01

    This paper offers an analysis of the development and implementation of the policy to teach Science and Mathematics in English (PPSMI) in Malaysian primary schools, commencing in 2003, in the context of the 2009 reversal of the policy. The original study focused particularly on the impact of the policy on the children of the Federal Land…

  2. The effects of a professional development geoscience education institute upon secondary school science teachers in Puerto Rico

    NASA Astrophysics Data System (ADS)

    Llerandi Roman, Pablo Antonio

    The geographic and geologic settings of Puerto Rico served as the context to develop a mixed methods investigation on: (1) the effects of a five-day long constructivist and field-based earth science education professional development institute upon 26 secondary school science teachers' earth science conceptual knowledge, perceptions of fieldwork, and beliefs about teaching earth science; and (2) the implementation of participants' newly acquired knowledge and experience in their science lessons at school. Qualitative data included questionnaires, semi-structured interviews, reflective journals, pre-post concept maps, and pre-post lesson plans. The Geoscience Concept Inventory and the Science Outdoor Learning Environment Inventory were translated into Spanish and culturally validated to collect quantitative data. Data was analyzed through a constructivist grounded theory methodology, descriptive statistics, and non-parametric methods. Participants came to the institute with serious deficiencies in earth science conceptual understanding, negative earth science teaching perspectives, and inadequate earth science teaching methodologies. The institute helped participants to improve their understanding of earth science concepts, content, and processes mostly related to the study of rocks, the Earth's structure, plate tectonics, maps, and the geology of Puerto Rico. Participants also improved their earth science teaching beliefs, perceptions on field-based education, and reflected on their environmental awareness and social responsibility. Participants greatly benefited from the field-based learning environment, inquiry-based teaching approaches modeled, the attention given to their affective domain, and reflections on their teaching practice as part of the institute's activities. The constructivist learning environment and the institute's contextualized and meaningful learning conceptual model were effective in generating interest and confidence in earth science teaching

  3. Science Teachers' and Senior Secondary Schools Students' Perceptions of Earth and Environmental Science Topics

    ERIC Educational Resources Information Center

    Dawson, Vaille; Carson, Katherine

    2013-01-01

    This article presents an evaluation of a new upper secondary Earth and Environmental Science (EES) course in Western Australia. Twenty-seven EES teachers were interviewed and 243 students were surveyed about the degree of difficulty, relevance and interest of EES topics in the course. The impact of the course on students' views about EES…

  4. Literacy learning in secondary school science classrooms: A cross-case analysis of three qualitative studies

    NASA Astrophysics Data System (ADS)

    Dillon, Deborah R.; O'Brien, David G.; Moje, Elizabeth B.; Stewart, Roger A.

    The purpose of this cross-case analysis is to illustrate how and why literacy was incorporated into science teaching and learning in three secondary classrooms. Research questions guiding the analysis include: (a) How were literacy events shaped by the teachers' philosophies about teaching science content and teaching students? and (b) How was literacy (reading, writing, and oral language) structured by the teachers and manifested in science lessons? The methodology of ethnography and the theoretical framework of symbolic interactionism were employed in the three studies on which the cross-case analysis was based. The researchers assumed the role of participant observers, collecting data over the period of 1 year in each of the three classrooms. Data, in the form of fieldnotes, interviews, and artifacts, were collected. In each study, data were analyzed using the constant comparative method (Glaser & Strauss, 1967) to determine patterns in the teachers' beliefs about learning and how these influenced their choice of literacy activities. The cross-case analysis was conducted to determine patterns across the three teachers and their classrooms. The findings from this analysis are used to compare how the teachers' philosophies of teaching science and their beliefs about how students learn influenced their use of literacy practices during lessons. Specifically, each teacher's use of literacy activities varied based on his or her beliefs about teaching science concepts. Furthermore, reading, writing, and oral language were important vehicles to learning science concepts within daily classroom activities in the three classrooms.Received: 1 April 1993; Revised: 30 August 1993;

  5. Nuffield Secondary Science, Theme 4, Harnessing Energy.

    ERIC Educational Resources Information Center

    Howard, Edgar

    Nuffield Secondary Science is a set of tested materials from which teachers can prepare courses for students in grades 9-11 (approximately) who do not intend to major in science. The materials are designed for British secondary schools but are adaptable to other countries. The Teachers' Guide to the entire set of Themes is described in SE 015 440…

  6. Nuffield Secondary Science, Theme 6, Movement.

    ERIC Educational Resources Information Center

    Richardson, W.; Tollyfield, J. K.

    Nuffield Secondary Science is a set of tested materials from which teachers can prepare courses for students in grades 9-11 (approximately) who do not intend to major in science. The materials are designed for British secondary schools but are adaptable for other countries. The Teachers' Guide to the entire set of materials is described in SE 015…

  7. Nuffield Secondary Science, Theme 7, Using Materials.

    ERIC Educational Resources Information Center

    Blackledge, J.; And Others

    Nuffield Secondary Science is a set of tested materials from which teachers can prepare courses for students in grades 9-11 (approximately) who do not intend to major in science. The materials are designed for British secondary schools but are adaptable for other countries. The Teachers' Guide to the entire set of materials is described in SE 015…

  8. Attitude and Secondary School Science Students' Intention To Enroll in Physics: An Application of the Theory of Planned Behavior.

    ERIC Educational Resources Information Center

    Crawley, Frank E.; Black, Carolyn B.

    This study explores the utility of the theory of planned behavior for understanding and predicting the behavioral intentions of secondary science students. Data were collected from secondary science students enrolling in earth science (8th grade), biology (9th grade), physical science (10th grade), or chemistry (11th grade). Cause-effect relations…

  9. Hebrew for Secondary Schools.

    ERIC Educational Resources Information Center

    Moskowitz, Solomon

    This teacher's handbook for Hebrew instruction in secondary Schools, designed for use in public schools, is patterned after New York State Education Department handbooks for French, Spanish, and German. Sections include: (1) teaching the four skills, (2) speaking, (3) audiolingual experiences, (4) suggested content and topics for audiolingual…

  10. Scheduling the Secondary School.

    ERIC Educational Resources Information Center

    Dempsey, Richard A.; Traverso, Henry P.

    This "how-to-do-it" manual on the intricacies of school scheduling offers both technical information and common sense advice about the process of secondary school scheduling. The first of six chapters provides an overview of scheduling; chapter 2 examines specific considerations for scheduling; chapter 3 surveys the scheduling models and their…

  11. Secondary School Languages: Spanish.

    ERIC Educational Resources Information Center

    British Columbia Dept. of Education, Victoria.

    This curriculum guide outlines three programs for secondary school Spanish instruction, each program covering grades 9, 10, and 11 in British Columbian schools. Each outline specifies basic texts, supplementary readings, and teaching aids. In addition, a very basic outline of a beginner's Spanish 11 is offered, and a Spanish 12 literature course…

  12. THE TEACHING OF GEO SCIENCE IN MALAWI SECONDARY SCHOOLS: The case of the Solar System and beyond

    NASA Astrophysics Data System (ADS)

    Chasukwa Mwalwenje, Yvonne; Chasukwa, Fidel

    2016-04-01

    Malawi secondary school curriculum has been offering Geo sciences Education since the dawn of independence from the British rule in 1964. Qualified primary and secondary school teachers are responsible for the teaching of Geo sciences. The assumption is that trained teachers are more likely to produce successful students thus making geoscience a successful subject. To make the subject more relevant and captivating to stakeholders, the government revised Geo science curriculum and incorporated other topics. Among additional topic was the solar system that was covered in great detail in secondary school. The solar system is a Geo science concept taught in Geography curriculum from primary school for 8 years and in secondary school for 4 years. Despite the solar system being one of the traditional topics in Malawi school curriculum and Government's effort to revise the curriculum in the interest of learners and improving the pass rate, number of students conversant with the topic has been failing sharply over the years. The disparity between the input in terms of effort to improve familiarity with solar system among learners and the outcomes is of great concern and worth hard investigation to inform education policy and curriculum revision decisions. Based on empirical data collected through qualitative research design, the paper establishes that regardless of imploring such interventions, there are still indicators that students continue to fail in solar system related subjects. Malawi National Examination report (2015) reveals that Geography at Malawi School Certificate Examinations pass rate has been going down ranging from 69.49 to 60.78 per cent from 2009 to 2014. The report advances that lack of instruction materials across the schools have contributed to deteriorating knowledge in solar system education. For instance, the school may have no simple models such as globes that clarify the shape of the earth better. As such, the teacher may improvise by getting an

  13. Why Rural Community Day Secondary Schools Students' Performance in Physical Science Examinations Is Poor in Lilongwe Rural West Education District in Malawi

    ERIC Educational Resources Information Center

    Mlangeni, Angstone Noel J. Thembachako; Chiotha, Sosten Staphael

    2015-01-01

    A study was conducted to investigate factors that affect students' poor performance in physical science examinations at Malawi School Certificate of Education and Junior Certificate of Education levels in Community day secondary schools (CDSS) in Lilongwe Rural West Education District in Malawi. Students' performance was collected from…

  14. Science fair: Is it worth the work? A qualitative study on deaf students' perceptions and experiences regarding science fair in primary and secondary school

    NASA Astrophysics Data System (ADS)

    Smith, Vivian Lee

    Science fairs have a long history in American education. They play an important role for establishing inquiry-based experiences in a science classroom. Students may be more motivated to learn science content when they are allowed to choose their own science fair topics. The purpose of this study was to examine Deaf college students' perceptions and experiences regarding science fair participation during primary and/or secondary school and determine the influence of science fair involvement on the development of language skills, writing skills, and higher order thinking skills as well as its impact on choice of a STEM major. This study examined responses from Deaf students attending Gallaudet University and National Technical Institute for the Deaf (NTID) majoring in a Science, Technology, Engineering, or Math (STEM) field. An electronic questionnaire and a semi-structured interview were used to collect data. The electronic questionnaire was divided into two strands: demographics and science fair experience. Twenty-one respondents participated in the questionnaire and ten participants were interviewed. A cross-case analysis revealed communication was the key to a successful science fair experience. Findings showed the educational background of participants influenced their perspective regarding the experience of a science fair. When communicating through American Sign Language, the science fair experience was more positive. When communicating through an interpreter or having no interpreter at all, the science fair experience was viewed in a negative light. The use of science fairs to enhance language development, writing skills, and higher order thinking skills was supported. Teachers and parents were strong influences for Deaf students participating in a science fair. Participation in a science fair did influence students to choose a STEM major but there were other considerations as well.

  15. Science on the Web: Secondary School Students' Navigation Patterns and Preferred Pages' Characteristics

    NASA Astrophysics Data System (ADS)

    Dimopoulos, Kostas; Asimakopoulos, Apostolos

    2010-06-01

    This study aims to explore navigation patterns and preferred pages' characteristics of ten secondary school students' searching the web for information about cloning. The students navigated the Web for as long as they wished in a context of minimum support of teaching staff. Their navigation patterns were analyzed using audit trail data software. The characteristics of their preferred Web pages were also analyzed using a scheme of analysis largely based on socio-linguistics and socio-semiotics approaches. Two distinct groups of students could be discerned. The first consisted of more competent students, who during their navigation visited fewer relevant pages, however of higher credibility and more specialized content. The second group consists of weaker students, who visited more pages, mainly of lower credibility and rather popularized content. Implications for designing educational web pages and teaching are discussed.

  16. Mechanisms for Enhancing Teachers' Effectiveness in the Implementation of Agricultural Science Programme in Secondary Schools in Afikpo Education Zone of Ebonyi State

    ERIC Educational Resources Information Center

    Ndem, Joseph Ukah

    2016-01-01

    Poor performance of students in agricultural science at the internal and external examinations has been attributed to ineffectiveness of the agricultural science teachers at the secondary schools in Afikpo education zone of Ebonyi State, therefore, this research determined the mechanisms for enhancing the teachers' effectiveness in the…

  17. Essential Laboratory Activities Guide. Secondary Science.

    ERIC Educational Resources Information Center

    Duval County Schools, Jacksonville, FL.

    This teacher's guide was developed for use in junior and senior high schools in Duval County, Jacksonville, Florida, for the purpose of identifying those secondary science laboratory experiences which are essential to the development of science content knowledge and competency in handling science laboratory equipment and consumables. The guide…

  18. `Teaching What I Learned': Exploring students' Earth and Space Science learning experiences in secondary school with a particular focus on their comprehension of the concept of `geologic time'

    NASA Astrophysics Data System (ADS)

    Yoon, Sae Yeol; Peate, David W.

    2015-06-01

    According to the national survey of science education, science educators in the USA currently face many challenges such as lack of qualified secondary Earth and Space Science (ESS) teachers. Less qualified teachers may have difficulty teaching ESS because of a lack of conceptual understanding, which leads to diminished confidence in content knowledge. More importantly, teachers' limited conceptual understanding of the core ideas automatically leads to a lack of pedagogical content knowledge. This mixed methods study aims to explore the ways in which current secondary schooling, especially the small numbers of highly qualified ESS teachers in the USA, might influence students' learning of the discipline. To gain a better understanding of the current conditions of ESS education in secondary schools, in the first phase, we qualitatively examined a sample middle and high school ESS textbook to explore how the big ideas of ESS, particularly geological time, are represented. In the second phase, we quantitatively analyzed the participating college students' conceptual understanding of geological time by comparing those who had said they had had secondary school ESS learning experience with those who did not. Additionally, college students' perceptions on learning and teaching ESS are discussed. Findings from both the qualitative and quantitative phases indicate participating students' ESS learning experience in their secondary schools seemed to have limited or little influence on their conceptual understandings of the discipline. We believe that these results reflect the current ESS education status, connected with the declining numbers of highly qualified ESS teachers in secondary schools.

  19. Needs assessment of science teachers in secondary schools in Kumasi, Ghana: A basis for in-service education training programs at the Science Resource Centers

    NASA Astrophysics Data System (ADS)

    Gyamfi, Alexander

    The purpose of this study was twofold. First, it identified the priority needs common to all science teachers in secondary schools in Kumasi, Ghana. Second, it investigated the relationship existing between the identified priority needs and the teacher demographic variables (type of school, teacher qualification, teaching experience, subject discipline, and sex of teacher) to be used as a basis for implementing in-service education training programs at the Science Resource Centers in Kumasi Ghana. An adapted version of the Moore Assessment Profile (MAP) survey instrument and a set of open-ended questions were used to collect data from the science teachers. The researcher handed out one hundred and fifty questionnaire packets, and all one hundred and fifty (100%) were collected within a period of six weeks. The data were analyzed using descriptive statistics, content analysis, and inferential statistics. The descriptive statistics reported the frequency of responses, and it was used to calculate the Need Index (N) of the identified needs of teachers. Sixteen top-priority needs were identified, and the needs were arranged in a hierarchical order according to the magnitude of the Need Index (0.000 ≤ N ≤ 1.000). Content analysis was used to analyze the responses to the open-ended questions. One-way analysis of variance (ANOVA) was used to test the null hypotheses of the study on each of the sixteen identified top-priority needs and the teacher demographic variables. The findings of this study were as follows: (1) The science teachers identified needs related to "more effective use of instructional materials" as a crucial area for in-service training. (2) Host and Satellite schools exhibited significant difference on procuring supplementary science books for students. Subject discipline of teachers exhibited significant differences on utilizing the library and its facilities by students, obtaining information on where to get help on effective science teaching

  20. Influence of Strengthening Mathematics and Science in Secondary Education (SMASSE) in Service Education and Training(INSET) on the Attitude of Students towards Mathematics Perfomance in Public Secondary Schools of Rangwe Division, Homa-Bay Sub County-Kenya

    ERIC Educational Resources Information Center

    Wafubwa, Ruth Nanjekho

    2015-01-01

    The general performance in mathematics in Kenya has been declining over the past years. This prompted the researchers to investigate the influence of Strengthening Mathematics and Science in Secondary Education (SMASSE) In Service Education and Training (INSET) on students' attitudes towards mathematics performance in public secondary schools of…

  1. The GeoBus project: a mobile Earth science outreach project for secondary schools in the UK

    NASA Astrophysics Data System (ADS)

    Robinson, R. A.; Roper, K. A.; Macfarlane, D.; Pike, C.

    2013-12-01

    GeoBus is an educational outreach project that was developed in 2012 by the Department of Earth and Environmental Sciences at the University of St Andrews. It is sponsored jointly by industry and the UK Research Councils (NERC and EPSRC). The aims of GeoBus are to support the teaching of Earth Science in secondary (high) schools by providing teaching resources that are not readily available to educators, to inspire young learners by incorporating new science research outcomes in teaching activities, and to provide a bridge between industry, higher education institutions, research councils and schools. These linkages are important for introducing career opportunities in Earth sciences. Since its launch, GeoBus has visited over 140 different schools across the length and breadth of Scotland. Over 20,000 pupils will have been involved in practical hands-on Earth science learning activities by December 2013, including many in remote and disadvantaged regions. The resources that GeoBus brings to schools include all the materials and equipment needed to run workshops, field excursions and Enterprise Challenges. GeoBus provides 16 workshops which can be adapted for different learning levels. Workshops are 50 to 80 minute sessions for up to 30 pupils and topics include minerals, rocks, fossils, geological time, natural resources, climate change, volcanoes, earthquakes, and geological mapping. As with all GeoBus activities, the inclusion of equipment and technology otherwise unavailable to schools substantially increases the engagement of pupils in workshops. Field excursions are popular, as many teachers have little or no field trainng and feel unable to lead this type of activity. The excursions comprise half or full day sessions for up to 30 pupils and are tailored to cover the local geology or geomorphology. The Enterprise Challenges are half or full day sessions for up to 100 pupils. Current topics are Drilling for Oil, Renewable Energy, a Journey to Mars and Scotland

  2. News Conference: Serbia hosts teachers' seminar Resources: Teachers TV website closes for business Festival: Science takes to the stage in Denmark Research: How noise affects learning in secondary schools CERN: CERN visit inspires new teaching ideas Education: PLS aims to improve perception of science for school students Conference: Scientix conference discusses challenges in science education

    NASA Astrophysics Data System (ADS)

    2011-07-01

    Conference: Serbia hosts teachers' seminar Resources: Teachers TV website closes for business Festival: Science takes to the stage in Denmark Research: How noise affects learning in secondary schools CERN: CERN visit inspires new teaching ideas Education: PLS aims to improve perception of science for school students Conference: Scientix conference discusses challenges in science education

  3. Course of Study for Upper Secondary Schools in Japan. Notification No. 163 of Ministry of Education, Science, and Culture.

    ERIC Educational Resources Information Center

    Ministry of Education, Science, and Culture, Tokyo (Japan).

    The course of study for students in upper secondary schools in Japan is outlined in this document. The first of three chapters puts forth the general provisions that a Japanese upper secondary school should seek to follow. Comprising the greater part of the volume, the second chapter outlines the objectives to be achieved in 18 subjects. For each…

  4. Course of Study for Lower Secondary Schools in Japan. Notification No. 156 of Ministry of Education, Science, and Culture.

    ERIC Educational Resources Information Center

    Ministry of Education, Science, and Culture, Tokyo (Japan).

    The course of study for students in lower secondary schools in Japan is outlined in this document. The first of four chapters puts forth the general provisions that Japanese lower secondary schools should seek to follow. Comprising the greater part of the volume, the second chapter outlines the objectives to be achieved by students in nine subject…

  5. Who Aspires to a Science Career? A Comparison of Survey Responses from Primary and Secondary School Students

    ERIC Educational Resources Information Center

    DeWitt, Jennifer; Archer, Louise

    2015-01-01

    There is broad international agreement about the importance of increasing participation in science once it is no longer compulsory in school, particularly among groups who have been historically underrepresented in science. Previous research reflects that despite broadly positive attitudes to science in and outside of school, there is limited…

  6. Primary-Secondary Transfer: A Science Perspective

    ERIC Educational Resources Information Center

    Watkins, Richard

    2010-01-01

    It is a recurring debate many people have probably been engaged in: why do pupils appear to under-perform in the lower years of secondary school? In the latest in their "Perspectives on education" series, "Primary-secondary transfer in science" (Wellcome Trust, 2009), the Wellcome Trust addresses this problematic area with respect to UK science…

  7. Investigating the Use of Integrated Instructions to Reduce the Cognitive Load Associated with Doing Practical Work in Secondary School Science

    NASA Astrophysics Data System (ADS)

    Haslam, Carolyn Yvonne; Hamilton, Richard Joseph

    2010-09-01

    This study investigated the effects of integrated illustrations on understanding instructions for practical work in science. Ninety-six secondary school students who were unfamiliar with the target content knowledge and practical equipment took part. The students were divided into two conditions: (1) modified instructions containing integrated text and illustrations, and (2) conventional instructions containing text only. Modified instructions produced significantly higher levels of performance on task, lower time to completion and perceived cognitive load and task difficulty, higher relative efficiency score, and higher post-test scores than the conventional instructions. When learners are inexperienced and the information is complex, the results suggest that physically integrating mutually referring sources of information reduces cognitive load, and therefore makes practical work instructions easier to understand.

  8. Teaching about the Epistemology of Science in Upper Secondary Schools: An Analysis of Teachers' Classroom Talk

    ERIC Educational Resources Information Center

    Ryder, Jim; Leach, John

    2008-01-01

    We begin by drawing upon the available literature to identify four characteristics of teacher talk likely to support student learning about the epistemology of science: making appropriate statements about the epistemology of science in the classroom, linking the epistemology of science with specific science concepts, stating and justifying…

  9. Differentiating Science Instruction: Secondary science teachers' practices

    NASA Astrophysics Data System (ADS)

    Maeng, Jennifer L.; Bell, Randy L.

    2015-09-01

    This descriptive study investigated the implementation practices of secondary science teachers who differentiate instruction. Participants included seven high school science teachers purposefully selected from four different schools located in a mid-Atlantic state. Purposeful selection ensured participants included differentiated instruction (DI) in their lesson implementation. Data included semi-structured interviews and field notes from a minimum of four classroom observations, selected to capture the variety of differentiation strategies employed. These data were analyzed using a constant-comparative approach. Each classroom observation was scored using the validated Differentiated Instruction Implementation Matrix-Modified, which captured both the extent to which critical indicators of DI were present in teachers' instruction and the performance levels at which they engaged in these components of DI. Results indicated participants implemented a variety of differentiation strategies in their classrooms with varying proficiency. Evidence suggested all participants used instructional modifications that required little advance preparation to accommodate differences in students' interests and learning profile. Four of the seven participants implemented more complex instructional strategies that required substantial advance preparation by the teacher. Most significantly, this study provides practical strategies for in-service science teachers beginning to differentiate instruction and recommendations for professional development and preservice science teacher education.

  10. Examination of instructional strategies: Secondary science teachers of mainstreamed English language learners in two high schools in southern New England

    NASA Astrophysics Data System (ADS)

    Yangambi, Matthieu Wakalewae

    2005-12-01

    Increasingly, English Language Learners (ELLs) are mainstreamed in science classes. As a result, science teachers must assume responsibility for these students' education. Currently, state tests show a wide performance gap between ELLs and non-ELLs in science and other content area courses. For instance, the Massachusetts Comprehensive Assessment System (MCAS) shows a two years average performance of 6% for ELLs and 33% for non-ELLs in English Language Arts (ELA), Mathematics, and Science and Technology, a 27% performance gap (Lachat, 2000). The use of research based effective teaching strategies for ELLs is indispensable in order to meet ELLs' learning needs (Jarret, 1999). The purpose of this study was to determine if differences exist between ELLs and non-ELLs regarding instructional strategies that secondary science teachers employ. Four areas were examined: instructional strategies mainstreamed ELLs and non-ELLs report as being most frequently employed by their science teachers, instructional strategies ELLs and non-ELLs consider most effective in their learning, the existing differences between ELLs and non-ELLs in the rating of effectiveness of instructional strategies their teachers currently practice, and factors impacting ELLs and non-ELLs' performance on high-stakes tests. This study was conducted in two urban high schools in Southern New England. The sample (N = 71) was based on the non-probability sampling technique known as convenience sampling from students registered in science classes. The questionnaire was designed based on research-based effective teaching strategies (Burnette, 1999; Ortiz, 1997), using a Likert-type scale. Several findings were of importance. First, ELLs and non-ELLs reported similar frequency of use of effective instructional strategies by teachers. However, ELLs and non-ELLs identified different preferences for strategies. Whereas non-ELLs preferred connecting learning to real life situations, ELLs rated that strategy as least

  11. An application of the TROFLEI in secondary-school science classes in New Zealand

    NASA Astrophysics Data System (ADS)

    Bhan Koul, Rekha; Fisher, D. L.; Shaw, Toni

    2011-07-01

    Background and purpose: The present study reports on the findings of a study conducted in New Zealand using the actual and preferred forms of a classroom environment instrument, the Technology-Rich Outcomes-focussed Learning Environment Inventory (TROFLEI) and three affective outcome scales. Main aims of this study were to validate the instrument for use in New Zealand; to investigate differences between students' perceptions of (a) actual and preferred learning environments, (b) year levels and (c) gender; and to investigate associations between science classroom learning environment, attitude and self-efficacy. Sample TROFLEI was administered to 1027 high-school students from 30 classes. Design and method The 80-item TROFLEI assesses 10 classroom environment dimensions: student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, equity, differentiation, computer usage and young adult ethos. The three affective outcome scales used in the study are attitude to subject, attitude to computers and academic efficacy. Results The validity and reliability of the TROFLEI and three affective outcome scales for use in New Zealand were established. Differences in actual and preferred scores confirmed that students participating in the study sought better learning environments. Female students generally perceived their technology-related learning environment more positively. Year-13 students had consistently higher means for most (8 out of 13) of the learning environment dimensions. Statistically significant associations were found between the scales of TROLFLEI and three affective outcome scales. Conclusions The results of this study assist us in understanding the psychosocial learning environments in New Zealand in a technology-supported classroom and to determine its effectiveness in terms of selected learner outcomes.

  12. The Design and Development of a Collaborative mLearning Prototype for Malaysian Secondary School Science

    ERIC Educational Resources Information Center

    DeWitt, Dorothy; Alias, Norlidah; Siraj, Saedah

    2014-01-01

    Collaborative problem-solving in science instruction allows learners to build their knowledge and understanding through interaction, using the language of science. Computer-mediated communication (CMC) tools facilitate collaboration and may provide the opportunity for interaction when using the language of science in learning. There seems to be…

  13. How Can the Teaching of Woodwork and Science at Secondary School Level Be Integrated?

    ERIC Educational Resources Information Center

    Assani, Sydney P.

    A study was made of how to integrate science instruction (specifically, science for Zimbabwe syllabus number 50006) and woodworking. In order to formulate its recommendations, the study sought to analyze course syllabi; collect data on teachers' years of teaching within and without their areas of specialization (woodworking and science); analyze…

  14. Secondary School Science Predictors of Academic Performance in University Bioscience Subjects

    ERIC Educational Resources Information Center

    Green, Rod; Brown, Elizabeth; Ward, Alex

    2009-01-01

    In 2009 the Faculty of Health Sciences at La Trobe University in Melbourne, Australia is introducing a common first year for 11 different undergraduate courses in the faculty. Current prerequisite science entry requirements vary with course and range from none to at least two science or mathematics subjects and from [approximately]50 to 99 in…

  15. A Study of the Participation and Achievement of Black, Hispanic and Female Students in Mathematics, Science and Advanced Technologies in Virginia Secondary Schools.

    ERIC Educational Resources Information Center

    Ayers, Don; And Others

    This study conducted a statistical analysis to look at the participation and achievement of Black, Hispanic, and female secondary education students in mathematics, science, and advanced technology programs in schools in Virginia, compared to those of White students and male students. In particular, the study applied descriptive and inferential…

  16. Choice--Chance--Control. That's Life. Learning about Insurance through Secondary School Courses. Insurance Basics for Everyone; Social Sciences; Mathematics; Consumer Economics.

    ERIC Educational Resources Information Center

    Insurance Education Foundation, Indianapolis, IN.

    This guide, which is designed for use with secondary school students, contains four units of activities that teach the fundamentals of insurance within the context of a broad range of subjects, including social sciences, history, civics, government, mathematics, consumer economics, business, economics, life skills, family management, home…

  17. Peer Assessment among Secondary School Students: Introducing a Peer Feedback Tool in the Context of a Computer Supported Inquiry Learning Environment in Science

    ERIC Educational Resources Information Center

    Tsivitanidou, Olia; Zacharia, Zacharias C.; Hovardas, Tasos; Nicolaou, Aphrodite

    2012-01-01

    In this study we introduced a peer feedback tool to secondary school students while aiming at investigating whether this tool leads to a feedback dialogue when using a computer supported inquiry learning environment in science. Moreover, we aimed at examining what type of feedback students ask for and receive and whether the students use the…

  18. Quantitative Analysis of Representations of Nature of Science in Nordic Upper Secondary School Textbooks Using Framework of Analysis Based on Philosophy of Chemistry

    ERIC Educational Resources Information Center

    Vesterinen, Veli-Matti; Aksela, Maija; Lavonen, Jari

    2013-01-01

    The aim of this study was to assess how the different aspects of nature of science (NOS) were represented in Finnish and Swedish upper secondary school chemistry textbooks. The dimensions of NOS were analyzed from five popular chemistry textbook series. The study provides a quantitative method for analysis of representations of NOS in chemistry…

  19. Knowing the Subject Matter of a Secondary-School Science Subject

    ERIC Educational Resources Information Center

    Deng, Zongyi

    2007-01-01

    This paper examines the fundamental yet largely neglected distinction between school subjects and academic disciplines in the discourse on teachers' specialized subject-matter knowledge. It analyses and critiques the curricular positions embedded in that discourse in the light of five possible relationships between school subjects and academic…

  20. Teacher Quality Indicators as Predictors of Instructional Assessment Practices in Science Classrooms in Secondary Schools in Barbados

    NASA Astrophysics Data System (ADS)

    Ogunkola, Babalola J.; Archer-Bradshaw, Ramona E.

    2013-02-01

    This study investigated the self-reported instructional assessment practices of a selected sample of secondary school science teachers in Barbados. The study sought to determine if there were statistically significant differences in the instructional assessment practices of teachers based on their sex and teacher quality (teaching experience, professional qualification and teacher academic qualification). It also sought to determine the extent to which each of these four selected variables individually and jointly affected the teachers' report of their instructional assessment practices. A sample of 55 science teachers from nine secondary schools in Barbados was randomly selected to participate in this study. Data was collected by means of a survey and was analyzed using the means and standard deviations of the instructional assessment practices scores and linear, multiple and binary logistic regression. The results of the study were such that the majority of the sample reported good overall instructional assessment practices while only a few participants reported moderate assessment practices. The instructional assessment practices in the area of student knowledge were mostly moderate as indicated by the sample. There were no statistically significant differences between or among the mean scores of the teachers' reported instructional assessment practices based on sex ( t = 0.10; df = 53; p = 0.992), teaching experience ( F[4,50] = 1.766; p = 0.150), the level of professional qualification (F[3,45] = 0.2117; p = 0.111) or the level of academic qualification (F[2,52] = 0.504; p = 0.607). The independent variables (teacher sex, teaching experience, teacher professional qualification or teacher academic qualification) were not significant predictors of the instructional assessment practices scores. However, teacher sex was a significant predictor of the teachers' report of good instructional assessment practices. The study also found that the joint effect of the

  1. South Korean and the US Secondary School Science Teachers' Conceptions of Creativity and Teaching for Creativity

    ERIC Educational Resources Information Center

    Hong, Miyoung; Kang, Nam-Hwa

    2010-01-01

    This study examined science teachers' conceptions of creativity in science education, pedagogical ideas, and contextual factors perceived as constraints on teaching for creativity and any differences in the conceptions of teachers from South Korea and the United States. Participants in the study consisted of 44 South Korean and 21 US secondary…

  2. Relation between Classroom Climate and Achievement in Physical Science of Secondary School Pupils

    ERIC Educational Resources Information Center

    R., Smitha; Sajan, K. S.

    2010-01-01

    This study estimates the extent of relationship between "Achievement in Physical Science" and "Classroom Climate" for the total sample and Sub sample based on gender. The tools used for collecting the data are scale of classroom climate and achievement test in physical science. The study reveals that boys show indifferent or negligible but…

  3. Fieldwork, Co-Teaching and Co-Generative Dialogue in Lower Secondary School Environmental Science

    ERIC Educational Resources Information Center

    Rahmawati, Yuli; Koul, Rekha

    2016-01-01

    This article reports one of the case studies in a 3-year longitudinal study in environmental science education. This case explores the process of teaching about ecosystems through co-teaching and co-generative dialogue in a Year-9 science classroom in Western Australia. Combining with co-teaching and co-generative dialogue aimed at transforming…

  4. Observations from Secondary School Classrooms in Trinidad and Tobago: Science Teachers' Use of Analogies

    ERIC Educational Resources Information Center

    Maharaj-Sharma, R.; Sharma, A.

    2015-01-01

    This study was undertaken to examine and interpret how science teachers in Trinidad and Tobago used analogies in their science teaching. A total of 30 lessons taught by five different teachers were observed and analysed using an interpretative research methodology to develop generalized observations. The findings revealed that in general science…

  5. Evaluation of the Use of Remote Laboratories for Secondary School Science Education

    ERIC Educational Resources Information Center

    Lowe, David; Newcombe, Peter; Stumpers, Ben

    2013-01-01

    Laboratory experimentation is generally considered central to science-based education. Allowing students to "experience" science through various forms of carefully designed practical work, including experimentation, is often claimed to support their learning and motivate their engagement while fulfilling specific curriculum requirements. However,…

  6. Higher Order Thinking Skills among Secondary School Students in Science Learning

    ERIC Educational Resources Information Center

    Saido, Gulistan Mohammed; Siraj, Saedah; Bin Nordin, Abu Bakar; Al Amedy, Omed Saadallah

    2015-01-01

    A central goal of science education is to help students to develop their higher order thinking skills to enable them to face the challenges of daily life. Enhancing students' higher order thinking skills is the main goal of the Kurdish Science Curriculum in the Iraqi-Kurdistan region. This study aimed at assessing 7th grade students' higher order…

  7. The Attitudes of First Year Senior Secondary School Students toward Their Science Classes in the Sudan

    ERIC Educational Resources Information Center

    Lado, Longun Moses

    2011-01-01

    This study examined the influence of a set of relevant independent variables on students' decision to major in math or science disciplines, on the one hand, or arts or humanities disciplines, on the other. The independent variables of interest in the study were students' attitudes toward science, their gender, their socioeconomic status, their…

  8. What's in School Science Review?

    ERIC Educational Resources Information Center

    Skinner, Nigel

    2003-01-01

    This article reviews three issues (306, 307 and 308) of "School Science Review" (SSR), the ASE journal for science education 11-19. It aims to highlight ideas and developments that are of relevance to the teaching and learning of science in both secondary and primary phases. Each of the issues being reviewed includes articles that focus on a…

  9. A Comparative Study of Problem-Based and Lecture-Based Learning in Junior Secondary School Science

    ERIC Educational Resources Information Center

    Wong, Kenson Kin Hang; Day, Jeffrey Richard

    2009-01-01

    The purpose of the study is to compare problem based learning (PBL) and lecture-based learning (LBL) in Hong Kong secondary students' science achievement. Secondary One students were divided into two groups: group A (n = 37), was taught two topics: "Human Reproduction" and "Density" through PBL; group B (n = 38) was taught the same topics by LBL.…

  10. Identifying the Predictors of Secondary School Performance in Agricultural Science in Nigeria

    ERIC Educational Resources Information Center

    Waheed, Olowa Olatomide

    2009-01-01

    Introduction: Increasing Awareness of the importance of vocational agricultural education has driven various regimes in government and Educators to embark on several review of agricultural curriculum at both secondary and tertiary institutions and as well provided policies and incentives towards motivating young ones to study and take agriculture…

  11. Reading in the Secondary School.

    ERIC Educational Resources Information Center

    Teaching English, 1976

    1976-01-01

    The topic of discussion of this issue of the journal "Teaching English" is reading instruction in the secondary school. Articles include "Reading in the Primary School" (Alastair Hendry), "Patterns of Progress" (Fergus McBride), "Teaching Reading--Whose Business?" (James Maxwell), "A Reading Policy for the Secondary School" (Iain McGillivray),…

  12. Using Computer Telecommunications to Improve Earth-Science Education at Middle and Secondary Schools.

    ERIC Educational Resources Information Center

    Yurkovich, Steven Peter; And Others

    1989-01-01

    Described is a computer telecommunications network, MicroNet, which is used to deliver necessary coursework and support for teachers and a variety of enrichment activities for their students via distance learning. Discussed are computer telecommunications courses and middle-grade and high school use of the MicroNet system. (Author/CW)

  13. Principled Improvement in Science: Forces and Proportional Relations in Early Secondary-School Teaching

    ERIC Educational Resources Information Center

    Howe, Christine; Ilie, Sonia; Guardia, Paula; Hofmann, Riikka; Mercer, Neil; Riga, Fran

    2015-01-01

    In response to continuing concerns about student attainment and participation in science and mathematics, the "epiSTEMe" project took a novel approach to pedagogy in these two disciplines. Using principles identified as effective in the research literature (and combining these in a fashion not previously attempted), the project developed…

  14. Exploring the Use of Audience Response Systems in Secondary School Science Classrooms

    ERIC Educational Resources Information Center

    Kay, Robin; Knaack, Liesel

    2009-01-01

    An audience response systems (ARS) allows students to respond to multiple choice questions using remote control devices. Once the feedback is collected and displayed, the teacher and students discuss misconceptions and difficulties experienced. ARSs have been extremely popular and effective in higher education science classrooms, although almost…

  15. "Earth, Sun and Moon": Computer Assisted Instruction in Secondary School Science--Achievement and Attitudes

    ERIC Educational Resources Information Center

    Ercan, Orhan; Bilen, Kadir; Ural, Evrim

    2016-01-01

    This study investigated the impact of a web-based teaching method on students' academic achievement and attitudes in the elementary education fifth grade Science and Technology unit, "System of Earth, Sun and Moon". The study was a quasi-experimental study with experimental and control groups comprising 54 fifth grade students attending…

  16. Gender and Achievement in English Language Arts, Science and Mathematics in Secondary Schools in Nigeria

    ERIC Educational Resources Information Center

    Etim, James S.; Etim, Alice S.; Heilman, George; Mathiyalakan, S.; Ntukidem, Eno

    2016-01-01

    The education of girls and women in the areas of Science, Technology, Engineering and Mathematics (STEM) has long been thought of as very crucial for national development. This study investigated whether gender differences might occur in scores attained by Nigerian students on standard subject matter examinations for English Language, Mathematics…

  17. Students' intentions towards studying science at upper-secondary school: the differential effects of under-confidence and over-confidence

    NASA Astrophysics Data System (ADS)

    Sheldrake, Richard

    2016-05-01

    Understanding students' intentions to study science at upper-secondary school, at university, and to follow science careers continues as a central concern for international science education. Prior research has highlighted that students' science confidence has been associated with their intentions to study science further, although under-confidence and over-confidence (lower or higher confidence than expected, given someone's attainment) have not been considered in detail. Accordingly, this study explored whether under-confident, accurately evaluating, and over-confident students expressed different attitudes towards their science education, and explored how under-confidence and over-confidence might influence students' science intentions. The questionnaire responses of 1523 students from 12 secondary schools in England were considered through analysis of variance and predictive modelling. Under-confident students expressed consistently lower science attitudes than accurately evaluating and over-confident students, despite reporting the same science grades as accurately evaluating students. Students' intentions to study science were predicted by different factors in different ways, depending on whether the students were under-confident, accurate, or over-confident. For accurately evaluating and over-confident students, science intentions were predicted by their self-efficacy beliefs (their confidence in their expected future science attainment). For under-confident students, science intentions were predicted by their self-concept beliefs (their confidence in currently 'doing well' or 'being good' at science). Many other differences were also apparent. Fundamentally, under-confidence may be detrimental not simply through associating with lower attitudes, but through students considering their choices in different ways. Under-confidence may accordingly require attention to help ensure that students' future choices are not unnecessarily constrained.

  18. Secondary School Students' Epistemic Insight into the Relationships Between Science and Religion—A Preliminary Enquiry

    NASA Astrophysics Data System (ADS)

    Billingsley, Berry; Taber, Keith; Riga, Fran; Newdick, Helen

    2013-08-01

    A number of previous studies have shown that there is a widespread view among young people that science and religion are opposed. In this paper, we suggest that it requires a significant level of what can be termed "epistemic insight" to access the idea that some people see science and religion as compatible while others do not. To explore this further, we draw on previous work to devise a methodology to discover students' thinking about apparent contradictions between scientific and religious explanations of the origins of the universe. In our discussion of the findings, we highlight that students' epistemic insight in this context does seem in many cases to be limited and we outline some of the issues emerging from the study that seem to boost or limit students' progress in this area.

  19. Conceptualizing In-service Secondary School Science Teachers' Knowledge Base for Climate Change Content

    NASA Astrophysics Data System (ADS)

    Campbell, K. M.; Roehrig, G.; Dalbotten, D. M.; Bhattacharya, D.; Nam, Y.; Varma, K.; Wang, J.

    2011-12-01

    The need to deepen teachers' knowledge of the science of climate change is crucial under a global climate change (GCC) scenario. With effective collaboration between researchers, scientists and teachers, conceptual frameworks can be developed for creating climate change content for classroom implementation. Here, we discuss how teachers' conceptualized content knowledge about GCC changes over the course of a professional development program in which they are provided with place-based and culturally congruent content. The NASA-funded Global Climate Change Education (GCCE) project, "CYCLES: Teachers Discovering Climate Change from a Native Perspective", is a 3-year teacher professional development program designed to develop culturally-sensitive approaches for GCCE in Native American communities using traditional knowledge, data and tools. As a part of this program, we assessed the progression in the content knowledge of participating teachers about GCC. Teachers were provided thematic GCC content focused on the elements of the medicine wheel-Earth, Fire, Air, Water, and Life -during a one week summer workshop. Content was organized to emphasize explanations of the natural world as interconnected and cyclical processes and to align with the Climate and Earth Science Literacy Principles and NASA resources. Year 1 workshop content was focused on the theme of "Earth" and teacher knowledge was progressively increased by providing content under the themes of 1) understanding of timescale, 2) understanding of local and global perspectives, 3) understanding of proxy data and 4) ecosystem connectivity. We used a phenomenographical approach for data analysis to qualitatively investigate different ways in which the teachers experienced and conceptualized GCC. We analyzed categories of teachers' climate change knowledge using information generated by tools such as photo elicitation interviews, concept maps and reflective journal perceptions. Preliminary findings from the pre

  20. Evaluation of a Secondary School Science Program Inversion: Moving from a Traditional to a Modifified-PCB Sequence

    ERIC Educational Resources Information Center

    Gaubatz, Julie

    2013-01-01

    Studies of high-school science course sequences have been limited primarily to a small number of site-specific investigations comparing traditional science sequences (e.g., Biology-Chemistry-Physics: BCP) to various Physics First-influenced sequences (Physics-Chemistry-Biology: PCB). The present study summarizes a five-year program evaluation…

  1. Behavioral Sciences in Secondary Schools: An Inquiry-Oriented Interdisciplinary Approach to the Human Behavioral Sciences in Social Studies. Professional Education Series.

    ERIC Educational Resources Information Center

    Anderson, Randall C.

    Trends in secondary-level behavioral science curriculum development, informational background, and strategies for teaching behavioral science concepts are provided in this book. Chapters one through three define the behavioral sciences and examine their changing role and status in social studies education. Chapters four through six develop…

  2. Examining two Turkish teachers' questioning patterns in secondary school science classrooms

    NASA Astrophysics Data System (ADS)

    Cikmaz, Ali

    This study examined low and high level teachers' questioning patterns and classroom implementations within an argument-based inquiry approach known as the Science Writing Heuristic (SWH) approach, which addresses issues on negotiation, argumentation, learning, and teaching. The level of the teachers was determined by the students' writing scores. This study was conducted in Turkey with seven teacher for preliminary study. Because scoring writing samples examines the students' negotiation level with the different sources and students learn scientific process, as negotiation, which they may transfer into their writing, in classroom, two teachers were selected to represent low and high level teachers. Data collection involved classroom observation through video recordings. The comparative qualitative method was employed throughout the data analysis process with including quantitative results. The research questions that guided the present study were: (1) How are low and high level teachers, determined according to their students' writing scores, questioning patterns different from each other during classroom discourse? (2) Is there a relationship between students' writings and teachers' questioning styles in the classroom? Analysis of Qualitative data showed that teachers' classroom implementations reveal big differences based on argumentation patterns. The high level teacher, whose students had high scores in writing samples, asked more questions and the cognitive levels of questions were higher than the low level teacher. Questions promote an argumentative environment and improve critical thinking skills by discussing different ideas and claims. Asking more questions of teacher influences students to initiate (ask questions) more and to learn the scientific process with science concepts. Implicitly, this learning may improve students' comparison in their writing. Moreover, high level teacher had a more structured and organized classroom than low level teacher.

  3. Science, Levels 7-12. Secondary Core Curriculum Standards.

    ERIC Educational Resources Information Center

    Utah State Board of Education, Salt Lake City. Div. of Curriculum and Instruction.

    This document presents the core science curriculum standards which must be completed by all students as a requisite for graduation from Utah's secondary schools. Contained within are the elementary and secondary school program of studies and high school graduation requirements. Each course entry for grades 7-12 contains: course title, unit of…

  4. Science Education and the Material Culture of the Nineteenth-Century Classroom: Physics and Chemistry in Spanish Secondary Schools

    ERIC Educational Resources Information Center

    Simon, Josep; Cuenca-Lorente, Mar

    2012-01-01

    Although a large number of Spanish secondary schools have preserved an important scientific heritage, including large scientific instrument collections, this heritage has never been officially protected. Their current state is very diverse, and although several research projects have attempted to initiate their recovery and use, their lack of…

  5. A new protocol in La Spezia for elementary and secondary school students for monitoring Perception towards Science and Performance in Science Classrooms

    NASA Astrophysics Data System (ADS)

    Stroobant, Mascha; Mori, Anna; Merlino, Silvia; Bianucci, Marco; Delfanti, Roberta; Furia, Stefania; Carmisciano, Cosmo; Locritani, Marina; Muccini, Filippo; La Tassa, Hebert; Talamoni, Roberta; Nacini, Francesca; Benedetti, Alessandro; Nardi, Elisabetta; Parodi, Alice; Giacomazzi, Fabio; Mioni, Erika; Associazione Festival della Scienza

    2014-05-01

    Technological and scientific research in La Spezia (an Italian town with a population of 95.378) is, unfortunately, unknown to most people and often the existence of excellent research Centres (such as CNR-ISMAR, CNR-IENI, ENEA-UTMAR, INGV, CMRE, CSSN and University) is barely known, even just outside the La Spezia area. The current economic crisis has played a major role in determining the decline in maritime business (affecting all companies in the area and particularly SMEs). Therefore it is important to re-establish the relationship with the traditional maritime culture of the city. This objective can be achieved by enhancing research visibility (national and european) by dissemination of the activities carried out by research institutions, university and local enterprises. La Spezia has a long maritime tradition and it is vital for these customs to be kept alive and cultivated within the community. The cultural scene is positive: in fact, in the last decade the general public's perception on the importance of science in the context of human activities has been considerably strengthened. In La Spezia, especially since 2007, an increasing number of disseminating activities (carried out by CNR-ISMAR, CNR-IENI, ENEA-UTMAR, INGV, CMRE, CSSN, LABTER - the La Spezia association for environmental education- ASSOCIAZIONE FESTIVAL DELLA SCIENZA - the association that organizes the Genoa Science Festival- Genoa University and ISA 2 - "2 GIUGNO" - a local primary and secondary public school that has started a pilot project for marine biology), has revealed an educational and cultural path which now requires a monitoring protocol to be carried out for at least two years. In this paper we will present a new test that will be administered to the entire student population (aged 6 to 18 years) with the aim to fully understand the effectiveness of initiatives for popularizing science and the impact that they are having on new generations (professional choices, scientific

  6. "Comets, Origins, and Life:” Promoting Interdisciplinary Science in Secondary and Middle Schools in the Washington, DC and Saint Louis, MO Metro Areas

    NASA Astrophysics Data System (ADS)

    Bonev, Boncho; Gibb, E. L.; Brewer, G.; Novak, R.; Mandell, A. M.; Seaton, P.; Price, J.; Long, T.; Bahar, S.; Edwards, S. S.

    2010-10-01

    Developing a full-year program to support secondary and middle school science education is a key part of the "broader impact” component of NSF Grant AST- 0807939 (PI/Co-PI Bonev/Gibb). This program is realized at two stages: (1) a professional development course for teachers is offered during the summer; (2) during the subsequent academic year we collaborate with educators in lessons planning or curriculum development as demanded in their particular schools. We successfully offered the course “ Comets, Origins, and Life: Interdisciplinary Science in the Secondary Classroom ” (45 contact hours; 3 credits) in the summers of 2009 and 2010 at the Catholic University of America. This class demonstrates how a complex hypothesis - for the delivery of water and prebiotic organic matter to early Earth - is being tested by integrating astronomy, physics, chemistry, biology, and Earth and planetary science. Collaborations with participants from the 2009 class include curriculum development within the Earth Science program in Prince Georges county, MD and strengthening science in Washington DC public schools. Our next step is to offer our class in the Saint Louis, MO area. The main challenge in our work with educators is not to present them with "interesting information", but to fit what we offer within the very particular curriculum expectations of their school districts. These curriculum expectations often vary from district to district and sometimes from year to year. We gratefully acknowledge the support by the NSF, allowing to fully integrate our research area into education. We also gratefully acknowledge our collaborations with the Goddard Center for Astrobiology and the Howard B. Owens Science Center (both in MD) in developing our class curriculum. Educators interested in this program can contact Boncho Bonev (bonev@cua.edu; for the Washington DC and Baltimore, MD areas) and Erika Gibb (gibbe@umsl.edu; for the Saint Louis, MO area).

  7. Interest of Grade Ten Students toward Physics among Other Science Subjects, Case of Wolaita Soddo Town Governmental Secondary Schools, Ethiopia

    ERIC Educational Resources Information Center

    Hamelo, Shewangzaw

    2016-01-01

    This paper has proposed to investigate the interest in students towards physics among other science subjects. The investigation was carried out with 490 samples of grade ten students in Wolaita Soddo town governmental schools. Thus, overall result indicates that the interest in students towards physics is low and students hate to learn physics in…

  8. Global Education at Streetsville Secondary School.

    ERIC Educational Resources Information Center

    Thomas, Paul F.

    In 1973 an innovative, interdisciplinary global studies course was instituted at a secondary school in Ontario. Designed for advanced students at the grade 13 level, the course emphasized science, language arts, and mathematics issues in terms of the world's environmental and social problems. Rationale for the course included an awareness of the…

  9. Sources of Information about Promising and Exemplary Programs and Materials for Secondary School Science. ERIC/SMEAC Science Education Digest No. 2, 1989.

    ERIC Educational Resources Information Center

    Helgeson, Stanley L.; Howe, Robert W.

    Many school staff and their client communities are concerned about student achievement, skills, and attitudes related to science. To respond to these concerns, staff need to determine how they can improve their science programs by modifying the content and skills emphasized in the curriculum, changing and supplementing instructional materials,…

  10. 34 CFR 300.36 - Secondary school.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Secondary school. 300.36 Section 300.36 Education... DISABILITIES General Definitions Used in This Part § 300.36 Secondary school. Secondary school means a nonprofit institutional day or residential school, including a public secondary charter school that...

  11. School Science Labs

    ERIC Educational Resources Information Center

    Schachter, Ron

    2008-01-01

    This article talks about the declining state of many school science laboratories. The author describes how school districts are renovating their science labs to improve student learning. The author also offers tips from those who have already renovated their school science labs.

  12. Gender Relations in Secondary Schooling.

    ERIC Educational Resources Information Center

    Kessler, S.; And Others

    1985-01-01

    Case studies showed that inequality between women and men is a very general feature of the Australian secondary school system. New approaches to the reform of sex inequalities in education are proposed. (RM)

  13. Nuffield Secondary Science, Theme 2, Continuity of Life.

    ERIC Educational Resources Information Center

    Wigglesworth, George

    Nuffield Secondary Science is a set of tested materials from which teachers can prepare courses for students in grades 9-11 (approximately) who do not intend to major in science. The materials are designed for British secondary schools but are adaptable to other countries. The Teachers' Guide to the entire set of Themes is described in SE 015 440…

  14. Nuffield Secondary Science, Theme 1, Interdependence of Living Things.

    ERIC Educational Resources Information Center

    Marson, J. Eric

    Nuffield Secondary Science is a set of tested materials from which teachers can prepare courses for students in grades 9-11 (approximately) who do not intend to major in science. The materials are designed for British secondary schools. The Teachers' Guide to the entire set of Themes is described in SE 015 440. Each Theme is a teachers' guide to a…

  15. Nuffield Secondary Science, Theme 5, Extension of Sense Perception.

    ERIC Educational Resources Information Center

    Howard, Edgar

    Nuffield Secondary Science is a set of tested materials from which teachers can prepare courses for students in grades 9-11 (approximately) who do not intend to major in science. The materials are designed for British secondary schools but are adaptable for other countries. The Teachers' Guide to the entire set of Themes is described in SE 015 440…

  16. Nuffield Secondary Science, Theme 3, Biology of Man.

    ERIC Educational Resources Information Center

    Fox, Dennis

    Nuffield Secondary Science is a set of tested materials from which teachers can prepare courses for students in grades 9-11 (approximately) who do not intend to major in science. The materials are designed for British secondary schools but are adaptable to other countries. The Teachers' Guide to the entire set of Themes is described in SE 015 440…

  17. Portugal's Secondary School Modernisation Programme

    ERIC Educational Resources Information Center

    Heitor, Teresa V.; Freire da Silva, Jose M. R.

    2009-01-01

    The aim of the Secondary School Modernisation Programme, being implemented in Portugal by "Parque Escolar, EPE", is based on the pursuit of quality and makes Portuguese education a potential international benchmark. This paper discusses the strategies adopted to reorganise school spaces. It describes the conceptual model and highlights the…

  18. Mother's Intuition? Choosing Secondary Schools.

    ERIC Educational Resources Information Center

    David, Miriam; And Others

    This book presents findings of a study that examined the process of choosing secondary schools in two inner London (England) boroughs. Data were obtained from interviews with 70 parents and a survey of 134 year-6 students. The primary focus was on which family member decides which school the child should attend. In nearly one-half of the families,…

  19. Secondary School Burnout Scale (SSBS)

    ERIC Educational Resources Information Center

    Aypay, Ayse

    2012-01-01

    The purpose of this study is to develop "Secondary School Burnout Scale." Study group included 728 students out of 14 schools in four cities in Turkey. Both Exploratory Factor Analysis and Confirmatory Factor Analysis were conducted on the data. A seven-factor solution emerged. The seven factors explained 61% of the total variance. The model…

  20. Technology and science in classroom and interview talk with Swiss lower secondary school students: a Marxist sociological approach

    NASA Astrophysics Data System (ADS)

    Roth, Wolff-Michael

    2013-06-01

    In much of science education research, the content of talk tends to be attributed to the persons who produce the sound-words in a speech situation. A radically different, sociological perspective on language-in-use grounded in Marxism derives from the work of L. S. Vygotsky and the members of the circle around M. M. Bakhtin. Accordingly, each word belongs to speaker and recipient simultaneously. It represents collective consciousness and, therefore, shared ideology, which can no longer be attributed to the individual. The purpose of this study is to develop a sociological perspective on language in science education, a perspective in which language continuously changes. I articulate this position in the context of classroom and interview talk with 14-year-old Swiss non-academically streamed lower secondary students about technology and science. In this context, science classrooms and interviews are shown to be microcosms of Swiss (German) culture and society reproduced in and through the situated talk about science and technology.

  1. [Secondary Career Education Activities: Science.

    ERIC Educational Resources Information Center

    Radford City Schools, VA.

    The guide is one of a series developed in a pilot project to integrate career education concepts with subject matter in secondary grades. The units are designed to reveal career orientation aspects of traditional topics within five major subject areas: English, social studies, mathematics, science, and health and physical education. The lesson…

  2. Integrating current reform principles: How the implementation of inquiry into secondary school science lessons translates into pedagogical changes

    NASA Astrophysics Data System (ADS)

    Montgomery, Shelley Hill

    Standards and goals for science education have been established at the national level, as well as at the state level. The big challenge in the educational system today lies in how to implement this new vision for science education into the traditional science classroom. Further, this new set of guidelines also raises concerns about development effective pedagogical practices, as well as the creation of professional development programs designed to meet these goals. Inadequate evidence exists, however, that details the methods by which the changes set forth in current science reform documents can be effectively put into practice in the traditional classroom. This inquiry attempted to explore and describe the implementation of a professional development program, designed to foster the incorporation of inquiry into the traditional classroom, through the development of a collaborative environment at the department level within a high school setting. Additional components of this study included an investigation into changes in student attitudes and perceptions towards science and their classroom environment, as well as the extent to which the teachers' perceptions of their teaching efficacy and their classroom environment changed as a result of the incorporation of inquiry methods into their classrooms. The impact of the use of the inquiry methods, especially through the use of the learning cycle by the participants, was also examined. Data from the following sources were collected and analyzed in this mixed methods study: (a) surveys; (b) classroom observations; (c) interviews; and (d) field notes. The evidence suggested that an effective professional development model included opportunities for teachers to learn in collaborative groups as a part of the normal school day. This type of learning situation further resulted in changes in teachers' beliefs, which translated into changes in their classroom environments which were more closely aligned with those set forth in

  3. Teachers and Technology Use in Secondary Science Classrooms: Investigating the Experiences of Middle School Science Teachers Implementing the Web-based Inquiry Science Environment (WISE)

    NASA Astrophysics Data System (ADS)

    Schulz, Rachel Corinne

    This study investigated the intended teacher use of a technology-enhanced learning tool, Web-based Inquiry Science Environment (WISE), and the first experiences of teachers new to using it and untrained in its use. The purpose of the study was to learn more about the factors embedded into the design of the technology that enabled it or hindered it from being used as intended. The qualitative research design applied grounded theory methods. Using theoretical sampling and a constant comparative analysis, a document review of WISE website led to a model of intended teacher use. The experiences of four middle school science teachers as they enacted WISE for the first time were investigated through ethnographic field observations, surveys and interviews using thematic analysis to construct narratives of each teachers use. These narratives were compared to the model of intended teacher use of WISE. This study found two levels of intended teacher uses for WISE. A basic intended use involved having student running the project to completion while the teacher provides feedback and assesses student learning. A more optimal description of intended use involved the supplementing the core curriculum with WISE as well as enhancing the core scope and sequence of instruction and aligning assessment with the goals of instruction through WISE. Moreover, WISE projects were optimally intended to be facilitated through student-centered teaching practices and inquiry-based instruction in a collaborative learning environment. It is also optimally intended for these projects to be shared with other colleagues for feedback and iterative development towards improving the Knowledge Integration of students. Of the four teachers who participated in this study, only one demonstrated the use of WISE as intended in the most basic way. This teacher also demonstrated the use of WISE in a number of optimal ways. Teacher confusion with certain tools available within WISE suggests that there may be a

  4. Influence of School Characteristics on the Achievement of Secondary School Chemistry Students in the Cognitive Science Process Skill of Evaluation in Kenya

    ERIC Educational Resources Information Center

    Anditi, Zephania O.; Okere, Mark, I. O.; Muchiri, Daniel R.

    2013-01-01

    Chemistry is one of the subjects that students sit for in the Kenya Certificate of Secondary Education (KCSE). The attainment of students in chemistry in KCSE has been quite low. An analysis of the past Chemistry examination papers taken in KCSE reveals that the papers test students' competencies in various aspects of Cognitive Science Process…

  5. Research interests of secondary science teachers

    NASA Astrophysics Data System (ADS)

    Gabel, Dorothy L.; Samuel, K. V.; Helgeson, Stanley; Novak, Joseph; Butzow, John

    In the past few years, science educators and the nation at large have become increasingly concerned about the Crisis in Science Education. An underlying cause of this crisis is the nonuniform quality of instruction delivered by secondary science teachers. One way to improve the quality of teaching in the schools is the application of science education research findings to teaching. Most teachers are unaware of the research findings and/or do not apply them in their classrooms. This study helps determine the areas of research which are of greatest interest to secondary science teachers. Results will be used by NSTA to determine the contents of future volumes of the monograph What Research Says to the Science Teacher. A random sample of 600 secondary science teachers was obtained from the National Registry of NSTA. Teachers were sent a 23 item questionnaire that asked them to rate their interest in each research topic on a five point scale. The questionnaire contained the 12 items prepared by a NARST-NSTA committee in 1979 and an additional 11 items using the same format. Demographic data collected from the survey included sex, teaching assignment, role in school, type of school, type of community, years of teaching experience, and familiarity with What Research Says. Data were analyzed using this demographic data as well as according to whether teachers returned the original or a follow-up questionnaire. Teachers who returned the first questionnaire had basically the same preferences as those who returned the follow-up questionnaire. Sixty percent of the teachers completed the questionnaire in usable form. Overall results of the study based on both frequency of response and on mean rating indicate that the following five topics are of greatest interest to secondary science teachers: laboratory experiences, motivational techniques, effect on college courses, problem solving, and meaningful learning. Analysis of data according to the subject taught indicated that

  6. A Scientific Creativity Test for Secondary School Students.

    ERIC Educational Resources Information Center

    Hu, Weiping; Adey, Philip

    2002-01-01

    Describes the development of a test of scientific creativity for use with secondary school students which was constructed on the basis of an analysis of meaning and aspects of scientific creativity. Reports that the scientific creativity of secondary school students increases with age and science ability is a necessary but not sufficient condition…

  7. Factors that Influence Participation of Students in Secondary Science and Mathematics Subjects in IB Schools Outside of the United States and Canada

    NASA Astrophysics Data System (ADS)

    Straffon, Elizabeth

    The purpose of this study was to investigate factors that affect the extent of international secondary students' participation in International Baccalaureate science and mathematics courses. The factors examined were gender, home region, size, percent host culture and age of the program, and coeducational and legal status of the school. Participation in math and science subjects was determined by analyzing the level and number of courses taken by students taking International Baccalaureate exams in 2010. Chi-Square and Cramer's V analysis were used to measure the effect of categorical variables on student participation and One-Way ANOVA and Bonferroni comparison of means were used to analyze the quantitative variables. All categorical variables were statistically significant (p<.01). Home region was the most important factor affecting participation in both math and science. Students from East, Southeast and South-Central Asia; and Eastern Europe have greater participation in math. The highest science participation came from students in East, Southern and Western Africa; and Southeast Asia. Top participators in science came from Australia/New Zealand, Northern Europe, East Africa and South-Central and Western Asia. State schools showed higher math and science participation. Science and math participation was also greater in all-male schools though associations were weak. Boys participated more than girls, especially in math. All quantitative variables were statistically significant. The program size had the largest effect size for both math and science with larger programs showing more participation at the higher level. A decreasing trend for age of the program and percent host culture was found for math participation. Three years of participation data were collected from an international school in Western Europe (n = 194). Variables included the influence of parent occupation, math preparedness (PSAT-Math), student achievement (GPA), and the importance of

  8. An analysis of factors that influence secondary science teachers in an urban school district in South Texas to remain in the teaching profession

    NASA Astrophysics Data System (ADS)

    Montoya, Bonnie

    This quantitative study is an examination of personal and professional factors that contribute to science teachers continuing to teach science in an urban area in South Texas despite the growing demands of the profession. This study examines why teachers in general leave the profession but focuses on what factors influenced these teachers to stay. Personal retention factors measured included being an effective teacher and positive rapport with students. Professional retention factors included administrative support and adequate time to meet professional obligations. There are 149 secondary science teachers in this large urban school district. Data was gathered from 109 of these educators to analyze factors personal and professional factors in regards to why these teachers remain in the field. For the purposes of this study a secondary science teacher will be any teacher who teaches science in grades 6-12, which is considered middle (6 through 8) and high school (9 through 12) in this area. The data for this quantitative study was collected by a paper survey (N=109) that was distributed at a professional learning session at the beginning of the school year. A Principal Component Analysis was run followed by three multiple regression analyses of the pertinent components to determine if there is any relationship between the demographics of the participants and personal and professional factors that cause these teachers to remain in the field. The results of this study will contribute to the literature regarding teacher education and theory that examines teacher practice affecting change. The results showed that professional factors like the amount of resources and the quality of those resources to assist teachers with job efficacy mattered as much as the personal factors such as positive teaching experience and an intrinsic sense of being an effective educator. Further implications of this study include an exploration of Generalist certifications at the middle grades

  9. Secondary School Strategies.

    ERIC Educational Resources Information Center

    O'Brien, Joseph; And Others

    1986-01-01

    Presents five complete lesson plans for activities that teach high school students about search and seizure, due process, freedom of assembly, right to counsel, and other individual liberties, through the use of case study techniques, a jury simulation, the analysis of historical material, and discussions. (JDH)

  10. Science and science education in schools after the Great Exhibition.

    PubMed

    Timmons, G

    2001-09-01

    The development of science education in England and Wales was slow in the 19th century. Here, I examine the causes of this slow development, and also the factors that affected the direction that science education took in elementary schools, secondary schools and universities.

  11. Industrial Ceramics: Secondary Schools.

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn, NY. Bureau of Curriculum Development.

    The expanding use of ceramic products in today's world can be seen in the areas of communications, construction, aerospace, textiles, metallurgy, atomic energy, and electronics. The demands of science have brought ceramics from an art to an industry using mass production and automated processes which requires the services of great numbers as the…

  12. Barriers and facilitators for integrating digital narratives in secondary school science instruction: A media specialist's action research study

    NASA Astrophysics Data System (ADS)

    Midland, Susan

    Media specialists are increasingly assuming professional development roles as they collaborate with teachers to design instruction that combines content with technology. I am a media specialist in an independent school, and collaborated with two science teachers over a three-year period to integrate technology with their instruction. This action study explored integration of a digital narrative project in three eighth-grade earth science units and one ninth-grade physics unit with each unit serving as a cycle of research. Students produced short digital documentaries that combined still images with an accompanying narration. Students participating in the project wrote scripts based on selected science topics. The completed scripts served as the basis for the narratives. These projects were compared with a more traditional science writing project. Barriers and facilitators for implementation of this type of media project in a science classroom were identified. Lack of adequate access to computers proved to be a significant mechanical barrier. Acquisition of a laptop cart reduced but did not eliminate the technology access issues. The complexity of the project increased implementation time in comparison with traditional alternatives. Evaluation of the completed media projects presented problems. Scores by outside evaluators reflected evaluator unfamiliarity with assessing multimedia projects rather than student performance. Despite several revisions of the assessment rubric, low inter-rater reliability remained a concern even in the last cycle. This suggests that evaluation of media could present issues for teachers who attempt projects of this kind. A writing frame was developed to facilitate production of scripts. This reduced the time required to produce the scripts, but produced writing that was formulaic in the teacher's estimate. A graphic organizer was adopted in the final cycle to address this concern. New insights emerged as the study progressed through the

  13. Middle School Science Notes.

    ERIC Educational Resources Information Center

    School Science Review, 1981

    1981-01-01

    Provides science activities and teaching hints appropriate for the middle school sciences including making a domino "gunpowder fuse" that detonates a mousetrap "bomb," using fishing rods and bicycles as teaching aids, constructing lead holders, and teaching chromatography. (DC)

  14. Secondary Science Teachers' and Students' Involvement in a Primary School Community of Science Practice: How It Changed Their Practices and Interest in Science

    ERIC Educational Resources Information Center

    Forbes, Anne; Skamp, Keith

    2016-01-01

    "MyScience" is a primary science education initiative in which being in a community of practice is integral to the learning process. In this initiative, stakeholder groups--primary teachers, primary students and mentors--interact around the "domain" of "investigating scientifically". This paper builds on three earlier…

  15. A Comparative Study of Problem-Based and Lecture-Based Learning in Junior Secondary School Science

    NASA Astrophysics Data System (ADS)

    Wong, Kenson Kin Hang; Day, Jeffrey Richard

    2009-11-01

    The purpose of the study is to compare problem based learning (PBL) and lecture-based learning (LBL) in Hong Kong secondary students’ science achievement. Secondary One students were divided into two groups: group A ( n = 37), was taught two topics: “Human Reproduction” and “Density” through PBL; group B ( n = 38) was taught the same topics by LBL. Multiple choice questions and short structured response items were used to assess students’ academic performance. Pre and post tests were categorized into three domains: knowledge, comprehension and application according to Bloom’s Taxonomy (Bloom 1956). The results of this study suggest first that PBL is at least as effective as LBL in gaining the knowledge required to achieve the syllabus’ learning objectives; secondly, the PBL group shows a significant improvement in students’ comprehension and application of knowledge over an extended time. Seemingly, PBL is favored for knowledge retention compared to a more conventional teaching approach, by these early adolescent children in Hong Kong. An ongoing longitudinal study on students’ interactions will further determine whether students taught through PBL develop improved learning in relation to high order skills, in a local situation which still tends to focus on factual recall but where higher skills are being demanded by systemic reform.

  16. Describing students' talk about physical science phenomena outside and inside the classroom: A case of secondary school students from Maragoli, western region of Kenya

    NASA Astrophysics Data System (ADS)

    Oberrecht, Stephen Patrick

    Because of cultural and linguistic influences on science learning involving students from diverse cultural and linguistic backgrounds, calls have been made for teachers to enact teaching that is sensitive to these students' backgrounds. However, most of the research involving such students has tended to focus on students at elementary grade levels from predominantly two linguistic backgrounds, Hispanic and Haitian Creole, learning science concepts mainly in the life sciences. Also, most of the studies examined classroom interactions between teachers and the students and among students. Not much attention had been paid to how students talk about ideas inherent in scientific phenomena in an outside-the-classroom context and much less on how that talk relates to that of the classroom. Thus, this research extends knowledge in the area of science learning involving students learning science in a language other than their first language to include students from a language background other than Hispanic and Haitian Creole at not only the high school level but also their learning of ideas in a content area other than the life science (i.e., the physical sciences). More importantly, this research extends knowledge in the area by relating science learning outside and inside the classroom. This dissertation describes this exploratory research project that adopted a case study strategy. The research involved seven Form Two (tenth grade) students (three boys and four girls) from one public, mixed gender day secondary school in rural Kenya. I collected data from the students through focus group discussions as they engaged in talking about ideas inherent in selected physical science phenomena and activities they encountered in their everyday lives, as well as learned about in their science classrooms. I supplemented these data with data from one-on-one semi-structured interviews with two teachers (one for chemistry and one for physics) on their teaching of ideas investigated in

  17. Secondary School Reading: A Bibliography.

    ERIC Educational Resources Information Center

    Huang, Tsokan, Comp.

    The 55 entries in this bibliography represent books published between 1960 and 1979. The entries deal with a variety of topics, including the following: reading success and personality characteristics; reading instruction; participating in secondary school reading; helping the nonreading student; classroom strategies; remedial reading; developing…

  18. Implications for Secondary School Principals

    ERIC Educational Resources Information Center

    Okoroma, N. S.; Robert-Okah, I.

    2007-01-01

    The school system is a green pasture for inexhaustible investigations for the purpose of enhancing academic achievement. The reason is that factors and variables within the confines of educational activities appear also to be inexhaustible. One such factor that attracted an investigation is "administrative stress" as it affects secondary school…

  19. Secondary School Design: Physical Education.

    ERIC Educational Resources Information Center

    Department of Education and Science, London (England).

    Current trends in physical education in secondary schools in England are analysed in relation to the design of indoor physical education facilities. Spaces needed for the study of movement in dance and modern gymnastics are outlined; and the indoor provisions necessary for games, athletics, contests, and swimming are discussed, with comments on…

  20. Mechanics. Secondary Schools. Curriculum Guide.

    ERIC Educational Resources Information Center

    Trust Territory of the Pacific Islands Dept. of Education, Saipan.

    This document, a curriculum guide for auto mechanics for secondary students, is one of six guides developed for inservice teachers at Marianas High School in Saipan. The guide provides the rationale, description, goals, and objectives of the program; the program of studies and performance objectives by levels; samples of lesson plans for effective…

  1. Professional Development in Secondary Schools.

    ERIC Educational Resources Information Center

    Haile, Brian

    1980-01-01

    Citing information gained in his study of professional development programs in industry, retailing, and banking, the author proposes a new model for staff development in England's secondary schools, one based on self-assessment of individual needs and diversified training strategies. (SJL)

  2. Health Teaching in Secondary Schools.

    ERIC Educational Resources Information Center

    Willgoose, Carl E.

    This textbook, which focuses on teaching health at the middle and secondary school levels, is a source book for curriculum development designed to help teachers organize major health topics. Chapter one discusses new directions in health education, including ecology, population control, and the national economy. Chapter two discusses the secondary…

  3. Guidance in the Secondary School

    ERIC Educational Resources Information Center

    Kumar, V. Jurist Lional

    2010-01-01

    Secondary School Students face a lot of problems in their body as well as in mind due to puberty that tends to adolescence stage. Adolescence has peculiar characters of their own. They need proper Guidance and Counselling to tackle their own problems. Guidance is described as a counselling service to assist the individual in achieving self…

  4. Physiology course for secondary school biology teachers.

    PubMed

    Poland, J L

    1992-06-01

    The Department of Physiology at the Medical College of Virginia/Virginia Commonwealth University offered a human physiology course to middle school and high school science teachers in the Richmond, VA, area. It was a three-credit course, team taught, and given at a location convenient to many area teachers. This course served the community by contributing to the continuing education efforts of teachers and concurrently enhanced our recruitment program by advertising "physiology" to teachers who will influence college-bound students for years to come. In addition, we established ties between teachers and physiology faculty such that continuing interactions (e.g., collaborative research during the summer) should be facilitated. The success of the course suggests that this is an effective way to serve local communities, enhance efforts to recruit graduate students into the basic sciences, and at the same time help reverse the educational crisis in the US by bolstering the backgrounds of secondary school teachers.

  5. The relationship of attitudes toward science, cognitive style, and self-concept to achievement in chemistry at the secondary school level

    NASA Astrophysics Data System (ADS)

    Kirk, Gerald Richard

    There is currently a crisis in science education in the United States. This statement is based on the National Science Foundation's report stating that the nation's students, on average, still rank near the bottom in science and math achievement internationally. This crisis is the background of the problem for this study. This investigation studied learner variables that were thought to play a role in teaching chemistry at the secondary school level, and related them to achievement in the chemistry classroom. Among these, cognitive style (field dependence/independence), attitudes toward science, and self-concept had been given considerable attention by researchers in recent years. These variables were related to different competencies that could be used to measure the various types of achievement in the chemistry classroom at the secondary school level. These different competencies were called academic, laboratory, and problem solving achievement. Each of these chemistry achievement components may be related to a different set of learner variables, and the main purpose of this study was to investigate the nature of these relationships. Three instruments to determine attitudes toward science, cognitive style, and self-concept were used for data collection. Teacher grades were used to determine chemistry achievement for each student. Research questions were analyzed using Pearson Product Moment Correlation Coefficients and t-tests. Results indicated that field independence was significantly correlated with problem solving, academic, and laboratory achievement. Educational researchers should therefore investigate how to teach students to be more field independent so they can achieve at higher levels in chemistry. It was also true that better attitudes toward the social benefits and problems that accompany scientific progress were significantly correlated with higher achievement on all three academic measures in chemistry. This suggests that educational researchers

  6. Scientists of tomorrow - Geophysics School Lab for Secondary School Students

    NASA Astrophysics Data System (ADS)

    Gottschämmer, Ellen; Bohlen, Thomas

    2014-05-01

    Starting in 2012, the Geophysical Institute (GPI) at Karlsruhe Institute of Technology (KIT) developed several geophysical experiments for secondary school students which are now part of the Geophysics School Lab at the GPI. Usually, the students visit the School Lab as a class together with their teacher (Physics, Geography, Science), but the School Lab can also be used for extracurricular learning of individual students. The experiments carried out deal with the topics Seismology, Geoelectrics, and Fluid Dynamics: A horizontal seismometer is decoupled from its registration unit for the time of the visit of the students. With this setup, the students can measure the natural period of the pendulum, and adjust the seismometer accordingly. At different experimental stations, students can analyse seismic data registered with this unit, locate earthquakes, or get to know and understand an accelerometer. The accelerometer is attached to a registration unit and data can be visualized in real time. In another experimental setup, the students can measure the viscosity of a fluid as a function of temperature in order to get a better understanding of different magma types and their viscosity. Furthermore, a geoelectric experiment is carried out in a sandbox: The students experience with non-destructive testing, and try to reveal the subsurface structure. For our experiments, secondary school teachers can receive free supportive materials for the preparation of the visit. The aim of the Geophysics School Lab is to encourage and acquaint secondary school students to the concepts of Geophysics, and to enthuse them with the applied issues of Geosciences.

  7. Quantitative Analysis of Representations of Nature of Science in Nordic Upper Secondary School Textbooks Using Framework of Analysis Based on Philosophy of Chemistry

    NASA Astrophysics Data System (ADS)

    Vesterinen, Veli-Matti; Aksela, Maija; Lavonen, Jari

    2013-07-01

    The aim of this study was to assess how the different aspects of nature of science (NOS) were represented in Finnish and Swedish upper secondary school chemistry textbooks. The dimensions of NOS were analyzed from five popular chemistry textbook series. The study provides a quantitative method for analysis of representations of NOS in chemistry textbooks informed by domain-specific research on the philosophy of chemistry and chemical education. The selection of sections analyzed was based on the four themes of scientific literacy: knowledge of science, investigate nature of science, science as a way of thinking, and interaction of science, technology and society. For the second round of analysis the theme of science as a way of thinking was chosen for a closer inspection. The units of analysis in this theme were analyzed using seven domain specific dimensions of NOS: tentative, empirical, model-based, inferential, technological products, instrumentation, and social and societal dimensions. Based on the inter-rater agreement, the procedure and frameworks of analysis presented in this study was a reliable way of assessing the emphasis given to the domain specific aspects of NOS. All textbooks have little emphasis on the theme science as a way of thinking on a whole. In line with the differences of curricula, Swedish textbooks emphasize the tentative dimension of NOS more than Finnish textbooks. To provide teachers with a sufficiently wide variety of examples to discuss the different dimensions of NOS changes to the national core curricula are needed. Although changing the emphasis of the curricula would be the most obvious way to affect the emphasis of the textbooks, other efforts such as pre- and in-service courses for developing teachers understanding of NOS and pedagogic approaches for NOS instruction to their classroom practice might also be needed.

  8. High school science enrollment of black students

    NASA Astrophysics Data System (ADS)

    Goggins, Ellen O.; Lindbeck, Joy S.

    How can the high school science enrollment of black students be increased? School and home counseling and classroom procedures could benefit from variables identified as predictors of science enrollment. The problem in this study was to identify a set of variables which characterize science course enrollment by black secondary students. The population consisted of a subsample of 3963 black high school seniors from The High School and Beyond 1980 Base-Year Survey. Using multiple linear regression, backward regression, and correlation analyses, the US Census regions and grades mostly As and Bs in English were found to be significant predictors of the number of science courses scheduled by black seniors.

  9. Biomedical Engineering and Cognitive Science Secondary Science Curriculum Development: A Three Year Study

    ERIC Educational Resources Information Center

    Klein, Stacy S.; Sherwood, Robert D.

    2005-01-01

    This study reports on a multi-year effort to create and evaluate cognitive-based curricular materials for secondary school science classrooms. A team of secondary teachers, educational researchers, and academic biomedical engineers developed a series of curriculum units that are based in biomedical engineering for secondary level students in…

  10. Earth and Space Science. A Guide for Secondary Teachers.

    ERIC Educational Resources Information Center

    Bolles, William H.; And Others

    Designed for use in Pennsylvania secondary school science classes, this guide is intended to provide fundamental information in each of the various disciplines of the earth sciences. Some of the material contained in the guide is intended as background material for teachers. Five units are presented: The Earth, The Oceans, The Space Environment,…

  11. The Development and Validation of an All-Encompassing Malaysian-Based Science Process Skills Test for Secondary Schools

    ERIC Educational Resources Information Center

    Tek, Ong Eng; Tuang, Wong Yew; Yassin, Sopia Md; Baharom, Sadiah; Yahaya, Asmayati

    2011-01-01

    The Malaysian Ministry of Education strongly emphasises the development of science process skills, as evidenced by the stipulation of seven basic and five integrated science process skills into the science curriculum across grade levels and scientific disciplines. As such, there is a pressing need to assess the acquisition of these science process…

  12. Science in Schools Project

    NASA Astrophysics Data System (ADS)

    Waugh, Mike

    As part of a program to increase learning and engagement in science classes 124 Victorian schools are trialing a best practice teaching model. The Science in Schools Research Project is a DEET funded project under the Science in Schools Strategy, developed in response to recent research and policy decisions at national and state levels through which literacy, numeracy and science have been identified as key priorities for learning. This major science research project aims to identify, develop and trial best practice in Science teaching and learning. The Department will then be able to provide clear advice to Victoria's schools that can be adopted and sustained to: * enhance teaching and learning of Science * enhance student learning outcomes in Science at all year levels * increase student access to, and participation in Science learning from Prep through to Year 10, and hence in the VCE as well. The nature of the SiS program will be detailed with specific reference to the innovative programs in solar model cars, robotics and environmental science developed at Forest Hill College in response to this project.

  13. Deoxyribonucleic Acid and Other Words Students Avoid Speaking Aloud: Evaluating the Role of Pronunciation on Participation in Secondary School Science Classroom Conversations

    NASA Astrophysics Data System (ADS)

    Beck, Stacie Elizabeth

    Student's verbal participation in science classrooms is an essential element in building the skills necessary for proficiency in scientific literacy and discourse. The myriad of new, multisyllabic vocabulary terms introduced in one year of secondary school biology instruction can overwhelm students and further impede the self-efficacy needed for concise constructions of scientific explanations and arguments. Factors inhibiting students' inclination to answer questions, share ideas and respond to peers in biology classrooms include confidence and self-perceived competence in appropriately speaking the language of science. Providing students with explicit, engaging instruction in methods to develop vocabulary for use in expressing conclusions is critical for expanding comprehension of science concepts. This study fused the recommended strategies for engaging vocabulary instruction with linguistic practices for teaching pronunciation to examine the relationship between a student's ability to pronounce challenging bio-terminology and their propensity to speak in teacher-led, guided classroom discussions. Interviews, surveys, and measurements quantifying and qualifying students' participation in class discussions before and after explicit instruction in pronunciation were used to evaluate the potential of this strategy as an appropriate tool for increasing students' self-efficacy and willingness to engage in biology classroom conversations. The findings of this study showed a significant increase in student verbal participation in classroom discussions after explicit instruction in pronunciation combined with vocabulary literacy strategies. This research also showed an increase in the use of vocabulary words in student comments after the intervention.

  14. Middle School Science Notes.

    ERIC Educational Resources Information Center

    School Science Review, 1982

    1982-01-01

    Presents procedures, demonstrations, activities, and teaching suggestions on topics appropriate for middle school science including a simple electrolysis cell, conversion factors, energy, solubilities of salts, condensers, and a worksheet for studying coppice woodlands. (DC)

  15. Middle School Science Notes.

    ERIC Educational Resources Information Center

    School Science Review, 1981

    1981-01-01

    Describes activities, demonstrations, and materials suitable for middle school science, including investigations on solar energy, surface tension, exploding cottages, worms and light, airplanes, depolarizing simple cells, and the thermal expansion of metals. (JN)

  16. "Teaching What I Learned": Exploring Students' Earth and Space Science Learning Experiences in Secondary School with a Particular Focus on Their Comprehension of the Concept of "Geologic Time"

    ERIC Educational Resources Information Center

    Yoon, Sae Yeol; Peate, David W.

    2015-01-01

    According to the national survey of science education, science educators in the USA currently face many challenges such as lack of qualified secondary Earth and Space Science (ESS) teachers. Less qualified teachers may have difficulty teaching ESS because of a lack of conceptual understanding, which leads to diminished confidence in content…

  17. Innovative Methods in Science Education in Japan--Strategic Methods on Smooth Transition from Upper Secondary School to the University

    ERIC Educational Resources Information Center

    Shinohara, Fumihiko

    2006-01-01

    This paper presents a brief introduction of the science education in Japan with an overview of the educational contents and standards laid by the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT). It highlights the results of the International Education Association (IEA) on science education in Japan at upper secondary…

  18. School Students' Science Achievement

    ERIC Educational Resources Information Center

    Shymansky, James; Wang, Tzu-Ling; Annetta, Leonard; Everett, Susan; Yore, Larry D.

    2013-01-01

    This paper is a report of the impact of an externally funded, multiyear systemic reform project on students' science achievement on a modified version of the Third International Mathematics and Science Study (TIMSS) test in 33 small, rural school districts in two Midwest states. The systemic reform effort utilized a cascading leadership strategy…

  19. Middle School Science Notes.

    ERIC Educational Resources Information Center

    School Science Review, 1978

    1978-01-01

    Explains some middle school science demonstrations and experiments: included are a simplified circuit board, a scheme for the identification of plastics, a soot-free bunsen burner, science in a packet of cornflakes, and perceptual ambiguities with a "Chinese Compass." (GA)

  20. Middle School Science Notes.

    ERIC Educational Resources Information Center

    School Science Review, 1980

    1980-01-01

    Describes equipment, experiments, and activities useful in middle school science instruction, including demonstrating how strong paper can be, the inclined plane illusion, a simplified diet calculation, a magnetic levitator, science with soap bubbles, a model motor and dynamo, and a pocketed sorter for safety glasses. (SK)

  1. Shuttle Student Involvement Project for Secondary Schools

    NASA Technical Reports Server (NTRS)

    Wilson, G. P.; Ladwig, A.

    1981-01-01

    The National Aeronautics and Space Administration (NASA) has initiated the Shuttle Student Involvement Project for Secondary Schools (SSIP-S), an annual nationwide competition to select student proposals for experiments suitable for flight aboard the Space Shuttle. The objective of the project is to stimulate the study of science and technology in grades 9 through 12 by directly relating students to a space research program. This paper will analyze the first year of the project from a standpoint of how the competition was administered; the number and types of proposals that were submitted; and will discuss the process involved in preparing the winning experiments for eventual flight.

  2. Cognitive development in a secondary science setting

    NASA Astrophysics Data System (ADS)

    Endler, Lorna C.; Bond, Trevor

    2000-12-01

    Observations were made of the progressive change in the cognitive development of 141 students over the course of their secondary education in an Australian private school. Cognitive development was measured in years 8, 10 and 12 using Bond's Logical Orerations Test. Rasch analysis of each of the data sets provided ability estimates for students in the year groups of 1993 (year 8), 1995 (year 10) and 1997 (year 12). Twenty-nine students from the year group of 1993 were tested on all three occasions. We analysed data from these 29 students in order to investigate the children's cognitive development across years 8, 10 and 12. We also examined the influence of the Cognitive Acceleration through Science Education (CASE) Thinking Science program on the cognitive development and scholastic achievement of these students. We found increased mental growth between years 8 and 10 for most students in the Thinking Science cohort, which could not be predicted from their starting levels. There was a significant correlation between cognitive development and the scholastic achievement of these students. Although boys as a group were more advanced in cognitive development than girls in years 8 and 10, no difference was found in the rate of cognitive change based on sex up to year 10. However girls showed cognitive gains across years 10-12 which were not found in boys. The students who were new to the school also showed increased cognitive development in years 11 and 12. Students who had experienced the Thinking Science course were more cognitively developed than students who joined the school after the intervention had taken place. This study supports the claim of Adey and Shayer that there is a relationship between cognitive development and scholastic achievement, even though we used different measures of cognitive development and scholastic achievement.

  3. The changes in open inquiry understandings and teaching among pre-service secondary science teachers during their pre-service school practica and student teaching

    NASA Astrophysics Data System (ADS)

    Martin, Lisa Michelle

    2001-07-01

    The purpose of the study was to examine the development of pre-service science teachers' understandings of inquiry and their change in teaching abilities central to inquiry as they continued through the Secondary Science Teacher Education Program at The University of Iowa. The research procedures consisted of both qualitative and quantitative methods. Quantitatively, the Repeated Measure Multivariate Analysis of Variance (MANOVA) was utilized to check for statistical variance. The Open Inquiry Assessment Rubric was developed as along with the Modified Open Inquiry Framework. The Modified OIF was used to interpret the quantitative data obtained from the OIAR into categorical levels of inquiry. The interview data were assessed in many ways. Specific criteria were created in quantifying subjects' responses. Qualitative data were obtained through student teacher interviews. Qualitative data were used to assist the researcher in explaining results of quantitative data as well as measuring topics that are difficult to measure using quantitative methods. Major findings include: (1) Statistically significant positive trends in the means indicate that change is taking place over time in secondary science pre-service teachers' understanding and ability to teach using an inquiry method. (2) Pre-service teachers are generally in the developmental stage of actualization regarding inquiry teaching. They are able to teach an inquiry lesson yet it is not a regular part of their teaching. (3) Pre-service teachers indicate through interview responses that cooperating teachers do have an influence upon their views of inquiry, whether positive or negative. (4) Student teachers, during student teaching, revert somewhat to their former understandings of science teaching similar to their own high school learning experiences. (5) As additional science teaching methods courses are completed, there is a positive trend, statistically significant, in pre-service teachers' understandings of

  4. Citizenship Education in the Social Science Subjects: An Analysis of the Teacher Education Curriculum for Secondary Schools

    ERIC Educational Resources Information Center

    Sigauke, Aaron T.

    2013-01-01

    Citizenship education is widely acknowledged as a necessary part of the school curriculum for various reasons. For young people, it is assumed that citizenship can best be learnt through the school curriculum. This means that teachers need to thoroughly understand what citizenship means and how to pass this knowledge on to students. This paper…

  5. Secondary School Science Minority Achievement Registry. Volume I. S3MAR Program Directory 1996-97. Project 3000 by 2000.

    ERIC Educational Resources Information Center

    Ang, Tina, Ed.

    The Association of American Medical Colleges launched Project 3000 by 2000 in November 1991 to address the under-representation of Blacks, American Indians, Mexican Americans, and Mainland Puerto Ricans in medical schools. Its aim is to increase the number of under-represented minorities entering medical schools to 3,000 by the year 2000. As part…

  6. Facilitating interest and out-of-school engagement in science in secondary school girls: Increasing the effectiveness of the teaching for transformative experience in science model through parental involvement

    NASA Astrophysics Data System (ADS)

    Heddy, Benjamin Charles

    This study investigated the impact of adding a parental involvement intervention to the Teaching for Transformative Experience in Science (TTES) model in science courses (biology and chemistry) in an all-girl middle and high school (N = 89). Specifically, the goal was to increase out-of-school engagement, interest, parental involvement, and achievement. Analysis showed that TTES with the addition of a parent intervention (TTES+PI) facilitated more out-of-school engagement and parent involvement than a comparison. Furthermore, a high initial level of situational and individual interest was maintained in the TTES+PI condition; whereas both forms of interest decreased in the comparison. A content analysis of transformative experience journal entries suggested that when parents showed value for science concepts, students' experiential value increased. The results provide evidence that the addition of a parent intervention may increase the effectiveness of TTES and maintain girl's interest in science, which has theoretical and practical implications.

  7. A Guide to Teaching About Computers In Secondary Schools.

    ERIC Educational Resources Information Center

    Spencer, Donald D.

    Teachers and teacher-trainees are provided with comprehensive information about how to use computers in secondary school education. The book covers planning, content and methodology and can be used as a text for methods courses in computer science or as an in-depth supplement to texts in mathematics methods. Part I deals with computer science in…

  8. Continental Drift: A Discussion Strategy for Secondary School

    ERIC Educational Resources Information Center

    Paixao, Isabel; Calado, Silvia; Ferreira, Silvia; Salves, Vanda; Smorais, Ana M.

    2004-01-01

    The paper describes a discussion strategy for secondary school students. The strategy focus the various dimensions of Science, especially the internal sociological and philosophical dimensions. Students are expected to learn more about Science, namely the role of controversy for scientific progress. The article contains key questions for the…

  9. Using Photo Elicitation Interview to Conceptualize In-Service Secondary School Science Teachers' Knowledge Base For Teaching Climate Change

    NASA Astrophysics Data System (ADS)

    Bhattacharya, D.; Roehrig, G.; Karahan, E.; Liu, S.

    2013-12-01

    Photo Elicitation Interviews (PEI) were used for assessing in-service secondary school teachers' conceptual understanding about global climate change (GCC). We selected PEI over attitude surveys, multiple-choice content assessments and interviews because we believe that evaluating knowledge about GCC requires an understanding of the system as a whole (Papadimitriou, 2004). Hence we conducted interviews with ten teachers using visual representations of GCC. The 8 images used in this approach were obtained from NASA image collection and local climatology websites. Questions associated with these images were developed, aligned with Essential Principles for Climate Literacy (NOAA, 2009) and interviews were conducted following a weeklong, summer professional development workshop based on propagating climate literacy. Image1 elicited teachers' understanding about global warming. Almost all said that they were intrigued but they needed for more evidence to fully understand the issue. Image 2 was designed to elicit teachers' understandings of weather vs. climate. All ten teachers were able to distinguish between weather and climate but were aware of how many years of weather data was needed to make climate predictions. Their answers varied from 10 years to 100 years. Image 3 showed the Greenhouse effect, which most of the teachers were able to describe but they were not able, describe 'enhanced green house effect'. Gaps in knowledge about 'earth as a radiating body' and 'long wave and short wave radiations' also became evident during the process. Similar to Grima et al., 2010, Gautier, 2006 and Kempton, 1991, three participants attributed the increase in global temperatures to the size of the ozone hole, which is a commonly held misconception. Image 4 showed an image of the Keeling curve, which was well explained by most, but only five teachers were able to identify the cause of seasonal fluctuations in the amount of carbon dioxide gas released in the atmosphere. Image 5

  10. Quality professional development for secondary science teachers

    NASA Astrophysics Data System (ADS)

    Mchazlett, Dwight Henry, Jr.

    This record of study (ROS) explores the perceptions of three high school biology teachers who implemented a form of the Japanese originated Lesson Study Professional Development (LS PD) model. Additionally, this ROS reports on the perceptions of the internal stakeholders with regard to the model's viability as a potential solution to a proposed problem of practice where there was a lack of quality professional development for secondary biology teachers. The audience of internal stakeholders includes district administrators, high school teachers, and science teachers from the elementary and middle school grade levels. Participants of this study collaboratively explored the problem of practice in the fall semester of 2015, then implemented the LS PD model in the spring semester. The participants completed three cycles of LS that focused on collaboratively designing research-based lessons, teaching the lessons with peer observations, revising and re-teaching the lessons with peer observations, and reflecting on the participants' growth experiences. Four research questions were addressed: (a) What are the perceptions of the participants in regard to their own professional growth as a result of participating in the LS initiative? (b) What improvements to the LS PD model might facilitate future implementation? and (c) What are the perceptions of the LS dissemination audience toward LS as a viable solution to a lack of quality PD for secondary biology teachers? Results of the study suggested that LS PD may be a viable solution to the proposed problem of practice where there is a lack of quality professional development for secondary biology teachers. Long-term implications posit that LS PD can be adapted and scaled up to benefit all content areas and grade levels.

  11. Secondary School Students' Epistemic Insight into the Relationships between Science and Religion--A Preliminary Enquiry

    ERIC Educational Resources Information Center

    Billingsley, Berry; Taber, Keith; Riga, Fran; Newdick, Helen

    2013-01-01

    A number of previous studies have shown that there is a widespread view among young people that science and religion are opposed. In this paper, we suggest that it requires a significant level of what can be termed "epistemic insight" to access the idea that some people see science and religion as compatible while others do not. To…

  12. Science Education in Our Elementary and Secondary Schools: A Guide for Technical Professionals Who Want To Help.

    ERIC Educational Resources Information Center

    Eckelmeyer, Kenneth H., Ed.

    Across the nation grassroots efforts are springing up in which technical professionals are helping enhance science education. This guide has been prepared to help technical professionals become productively involved in enhancing K-12 science education. It has been prepared by scientists and engineers at Sandia National Laboratories who have been…

  13. What Kind of Place Is Secondary School?

    ERIC Educational Resources Information Center

    Hayes, Monie; Vivian, Craig

    2008-01-01

    Secondary school introduces students to a public space that differs from the private spaces commonly found in elementary schools. One of the markers signaling a transition from private to public space is the use of discourse. Secondary schools are places where social practices reject the democratic and caring activities found in the elementary…

  14. Job Satisfaction of Secondary School Teachers

    ERIC Educational Resources Information Center

    Crossman, Alf; Harris, Penelope

    2006-01-01

    Low job satisfaction has been cited as a possible cause of the current teaching crisis in the UK. This article reports on a study that examined job satisfaction among secondary school teachers in different types of secondary school. The results indicate a significant difference in the overall job satisfaction scores of teachers by type of school.…

  15. Secondary Schools Included: A Literature Review

    ERIC Educational Resources Information Center

    De Vroey, Annet; Struyf, Elke; Petry, Katja

    2016-01-01

    For over a decade, inclusive discourse comprises the development of a school for all, both in primary and in secondary education. Facing long-standing barriers for effective comprehensive education, secondary schools show specific interests, strengths and needs in a school-wide movement towards inclusion. Reviewing literature of recent research in…

  16. Record Management in Nigerian Secondary School Administration

    ERIC Educational Resources Information Center

    Nakpodia, E. D.

    2009-01-01

    This paper examined the usefulness of record management in Nigerian Secondary Schools. Record keeping is one of the administrative principles in secondary school administration and it cannot be overemphasized in any organisation. The continuity of any school organisation depends on availability of useful records of past activities. In a complex…

  17. Secondary Modern Schools: Are Their Pupils Disadvantaged?

    ERIC Educational Resources Information Center

    Levacic, Rosalind; Marsh, Alan J.

    2007-01-01

    There are still 10 English local educational authorities (LEAs) that are wholly selective and a further 10 with some grammar and secondary modern schools. This article examines the academic performance of pupils in secondary modern schools and the funding of these schools using national data sets matching pupils' performance at Key Stage 2 and…

  18. "Because They Want to Teach You about Their Culture": Analyzing Effective Mentoring Conversations between Culturally Responsible Mentors and Secondary Science Teachers of Indigenous Students in Mainstream Schools

    ERIC Educational Resources Information Center

    Tolbert, Sara

    2015-01-01

    Te Kotahitanga is an educational reform project in Aotearoa/New Zealand demonstrated to have significantly impacted the participation, achievement, and retention of indigenous Maori students in secondary schools. In this paper, I share results from a study of culturally responsible mentoring at 4 different schools participating in the Te…

  19. Teachers' Opinions of School Counseling Programmes in Nigerian Secondary Schools

    ERIC Educational Resources Information Center

    Aluede, Oyaziwo; Egbochuku, Elizabeth

    2009-01-01

    Secondary school teachers' opinions about their school counselling programmes were investigated. The teachers were asked how they perceived the school counselling services being implemented in their schools, and how they rate the counselling activities provided by school counsellors in their schools. Results indicate that majority of the teachers…

  20. What Do You Know about Alternative Energy? Development and Use of a Diagnostic Instrument for Upper Secondary School Science

    ERIC Educational Resources Information Center

    Cheong, Irene Poh-Ai; Johari, Marliza; Said, Hardimah; Treagust, David F.

    2015-01-01

    The need for renewable and non-fossil fuels is now recognised by nations throughout the world. Consequently, an understanding of alternative energy is needed both in schools and in everyday life-long learning situations. This study developed a two-tier instrument to diagnose students' understanding and alternative conceptions about…

  1. Assessing Motivation to Learn Chemistry: Adaptation and Validation of Science Motivation Questionnaire II with Greek Secondary School Students

    ERIC Educational Resources Information Center

    Salta, Katerina; Koulougliotis, Dionysios

    2015-01-01

    In educational research, the availability of a validated version of an original instrument in a different language offers the possibility for valid measurements obtained within the specific educational context and in addition it provides the opportunity for valid cross-cultural comparisons. The present study aimed to adapt the Science Motivation…

  2. A Comparative Study of Instructional Efficacy between First and Second-Career Teachers in Secondary School Math and Science Courses

    ERIC Educational Resources Information Center

    Gardner, Royal Anthony

    2012-01-01

    Purpose: The purpose of this study was to use Dr. James Stronge's taxonomy of the qualities of effective teachers to determine whether there are significant differences in the instructional efficacy between first- and second-career teachers who teach math and science. Methodology: A causal-comparative study examined the effects of variables…

  3. Technology and Science in Classroom and Interview Talk with Swiss Lower Secondary School Students: A Marxist Sociological Approach

    ERIC Educational Resources Information Center

    Roth, Wolff-Michael

    2013-01-01

    In much of science education research, the content of talk tends to be attributed to the persons who produce the sound-words in a speech situation. A radically different, sociological perspective on language-in-use grounded in Marxism derives from the work of L. S. Vygotsky and the members of the circle around M. M. Bakhtin. Accordingly, each word…

  4. Learning Activities That Combine Science Magic Activities with the 5E Instructional Model to Influence Secondary-School Students' Attitudes to Science

    ERIC Educational Resources Information Center

    Lin, Jang-Long; Cheng, Meng-Fei; Chang, Ying-Chi; Li, Hsiao-Wen; Chang, Jih-Yuan; Lin, Deng-Min

    2014-01-01

    The purpose of this study was to investigate how learning materials based on Science Magic activities affect student attitudes to science. A quasi-experimental design was conducted to explore the combination of Science Magic with the 5E Instructional Model to develop learning materials for teaching a science unit about friction. The participants…

  5. Learning effects of active involvement of secondary school students in scientific research within the Sparkling Science project "FlussAu:WOW!"

    NASA Astrophysics Data System (ADS)

    Poppe, Michaela; Zitek, Andreas; Scheikl, Sigrid; Heidenreich, Andrea; Kurz, Roman; Schrittwieser, Martin; Muhar, Susanne

    2014-05-01

    Due to immense technological and economic developments, human activities producing greenhouse gases, destructing ecosystems, changing landscapes and societies are influencing the world to such a degree, that the environment and human well-being are significantly affected. This results in a need to educate citizens towards a scientific understanding of complex socio-environmental systems. The OECD programme for international student assessment (PISA - http://www.pisa.oecd.org) investigated in detail the science competencies of 15-year-old students in 2006. The report documented that teenagers in OECD countries are mostly well aware of environmental issues but often know little about their causes or options to tackle these challenges in the future. For the integration of science with school learning and involving young people actively into scientific research Sparkling Science projects are funded by the Federal Ministry of Science and Research in Austria. Within the Sparkling Science Project "FlussAu:WOW!" (http://www.sparklingscience.at/de/projekte/574-flussau-wow-/) scientists work together with 15 to 18-year-old students of two Austrian High Schools over two years to assess the functions and processes in near natural and anthropogenically changed river floodplains. Within the first year of collaboration students, teachers and scientists elaborated on abiotic, biotic and spatial indicators for assessing and evaluating the ecological functionality of riverine systems. After a theoretical introduction students formulated research questions, hypotheses and planned and conducted field work in two different floodplain areas in Lower Austria. From the second year on, students are going to develop qualitative models on processes in river floodplain systems by means of the learning software "DynaLearn". The "DynaLearn" software is an engaging, interactive, hierarchically structured learning environment that was developed within the EU-FP7 project "DynaLearn" (http

  6. Assessing Ethics in Secondary Science

    ERIC Educational Resources Information Center

    Reiss, Michael J.

    2011-01-01

    An increasing number of science courses now include consideration of the ethical implications of science. However, there is little agreement about how ethical reasoning in science should be assessed. This article highlights the conclusions of a seminar on the assessment of ethics in science that was organized by the Nuffield Foundation Curriculum…

  7. Summer Institutes for Secondary Teachers of Science, Mathematics and Social Science. 1972 Directory.

    ERIC Educational Resources Information Center

    National Science Foundation, Washington, DC.

    This directory lists the institutions awarded support by the National Science Foundation for 276 summer institutes in 1972 for secondary school teachers of science and/or mathematics. The introduction gives information on "unitary" and "sequential" institutes, eligibility and selection of participants, applications, and information concerning…

  8. Preservice Secondary Science Teachers' Experiences and Ideas about Bullying in Science Classrooms

    ERIC Educational Resources Information Center

    Raven, Sara; Jurkiewicz, Melissa A.

    2014-01-01

    Given the prevalence of bullying in schools, it is imperative that preservice secondary science teachers (PSSTs) know how to deal with this issue in the classroom. This is especially important in science, as the content covered in classes can sometimes lead to discussions of race, religion, and sexual orientation, which can be sensitive topics. In…

  9. Pennsylvania's Energy Curriculum for the Secondary Grades: Earth Science.

    ERIC Educational Resources Information Center

    Pennsylvania State Dept. of Education, Harrisburg.

    Two dozen energy-related earth science lessons comprise this guide for secondary school teachers. Intended to provide information about energy issues that exist in Pennsylvania and throughout the world, the activities cover topics such as coal mining, radioactivity, and the distribution of oil and gas in Pennsylvania. Lessons include objectives,…

  10. Island Natural Science School.

    ERIC Educational Resources Information Center

    Toronto Board of Education (Ontario).

    Prepared for students in grade six attending the Island Natural Science School, Toronto, Ontario, Canada, this booklet offers information and suggests activities in the areas of ecology, conservation, natural resources, and outdoor recreation. Introductory material describes island lore, its formation and significant features, followed by units of…

  11. Middle School Science Notes.

    ERIC Educational Resources Information Center

    School Science Review, 1983

    1983-01-01

    Demonstrations, experiments, and classroom activities/materials for middle school science are presented. These include: additive color mixing demonstration; electricity activity and worksheet; atmospheric pressure "magic" demonstration; homemade microbalance; energy from soap bubbles; and a model used to demonstrate muscle pairs and how they work…

  12. Preparing Future Secondary Computer Science Educators

    ERIC Educational Resources Information Center

    Ajwa, Iyad

    2007-01-01

    Although nearly every college offers a major in computer science, many computer science teachers at the secondary level have received little formal training. This paper presents details of a project that could make a significant contribution to national efforts to improve computer science education by combining teacher education and professional…

  13. Applied aerodynamics experience for secondary science teachers and students

    NASA Technical Reports Server (NTRS)

    Abbitt, John D., III; Carroll, Bruce F.

    1992-01-01

    The Department of Aerospace Engineering, Mechanics & Engineering Science at the University of Florida in conjunction with the Alachua County, Florida School Board has embarked on a four-year project of university-secondary school collaboration designed to enhance mathematics and science instruction in secondary school classrooms. The goals are to provide teachers with a fundamental knowledge of flight sciences, and to stimulate interest among students, particularly women and minorities, toward careers in engineering, mathematics, and science. In the first year of the project, all thirteen of the eighth grade physical science teachers and all 1200 of the eighth grade physical science students in the county participated. The activities consisted of a three-day seminar taught at the college level for the teachers, several weeks of classroom instruction for all the students, and an airport field trip for a subgroup of about 430 students that included an orientation flight in a Cessna 172 aircraft. The project brought together large numbers of middle school students, teachers, undergraduate and graduate engineering students, school board administrators, and university engineering faculty.

  14. Belongingness in Early Secondary School: Key Factors that Primary and Secondary Schools Need to Consider

    PubMed Central

    Vaz, Sharmila; Falkmer, Marita; Ciccarelli, Marina; Passmore, Anne; Parsons, Richard; Black, Melissa; Cuomo, Belinda; Tan, Tele; Falkmer, Torbjörn

    2015-01-01

    It is unknown if, and how, students redefine their sense of school belongingness after negotiating the transition to secondary school. The current study used longitudinal data from 266 students with, and without, disabilities who negotiated the transition from 52 primary schools to 152 secondary schools. The study presents the 13 most significant personal student and contextual factors associated with belongingness in the first year of secondary school. Student perception of school belongingness was found to be stable across the transition. No variability in school belongingness due to gender, disability or household-socio-economic status (SES) was noted. Primary school belongingness accounted for 22% of the variability in secondary school belongingness. Several personal student factors (competence, coping skills) and school factors (low-level classroom task-goal orientation), which influenced belongingness in primary school, continued to influence belongingness in secondary school. In secondary school, effort-goal orientation of the student and perception of their school’s tolerance to disability were each associated with perception of school belongingness. Family factors did not influence belongingness in secondary school. Findings of the current study highlight the need for primary schools to foster belongingness among their students at an early age, and transfer students’ belongingness profiles as part of the hand-over documentation. Most of the factors that influenced school belongingness before and after the transition to secondary are amenable to change. PMID:26372554

  15. Mathematical Modeling in the Secondary School Curriculum.

    ERIC Educational Resources Information Center

    Swetz, Frank, Ed.; Hartzler, J. S., Ed.

    Over the past 10 years, national conferences and committees investigating the state of American mathematics education have advocated an increased emphasis on problem solving and mathematical modeling situations in the secondary school curriculum. However, little effort has been made to prepare secondary school teachers to use mathematical modeling…

  16. Religious Identity Choices in English Secondary Schools

    ERIC Educational Resources Information Center

    Moulin, Daniel

    2015-01-01

    This paper explores religious adolescents' reported experiences of secondary schools. Fifty-four qualitative interviews were conducted in places of worship in three cities in England with Christians (n = 46), Jews (n = 38) and Muslims (n = 15). Secondary schools of a religious and non-religious character were reported as not providing a suitable…

  17. What Do You Know about Alternative Energy? Development and Use of a Diagnostic Instrument for Upper Secondary School Science

    NASA Astrophysics Data System (ADS)

    Poh-Ai Cheong, Irene; Johari, Marliza; Said, Hardimah; Treagust, David F.

    2015-01-01

    The need for renewable and non-fossil fuels is now recognised by nations throughout the world. Consequently, an understanding of alternative energy is needed both in schools and in everyday life-long learning situations. This study developed a two-tier instrument to diagnose students' understanding and alternative conceptions about alternative energy in terms of: sources of alternative energy, greenhouse gas emission, as well as advantages, and disadvantages. Results obtained with Years 10 and 11 students (n = 491) using the 12-item two-tier instrument (α = 0.61) showed that students' understanding of alternative energy was low (M = 7.03; SD = 3.90). The 23 alternative conceptions about alternative energy sources that could be identified from the instrument are reported. The implications for teaching and learning about alternative energy and suggestions for further development and improvement of the instrument are presented.

  18. Secondary Students' Perceptions of Assessments in Science, Technology, Engineering, and Mathematics (STEM)

    ERIC Educational Resources Information Center

    Meng, Chew Cheng; Idris, Noraini; Eu, Leong Kwan

    2014-01-01

    The problems of the decreasing enrolment of science students at secondary school level as well as the lagging science and mathematics achievement and literacy of Malaysian secondary students in international assessment studies point to a serious challenge for the government to improve Science, Technology, Engineering and Mathematics (STEM)…

  19. Astronomy Teaching in Europe's Secondary Schools

    NASA Astrophysics Data System (ADS)

    1994-11-01

    EU/ESO Workshop for European Physics Teachers A joint Workshop of the European Union (EU) and the European Southern Observatory (ESO) will take place on November 25 - 30, 1994 under the auspices of the European Week for Scientific Culture. The Workshop is entitled "Astronomy: Science, Culture and Technology". It will bring together at the ESO Headquarters in Garching (Germany) more than 100 secondary school teachers and ministerial representatives from 17 European countries to discuss all aspects of this broad subject. It is the first and very visible part of a new, sustained effort to stimulate and modernize the teaching of the subjects of Astronomy and Astrophysics in European secondary schools. During the Workshop, the participants will experience the present state of this multi-disciplinary science in its most general context, that is as a human, long-term scientific and technological endeavour with great cultural implications. They will exchange views on how the various elements of Astronomy can best be utilized within the educational schemes of the individual countries, both as subjects in their own rights, and especially in support of many other items on the present teaching agenda. Why This Workshop ? Astronomy is probably the oldest science. Since innumerable millenia, it has continued to have a great influence on mankind's perception of itself and its surroundings. In our days, Astronomy and Astrophysics have become a central area of the natural sciences with many direct links to other sciences (e.g., many aspects of physics, mathematics, chemistry, the geo-sciences, etc.); it has an important cultural content (including our distant origins, the recognition of the location and restricted extent of our niche in space and time, cosmological considerations as well as philosophy in general); its recent successes are to a large amount dependent on advanced technologies and methodologies (e.g., optics, electronics, detector techniques at all wavelengths

  20. A comparative study of instructional efficacy between first and second-career teachers in secondary school math and science courses

    NASA Astrophysics Data System (ADS)

    Gardner, Royal Anthony

    Purpose: The purpose of this study was to use Dr. James Stronge’s taxonomy of the qualities of effective teachers to determine whether there are significant differences in the instructional efficacy between first- and second-career teachers who teach math and science. Methodology: A causal-comparative study examined the effects of variables that cannot be manipulated experimentally. The survey instrument was a 50-tem self-identifying questionnaire addressing the 6 research questions used to determine significance between first- and second-career teachers in their classroom efficacy. Findings: A Mann-Whitney U-test determined there was an overall significant difference [p < 0.01] between first- and second-career teachers in their classroom efficacy, with second-career teachers being more aligned with research-based best practices for efficacy. Conclusions: The existing construct for hiring teachers should be reconsidered, so that teachers identified as effective by research-based methods are employed from the outset. Adult maturation patterns suggest that early adults serving as instructors are less effective for at least the first 3 to 5 years of the teachers’ career. This could be resolved by amending the criteria for teacher entry into the classroom. Maturity of the teacher plays a significant role in their classroom efficacy. Existing research has provided a construct for identifying effective teachers. Recommendations: Require teaching graduates to gain at least 5 years of practical experience in the disciplines in which they seek a license to teach before entering the classroom. Increase the age for teachers entering the profession to at least 26 before allowing them into the classroom to allow for adult maturation processes to occur. Increase the rigor for a teaching certification to the point where only high content knowledge instructors could pass. Require all potential teachers to be certified on a regular basis so that they have to keep up with the

  1. Missouri Secondary Science Safety Manual.

    ERIC Educational Resources Information Center

    Lemons, Judith L.

    The purpose of this safety manual is to provide a resource to help manage and minimize potential risks in science classrooms where students spend up to 60% of instructional time engaged in hands-on activities. This manual contains information on standards, legal aspects, and responsibilities for science safety; general laboratory safety for…

  2. Transitioning to Secondary School: The Case of Mathematics

    ERIC Educational Resources Information Center

    Carmichael, Colin

    2015-01-01

    At a time when Australia's international competitiveness is compromised by a shortage of skilled workers in Science, Technology, Engineering and Mathematics (STEM) related careers, reports suggest a decline in Australian secondary school students' performances in international tests of mathematics. This study focuses on the mathematics performance…

  3. Teaching Problem Solving in Secondary School Mathematics Classrooms

    ERIC Educational Resources Information Center

    Lam, Toh Tin; Guan, Tay Eng; Seng, Quek Khiok; Hoong, Leong Yew; Choon, Toh Pee; Him, Ho Foo; Jaguthsing, Dindyal

    2014-01-01

    This paper reports an innovative approach to teaching problem solving in secondary school mathematics classrooms based on a specifically designed problem-solving module.This approach adopts the science practical paradigm and rides on the works of Polya and Schoenfeld in order to give greater emphasis to the problem solving processes. We report the…

  4. Investigating Secondary School Students' Unmediated Peer Assessment Skills

    ERIC Educational Resources Information Center

    Tsivitanidou, Olia E.; Zacharia, Zacharias C.; Hovardas, Tasos

    2011-01-01

    The purpose of this study was to investigate secondary school students' unmediated peer assessment skills. Specifically, 36 seventh graders, without receiving any kind of support, were anonymously assigned to reciprocally assess their peers' science web-portfolios. Additionally, students' attitudes towards and intentions about the use of…

  5. An Empirical Analysis of Teacher Spillover Effects in Secondary School

    ERIC Educational Resources Information Center

    Koedel, Cory

    2009-01-01

    This paper examines whether educational production in secondary school involves joint production among teachers across subjects. In doing so, it also provides insights into the reliability of value-added modeling. Teacher value-added to reading test scores is estimated for four different teacher types: English, math, science and social-studies.…

  6. A Tracer Study of Lebanese Upper Secondary School Students

    ERIC Educational Resources Information Center

    Vlaardingerbroek, Barend; Dallal, Kamel; Rizkallah, George; Rabah, Jihan

    2007-01-01

    This paper presents data arising from a tracer study of 90 terminating Beirut upper secondary school students. Nearly all the students intended to transit to university, about half of them to science and technology programmes, and subsequently did so. Median anticipated earnings upon graduation were realistic, but a lack of information or guidance…

  7. Aerospace-Oriented Units for Use in Secondary School Classes.

    ERIC Educational Resources Information Center

    Williams, Mary H.; And Others

    This set of nine units is intended to furnish aerospace-oriented resource material to help teachers include recent scientific and technological advances in the secondary school science curriculum. The units provided are as follows: history of astronomy, the solar system, beyond the solar system, history of flight, spaceflight facts, aerology,…

  8. A Biochemistry and Molecular Biology Course for Secondary School Teachers

    ERIC Educational Resources Information Center

    Fernandez-Novell, J. M.; Cid, E.; Gomis, R.; Barbera, A.; Guinovart, J. J.

    2004-01-01

    This article describes a course for reinforcing the knowledge of biochemistry in secondary school science teachers. The Department of Biochemistry and Molecular Biology of the University of Barcelona designed a course to bring these teachers up to date with this discipline. In addition to updating their knowledge of biochemistry and molecular…

  9. UK School Students' Attitudes towards Science and Potential Science-Based Careers

    ERIC Educational Resources Information Center

    White, Emelia L.; Harrison, Timothy G.

    2012-01-01

    This is a review of literature pertaining to UK secondary school students, their uptake of science at higher levels and their consideration of careers as scientists. As with all countries, the continued uptake of sufficient numbers of science at all levels is in the UK's interest. Unfortunately too many UK secondary students see science as…

  10. How Secondary School Principals Build Trust in Kenyan Secondary Schools

    ERIC Educational Resources Information Center

    Abaya, Joel Ondieki

    2011-01-01

    The most successful school leaders are those who have been able to transform their schools into centers of deep and ongoing learning by managing relationships (Kaser & Halbert, 2009). Consequently, strong levels of trust are preconditions for successful school improvement initiative. Research confirms that no cooperation strategy works in high…

  11. Nanotechnology and Secondary Science Teacher's Self-Efficacy

    NASA Astrophysics Data System (ADS)

    Cox, Elena K.

    The recommendations of the United States President's Council of Advisors on Science and Technology and the multi-agency National Nanotechnology Initiative (NNI) identified the need to prepare the workforce and specialists in the field of nanotechnology in order for the United States to continue to compete in the global marketplace. There is a lack of research reported in recent literature on the readiness of secondary science teachers to introduce higher level sciences---specifically nanotechnology---in their classes. The central research question of this study examined secondary science teachers' beliefs about teaching nanotechnology comfortably, effectively, and successfully. Bandura's self-efficacy theory provided the conceptual framework for this phenomenological study. A data analysis rubric was used to identify themes and patterns that emerged from detailed descriptions during in-depth interviews with 15 secondary science teachers. The analysis revealed the shared, lived experiences of teachers and their beliefs about their effectiveness and comfort in teaching higher-level sciences, specifically nanotechnology. The results of the study indicated that, with rare exceptions, secondary science teachers do not feel comfortable or effective, nor do they believe they have adequate training to teach nanotechnology concepts to their students. These teachers believed they were not prepared or trained in incorporating these higher level science concepts in the curriculum. Secondary science teachers' self-efficacy and personal beliefs of effectiveness in teaching nanotechnology can be an important component in achieving a positive social change by helping to familiarize high school students with nanotechnology and how it can benefit society and the future of science.

  12. Validity and Worth in the Science Curriculum: Learning School Science Outside the Laboratory

    ERIC Educational Resources Information Center

    Braund, Martin; Reiss, Michael

    2006-01-01

    It is widely acknowledged that there are problems with school science in many developed countries of the world. Such problems manifest themselves in a progressive decline in pupil enthusiasm for school science across the secondary age range and by the fact that fewer students are choosing to study the physical sciences at higher levels and as…

  13. On-line learning & thinking in science: Uncovering how secondary school students learn about velocity in a Web-based environment

    NASA Astrophysics Data System (ADS)

    Harrison, Christopher D.

    Research suggests it is important to understand students' metacognition and how they make meaning of science (Craig & Yore, 1992). This qualitative case study investigates the effects (if at all) of Web-based instruction on students' metacognition about learning science. More specifically, this study examines how students' metacognition is developed when learning science in a Web-based environment that is supposed to promote metacognitive thinking. The units of analysis are four middle school students. Data for this study include transcripts of interviews, reflective essays, field observation notes, and students' responses to prompts in the Web-based learning environment. The findings show that an online learning environment provides a platform for students to make their thinking visible and develop their metacognition as they learn science with peers and with the purposeful instructional intervention of their teacher. This study has implications for educational stakeholders concerned about improving science learning for all students.

  14. Atoms in the Secondary School: Part 1

    ERIC Educational Resources Information Center

    Marx, George

    1976-01-01

    Discusses an experimental curriculum project in Hungary that introduces quantum mechanics into the secondary school. Briefly covers the following topics: superposition and intensity of waves, de Broglie wavelength, the uncertainty principle, ground states, quantum numbers, and symmetry. (MLH)

  15. Hiring Effective Secondary School Counselors

    ERIC Educational Resources Information Center

    McGlothlin, Jason M.; Miller, Lynne Guillot

    2008-01-01

    Today's effective school counselors are integral in education reform, school leadership, and student achievement. It is typically the responsibility of building principals to hire effective school counselors. This article builds on previous literature and provides principals with questions to ask and information to gather that may be helpful in…

  16. A Classification of Secondary School Courses.

    ERIC Educational Resources Information Center

    Evaluation Technologies, Inc., Arlington, VA.

    Intended for use in collecting data on secondary school course offerings, this inventory of courses taught nationwide at the secondary level is organized in a classified arrangement. Each course is identified by a six-digit numerical code. The inventory of course titles was developed from three major sources--a sample of 52 public and private…

  17. The Science For Our Schools (SFOS) Program

    NASA Astrophysics Data System (ADS)

    Terebey, S.; Mayo, D.; Strauss, J.

    2004-12-01

    The Science For Our Schools (SFOS) program at California State University at Los Angeles places graduate students from Astronomy, Biology, Chemistry, Geology, and Physics with science teachers in secondary classrooms throughout the Los Angeles area. The program implements activities and demonstrations based on California's new science content standards. Graduate Fellows act as science communicators to bring the excitement of scientific research to high school classrooms. Fellows are partnered with highly experienced science teachers in seven different middle and high schools, most of which have high minority enrollment and large numbers of students from low-income families. In addition to curriculum development, our Fellows plan field trips, scout funding opportunities, facilitate lab equipment purchases, and help organize special events such as science fairs and "Ask a Scientist" nights. SFOS Fellows and PI's meet weekly to exchange ideas and experiences, to review current science education literature, and to preview curriculum developed for our middle and high school science classrooms. All SFOS participants gather at quarterly workshops to share the results of program activities through presentations and discussions. We thank the National Science Foundation for funding through the GK-12 program.

  18. Delaware Technical & Community College's response to the critical shortage of Delaware secondary science teachers

    NASA Astrophysics Data System (ADS)

    Campbell, Nancy S.

    This executive position paper examines the critical shortage of Delaware high school science teachers and Delaware Technical & Community College's possible role in addressing this shortage. A concise analysis of economic and political implications of the science teacher shortage is presented. The following topics were researched and evaluated: the specific science teacher needs for Delaware school districts; the science teacher education program offerings at Delaware universities and colleges; the Alternative Route to Teacher Certification (ARTC); and the state of Delaware's scholarship response to the need. Recommendations for Delaware Tech's role include the development and implementation of two new Associate of Arts of Teaching programs in physics secondary science education and chemistry secondary science education.

  19. Secondary School Administrators' Attitudes toward Confidentiality in School Counseling

    ERIC Educational Resources Information Center

    O'Connell, William P.

    2012-01-01

    The school counseling literature emphasizes the importance of confidentiality in the counseling relationship. In some circumstances, school policy may require disclosure of content discussed in counseling unrelated to threat of harm to self or others. This pilot study investigated secondary school principals' attitudes toward the practice of…

  20. Reading Interests of Gifted Secondary School Writers.

    ERIC Educational Resources Information Center

    Sullivan, Emilie P.; Donoho, Grace E.

    A study investigated the relationship between reading and the writings of gifted secondary school writers, especially their developmental reading interests, leisure reading selections, and the influence of others on their literary choices. Subjects, 79 students from rural and urban Arkansas schools were participating in a gifted writers'…

  1. Sustaining Secondary Transition Programs in Local Schools

    ERIC Educational Resources Information Center

    Benz, M. R.; Lindstrom, L.; Unruh, D.; Waintrup, M.

    2004-01-01

    This article reports on factors that influence the sustainability of secondary transition innovations in local schools. We used a two-stage research process, which combined broad survey methods and an embedded case study design, to investigate the sustainability of a specific school-to-community transition model for youth with disabilities. We…

  2. The Admissions Criteria of Secondary Free Schools

    ERIC Educational Resources Information Center

    Morris, Rebecca

    2014-01-01

    This paper presents the results of an analysis of the admissions criteria used by the first two waves of secondary Free Schools in England. The type of criteria and their ranked order is explored and their potential impact on the school composition is considered. The findings demonstrate the diversity of criteria being used by this new type of…

  3. Bold Ideas for Secondary School Reform

    ERIC Educational Resources Information Center

    de Santa Ana, Thelma Melendez

    2011-01-01

    Every day, principals across the country are taking courageous action to reform struggling schools and make a difference in students' lives. As the assistant secretary of education for elementary and secondary education, the author has been fortunate to meet with school and district leaders and see some of those transformations firsthand. The…

  4. High School Assessment Program: Science.

    ERIC Educational Resources Information Center

    Maryland State Dept. of Education, Baltimore. Div. of Career Technology and Adult Learning.

    This booklet presents the high school assessment program for science education by listing Maryland's Core Learning Goals. The match of content indicators and the skills for successful elaborations in thinking, communication, and technology regarding science education are discussed. (ASK)

  5. Science/Technology/Society: Model Lessons for Secondary Science Classes.

    ERIC Educational Resources Information Center

    Pearson, Janice V., Ed.

    This volume contains 35 lessons designed to be used in secondary science classes to introduce the science/technology/society (STS) themes and issues. While the first 11 lessons focus on general STS themes, the other 24 lessons cover specific STS issues that fall under such categories as population growth, water resources, world hunger, food…

  6. Nuffield Secondary Science, Theme 8, The Earth and Its Place in the Universe.

    ERIC Educational Resources Information Center

    Leigh, R.

    Nuffield Secondary Science is a set of tested materials from which teachers can prepare courses for students in grades 9-11 (approximately) who do not intend to major in science. The materials are designed for British secondary schools but are adaptable for other countries. The Teachers' Guide to the entire set of materials is described in SE 015…

  7. Perceptions of Support, Induction, and Intentions by Secondary Science and Mathematics Teachers on Job Retention

    ERIC Educational Resources Information Center

    Bond, Sharon C.

    2012-01-01

    This study was designed to examine the teacher characteristics, workplace factors, and type of induction supports that contribute to the retention of secondary science and mathematics teachers. Using the sample of secondary science and mathematics teachers extracted from the National Center for Educational Statistics (NCES) 2007-2008 Schools and…

  8. Secondary School Innovation Fund Act

    THOMAS, 111th Congress

    Rep. Loebsack, David [D-IA-2

    2009-05-04

    06/04/2009 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions) Tracker: This bill has the status IntroducedHere are the steps for Status of Legislation:

  9. Scottish Schools Science Equipment Research Centre Bulletin No. 55.

    ERIC Educational Resources Information Center

    1972

    Instructions for the construction of the following apparatus for the secondary school science laboratory are included in this issue of the Scottish Schools Science Equipment Research Centre Bulletin: a cheap water purifier using an expendable deionizer can; a simple amplifier suitable for detecting or displaying D. C. currents of 1 microamp or…

  10. The Australian Science and Mathematics School, Flinders University, South Australia.

    ERIC Educational Resources Information Center

    PEB Exchange, 2002

    2002-01-01

    Describes the design of the secondary school named in the title, including the educational context and design goals. In conjunction with the science faculty of Flinders University, the school will offer adult learning approaches and develop curriculum based on new sciences such as nano- technology. Describes the design innovations that incorporate…

  11. Between training and popularization: Regulating science textbooks in secondary education.

    PubMed

    Shapiro, Adam R

    2012-03-01

    Recruitment into the scientific community is one oft-stated goal of science education--in the post-Sputnik United States, for example--but this obscures the fact that science textbooks are often read by people who will never be scientists. It cannot be presupposed that science textbooks for younger audiences, students in primary and secondary schools, function in this way. For this reason, precollegiate-level science textbooks are sometimes discussed as a subset of literature popularizing science. The high school science classroom and the textbook are forums for exposing the public to science. The role of governments and educational institutions in regulating the consumption of these texts not only determines which books are used; it influences how they are written, read, and deemed authoritative. Therefore such science textbooks should not be seen as (at best) the disjunction of texts-for-training and books-for-popularization. A changing sense of what "textbooks" are compels a different understanding of their use in the history of science. PMID:22655341

  12. Enzymes: A Workshop for Secondary School Students.

    ERIC Educational Resources Information Center

    Bering, C. Larry

    1994-01-01

    Describes the weekend science workshop on enzymes and includes several projects that involve students directly, parts of which can be incorporated into a traditional chemistry, biology, or physical science course at the secondary level. Subjects include catalysts and catalytic converters in cars, enzymes as consumer products and in industrial…

  13. Geometry for the Secondary School

    ERIC Educational Resources Information Center

    Moalem, D.

    1977-01-01

    A sequential but non-axiomatic high school geometry course which includes Euclidean, transformation, and analytic geometry and vectors and matrices, and emphasizes the invariance property of transformations, is outlined. Sample problems, solutions, and comments are included. (MN)

  14. Who Makes It to Secondary School? Determinants of Transition to Secondary Schools in Rural India

    ERIC Educational Resources Information Center

    Siddhu, Gaurav

    2011-01-01

    Despite considerable progress made, a significant proportion of children continue to drop out before reaching secondary school in India. This study investigates factors influencing parental decision-making with regard to children's secondary schooling in the context of a rural area of Uttar Pradesh. The study finds that cost, distance to the…

  15. Science Achievement of Secondary Agricultural Education Students

    ERIC Educational Resources Information Center

    Clark, Sara Vicky

    2012-01-01

    The purposes of this quantitative descriptive and correlational study were to describe the science achievements of secondary agricultural education students and determine if the number of agricultural education courses passed, FFA involvement, and SAE participation would statistically significantly improve students' performance on science…

  16. Implementation Science and School Psychology

    ERIC Educational Resources Information Center

    Forman, Susan G.; Shapiro, Edward S.; Codding, Robin S.; Gonzales, Jorge E.; Reddy, Linda A.; Rosenfield, Sylvia A.; Sanetti, Lisa M. H.; Stoiber, Karen C.

    2013-01-01

    The APA Division 16 Working Group on Translating Science to Practice contends that implementation science is essential to the process of translating evidence-based interventions (EBIs) into the unique context of the schools, and that increasing attention to implementation will lead to the improvement of school psychological services and school…

  17. Epistemological Foundations of School Science.

    ERIC Educational Resources Information Center

    Izquierdo-Aymerich, Merce; Aduriz-Bravo, Agustin

    2003-01-01

    Presents a theoretical framework that provides foundations for school science and defines some research problems. Begins with what is already known about students' models and cognition in order to construct proposals of didactical intervention. Proposes an analogous model for school science in which experimentation and language play the key roles.…

  18. Complex Variables in Secondary Schools

    ERIC Educational Resources Information Center

    Dwyer, Jerry; Moskal, Barbara; Duke, Billy; Wilhelm, Jennifer

    2007-01-01

    This article describes the work of outreach mathematicians introducing the topic of complex variables to eighth and ninth grade students (13- to 15-year-olds) in the US. Complex variables is an area of mathematics that is not typically studied at secondary level. The authors developed seven lessons designed to stimulate students' interest in…

  19. China Curriculum for Secondary Schools.

    ERIC Educational Resources Information Center

    McBride, Marjorie; And Others

    Designed to assist secondary teachers in teaching about China, this guide presents six units about the cultural and political patterns of Chinese life. Following a list of resources and audiovisual distributors, unit 1 provides opportunities to examine similarities and differences in Chinese and American world views, particularly attitudes of…

  20. Smith college secondary math and science outreach program

    SciTech Connect

    Powell, J.A.; Clark, C.

    1994-12-31

    The Smith College Secondary Math and Science Outreach Program works collaboratively with front-line educators to encourage young women students of all abilities, especially underrepresented and underserved minorities, to continue studying math and science throughout high school. The program includes three main components: (1) Twenty-five to thirty teams of math/science teachers and guidance counselors participate in a year-long program which begins with a three-day Current Students/Future Scientists and Engineering Workshop. This event includes a keynote address, presentations and workshops by successful women in science and engineering, and hands-on laboratory sessions. Each participant receives a stipend and free room and board. Returning to their schools, the teacher-counselor teams implement ongoing plans designed to counteract gender bias in the sciences and to alert female students to the broad range of math, science, and engineering career choices open to them. A follow-up session in the spring allows the teams to present and discuss their year-long activities. (2) TRI-ON, a day of science for 120 ninth- and tenth- grade girls from schools with a large underserved and underrepresented population, is held in early spring. Girls discover the excitement of laboratory investigation and interact with female college science and math majors. (3) Teaching Internships, initiated in 1991, involve ten to fifteen Smith College math and science majors in teaching in public schools. The teaching interns experience the rewards and challenges of classroom teaching, and they also serve as role models for younger students.

  1. Equity and what secondary science teachers bring to the classroom

    NASA Astrophysics Data System (ADS)

    Austin, Barbara Anne

    The demographics of people working in science-based careers do not match the demographics of the larger society. In particular, people who self-identify as Hispanic are underrepresented among working scientists. One reason may be the influence of formal schooling and more specifically, the behaviors of teachers in secondary science classrooms. This study looks at the practices of eight secondary science teachers at two schools at which 62% of the enrolled students declare their ethnicity as Hispanic. All of the teachers have at least three years of experience. Through interviews with the teachers, classroom observation, and interviews with other faculty, this research elucidates typical behaviors and attitudes surrounding teaching science in these settings. In spite of having a deficit view of their students, they all express interest in and concern about the students they teach. Their characterizations of teaching practices and classroom behaviors do not incorporate strategies designed to promote content learning through culturally relevant curriculum. Instead, they use mainstream-situated approaches that develop science content knowledge, vocabulary, procedures, and skills targeted toward high achievement on state and district standardized tests leading toward graduation or success in college. These approaches are consistent with a view of equity that increases the participation of underrepresented groups in science based careers in that it gives students the skills and knowledge they will need in order to successfully pursue these careers. Additionally, they behave in ways that are consistent with equitable strategies such as using inquiry based teaching, serving as role models, and providing a structured learning environment. This research informs the literature base for instructional systems designers by identifying what that teachers situated in culturally diverse classrooms bring to professional development programs targeted toward making secondary science

  2. Nurture Groups in Secondary Schools

    ERIC Educational Resources Information Center

    Colley, David

    2009-01-01

    Nurture groups are school-based interventions that offer specialist support for children and young people with social, emotional and behavioural difficulties. Initially developed as an early years intervention in the 1970s, nurture groups dwindled in the 1980s but have enjoyed something of a renaissance over the last 15 years. There are now more…

  3. HEALTH EDUCATION IN SECONDARY SCHOOLS.

    ERIC Educational Resources Information Center

    PAGE, RAY

    A DIVIDED CURRICULUM OF LESSON PLANS FOR GRADES 7, 8, 9, THEN GRADES 10, 11, 12 WAS DESIGNED. BOTH GROUPS COVER GROWTH AND DEVELOPMENT, BODY CARE AND GROOMING, DENTAL HEALTH EDUCATION, NUTRITION, MENTAL HEALTH, FAMILY LIFE, FIRST AID AND SAFETY, CONSUMER HEALTH, COMMUNITY HEALTH, AND COMMUNICABLE AND NONCOMMUNICABLE DISEASES. SCHOOL HEALTH…

  4. Key Competencies: Art, Secondary Schools.

    ERIC Educational Resources Information Center

    Philadelphia School District, PA. Office of Curriculum and Instruction.

    Major competencies are presented for art education courses in grades seven through 12 in the Philadelphia school system. The goal of art education is to promote an understanding of elements and principles of composition and design such as color, line, shape, mass, and texture. Art education should involve students in evaluating, creating, and…

  5. Forensic Science Curriculum for High School Students

    NASA Astrophysics Data System (ADS)

    Burgess, Christiana J.

    Over the last several decades, forensic science---the application of science to civil and criminal legal matters---has become of increasing popularity with the public. The range of disciplines within the field is immense, offering individuals the potential for a unique career, regardless of their specific interests or expertise. In response to this growth, many organizations, both public and private, have recognized the need to create forensic science programs that strive to maintain and enhance the quality of forensic science education. Unfortunately, most of the emphasis placed on developing these materials relates to post-secondary education, and creates a significant lack of forensic science educational materials available in the U.S., especially in Oklahoma. The purpose of this project was to create a high school curriculum that provides the foundation for building a broad, yet comprehensive, overview of the field of forensic science and its associated disciplines. The overall goal was to create and provide course materials to high school teachers in order to increase their knowledge of forensic science such that they are able to teach its disciplines effectively and with accuracy. The Forensic Science Curriculum for High School Students includes sample lesson plans, PowerPoint presentations, and lab activities with step-by-step instructions.

  6. School Science: A Questionable Construct?

    ERIC Educational Resources Information Center

    Jenkins, Edgar

    2007-01-01

    I explore the emergence of science and scientific method as political constructs in the 19th century and argue that the associated rhetoric continues to have significant consequences for contemporary school science education. It allows science to be promoted as a coherent curriculum component and fosters an untenable but enduring notion of a…

  7. Risk and School Science Education

    ERIC Educational Resources Information Center

    Christensen, Clare

    2009-01-01

    In this paper I consider a role for risk understanding in school science education. Grounds for this role are described in terms of current sociological analyses of the contemporary world as a "risk society" and recent public understanding of science studies where science and risk are concerns commonly linked within the wider community. These…

  8. Practical Work in Biology, Chemistry and Physics at Lower Secondary and General Upper Secondary Schools in Slovenia

    ERIC Educational Resources Information Center

    Sorgo, Andrej; Spernjak, Andreja

    2012-01-01

    Syllabi in the science subjects, biology, chemistry and physics at lower and general upper secondary school are compared in the light of their underlying philosophies, goals, objectives and recognized importance in science teaching. Even though all syllabi were prepared within the same framework, great differences among syllabi concerning…

  9. Pedagogical Relationship in Secondary Social Science Classrooms

    ERIC Educational Resources Information Center

    Girard, Brian James

    2010-01-01

    This study investigates two high school social science classrooms in order to better understand the pedagogical relationships among teachers, students, and disciplinary content, and how teachers can influence students' opportunities to learn disciplinary literacy. Drawing on conceptual resources from sociocultural theories of learning and…

  10. Web-Based Collaborative Inquiry to Bridge Gaps in Secondary Science Education

    ERIC Educational Resources Information Center

    Raes, Annelies; Schellens, Tammy; De Wever, Bram

    2014-01-01

    As secondary students' interest in science is decreasing, schools are faced with the challenging task of providing adequate instruction to engage students--and more particularly the disadvantaged students--to learn science and improve their science inquiry skills. In this respect, the integration of Web-based collaborative inquiry can be seen…

  11. Building Bridges between Primary and Secondary Science for Children and Teachers

    ERIC Educational Resources Information Center

    McMahon, Kendra; Davies, Dan

    2003-01-01

    In this article, the authors introduce the Improving Science Together (IST) project (2000-2002), funded by the AstraZeneca Science Teaching Trust. The project was a partnership between 20 primary and 4 secondary schools in Bristol and South Gloucestershire, LEA advisory staff, BAE Systems, and the primary science team at Bath Spa University…

  12. Exploring teachers' perspectives on the impact of out-of-school science-based programs for secondary level physics classrooms in Nebraska

    NASA Astrophysics Data System (ADS)

    Baquerizo-Birth, Marisol

    This exploratory phenomenological study investigates the lived experiences of six high school physics teachers in Nebraska regarding their perceptions on the impact of participating in a science-based out-of-school program. By exploring the research question, we discover how this experience relates to these teachers' self-concept and professional growth. Open-ended, semi-structured, one-on-one interviews are used as the data collection method to explore teachers' perceptions. Responses reveal that teachers participating in the Cosmic Ray Observatory Project (CROP) as a means of exploring advanced, extracurricular physics projects perceive their participation as an opportunity for enrichment, collaboration, helping their students, and empowerment. Intertwined in the presented narratives, teachers refer to their schools' limited administrative support as a source of struggle tied to the challenge of balancing school and teaching responsibilities with CROP participants' responsibilities. This study proposes teachers must feel confident with their specific subject area to achieve a progressive view of self, and that supplemental professional development opportunities are crucial to physics teaching.

  13. A biochemistry and molecular biology course for secondary school teachers*.

    PubMed

    Fernández-Novell, J M; Cid, E; Gomis, R; Barberà, A; Guinovart, J J

    2004-11-01

    This article describes a course for reinforcing the knowledge of biochemistry in secondary school science teachers. The Department of Biochemistry and Molecular Biology of the University of Barcelona designed a course to bring these teachers up to date with this discipline. In addition to updating their knowledge of biochemistry and molecular biology, this course aims to provide teachers with a set of relevant laboratory practices that can be applied in their practical lessons.

  14. Space Mathematics: A Resource for Secondary School Teachers

    NASA Technical Reports Server (NTRS)

    Kastner, Bernice

    1985-01-01

    A collection of mathematical problems related to NASA space science projects is presented. In developing the examples and problems, attention was given to preserving the authenticity and significance of the original setting while keeping the level of mathematics within the secondary school curriculum. Computation and measurement, algebra, geometry, probability and statistics, exponential and logarithmic functions, trigonometry, matrix algebra, conic sections, and calculus are among the areas addressed.

  15. Physics in canadian secondary schools: Intentions, perceptions, and achievement

    NASA Astrophysics Data System (ADS)

    Finegold, Menahem; Raphael, Dennis

    This article examines secondary-school physics teaching with respect to three levels of curriculum. These are the curriculum as designed by educational authorities and intended for school guidance, as perceived by teachers and translated into classroom practice, and as internalized by students and expressed by achievement on physics tests. In keeping with international usage we refer to these levels of curriculum as the intended, the translated and the achieved. The article is based upon the analysis of curriculum documents and guidelines, teacher assessments of opportunity provided students to learn, and student achievement on a comprehensive physics test. The context for analysis is provided by an ongoing international study of science education in which some 30 participating countries analyze the three curriculum levels and attempt to draw conclusions concerning possible relationships among them. The article reports limited but nevertheless significant relationships found among intentions, translations, and achievement in the teaching of physics in Canadian secondary schools.

  16. An Annotated Bibliography of Teaching Bioethics in the Public Secondary School.

    ERIC Educational Resources Information Center

    Jennings, Bruce D.

    This study was conducted to identify bioethical topics of possible interest for a high school science curriculum, focusing on advantages and disadvantages of bioethical education and emphasizing the procedure to incorporate bioethics instruction into the secondary school science curriculum. Researched material is presented as an annotated…

  17. Engaging Secondary School Students in Extended and Open Learning Supported by Online Technologies

    ERIC Educational Resources Information Center

    Nicholas, Howard; Ng, Wan

    2009-01-01

    This paper investigates the use of online technologies to extend the learning of a group of junior secondary school students after attending a Sun, Science, and Society camp. The students were of mixed ages and came from metropolitan and rural schools. Their teachers described them as students of high ability or students interested in science who…

  18. Qualities of effective secondary science teachers: Perspectives of university biology students

    NASA Astrophysics Data System (ADS)

    McCall, Madelon J.

    This research was an attempt to hear the student voice concerning secondary science teacher effectiveness and to share that voice with those who impact the educational process. It was a snapshot of university freshmen biology students' opinions of the qualities of effective secondary science teachers based on their high school science experiences. The purpose of this study was to compile a list of effective secondary science teacher qualities as determined through a purposeful sampling of university second semester biology students and determine the role of the secondary science teacher in promoting interest and achievement in science, as well as the teacher's influence on a students' choice of a science career. The research was a mixed methods design using both quantitative and qualitative data obtained through the use of a 24 question electronic survey. There were 125 participants who provided information concerning their high school science teachers. Respondents provided information concerning the qualities of effective secondary science teachers and influences on the students' present career choice. The quantitative data was used to construct a hierarchy of qualities of effective secondary science teachers, divided into personal, professional, and classroom management qualities. The qualitative data was used to examine individual student responses to questions concerning secondary science teacher effectiveness and student career choice. The results of the research indicated that students highly value teachers who are both passionate about the subject taught and passionate about their students. High school science students prefer teachers who teach science in a way that is both interesting and relevant to the student. It was determined that the greatest influence on a secondary student's career choice came from family members and not from teachers. The secondary teacher's role was to recognize the student's interest in the career and provide encouragement

  19. Use of Soil Survey Reports by Secondary School Educators in Indiana.

    ERIC Educational Resources Information Center

    Van Meter, Donald E.; Santucci, Georgette

    1990-01-01

    Reported are the results of a survey of awareness, use, and attitude of Indiana secondary school agriculture and social science educators toward soil survey reports. An analysis by teaching discipline and geographic location is presented. (CW)

  20. Organic Horticulture in the Secondary School

    ERIC Educational Resources Information Center

    Marrocco, Aldo

    2009-01-01

    This report is based on five years experience working with primary and secondary school teachers in Italy to develop organic farming as an activity for students. The tasks involved were intended to develop our students' environmental awareness, allow them to produce food organically and show that market gardening could be a productive hobby. In…

  1. Secondary School Curriculum Guide: Industrial Arts.

    ERIC Educational Resources Information Center

    Cranston School Dept., RI.

    The Cranston Secondary School Curriculum Guide (9-12) for Industrial Arts is intended to serve as a resource for teachers, students, department chairman, guidance personnel, curriculum planners, and others involved in present or future curriculum planning. At least one broadly stated major objective is provided for each section, encompassing the…

  2. Multiculturalism in Secondary School Physical Education Textbooks

    ERIC Educational Resources Information Center

    Hsu, Shan-Hui; Chepyator-Thomson, Rose

    2010-01-01

    The purpose of the study focused on how textbook authors in secondary school physical education used multicultural education concepts, using Banks' (2006a) dimensions and Sleeter and Grant's (1999) approaches. Data collection methods included examination of textbooks' chapters, indexes, and references in five textbooks. Constant comparison method…

  3. Health Risks Information Reaches Secondary School Smokers

    ERIC Educational Resources Information Center

    Ridout, Fran; Charlton, Anne; Hutchison, Iain

    2008-01-01

    This cross-sectional study aimed to assess smoking prevention and cessation education delivered as part of the UK National Curriculum and to evaluate the relative effectiveness of health, social influence and other/non-health components. In all, 1789 students aged 11-15 from 12 secondary schools completed online surveys assessing smoking status,…

  4. Language Attitudes of Estonian Secondary School Students

    ERIC Educational Resources Information Center

    Ehala, Martin; Niglas, Katrin

    2006-01-01

    The results of a survey of language attitudes of Estonian secondary school students, ages 15 to 18, are presented, and the implications for the practice of language maintenance are discussed. The survey revealed that Estonian is valued as a token of identity but not much as a commodity in the sense of linguistic economy. It is argued that…

  5. Topics in English for the Secondary School.

    ERIC Educational Resources Information Center

    Summerfield, Geoffrey

    Written primarily for the secondary school English teacher, this book suggests specific projects to extend the range and variety of the English curriculum and to develop the students' language skills and imaginations. Part I contains discussions of the nature and purposes of English lessons, the place of literature in education, methods for…

  6. Online Catalogs in Secondary School Libraries.

    ERIC Educational Resources Information Center

    Smith, Donald R.

    Computer/automated catalogs have been in use in secondary schools for some time and have numerous advantages. A public access catalog (PAC) allows networking with other libraries, use of the Boolean search function, and the retrieval of bibliographic citations from a variety of access points. Moreover, PAC's have recently become more user…

  7. Differential Selection into Secondary Schools in Serbia

    ERIC Educational Resources Information Center

    Baucal, Aleksandar; Pavlovic-Babic, Dragica; Willms, J. Douglas

    2006-01-01

    In Serbia there are four levels of education: pre-school (until 7 years of age); primary education consisting of eight grades (ages 7-14); secondary education lasting two, three or four years; and higher education lasting from three to six years. Primary education is compulsory for all children. It consists of two cycles, each lasting four years,…

  8. The Magazine Medium in Secondary School Education.

    ERIC Educational Resources Information Center

    Prince, Melvin; Haas, Diane

    To investigate the role and future prospects of magazine use in secondary education, a questionnaire was given to junior and senior high school teachers. Some 1,200 of the teachers in 20 out of 44 designated metropolitan areas answered questions about their classroom use of magazines as well as other media. About 70% of all the respondents used…

  9. Teaching about Japan in Secondary Schools.

    ERIC Educational Resources Information Center

    Richardson, Helen W.

    1981-01-01

    Suggests that a good starting point for social studies curriculum units on Japan at the secondary school level is an analysis of the interrelationships between Japan and the United States. Information is presented on population figures, industrialization, standard of living indicators, consumer price indexes, and crude birth and death rates for…

  10. Ideas for Secondary School Physical Education.

    ERIC Educational Resources Information Center

    Barry, Patricia E., Ed.

    This book contains descriptions of secondary school physical education programs. The programs described fall into the following categories: (1) career/leadership programs, (2) contract/individualized instruction programs, (3) elective physical education programs, (4) motivational programs, (5) outdoor/environmental programs, (6)…

  11. Food Literacy at Secondary Schools in Australia

    ERIC Educational Resources Information Center

    Ronto, Rimante; Ball, Lauren; Pendergast, Donna; Harris, Neil D.

    2016-01-01

    Background: Food literacy can encourage adolescents to develop healthy dietary patterns. This study examined home economics teachers' (HET) perspectives of the importance, curriculum, self-efficacy, and food environments regarding food literacy in secondary schools in Australia. Methods: A 20-item cross-sectional survey was completed by 205 HETs.…

  12. Prejudices against Immigrants in Secondary School

    ERIC Educational Resources Information Center

    Etxeberria, Felix; Murua, Hilario; Arrieta, Elisabet; Garmendia, Joxe; Etxeberria, Juan

    2015-01-01

    This paper presents the results of a study of prejudice against immigrants in secondary schools in the Basque Country, in Spain. We carried out a review of the best-known questionnaires and catalogues on prejudices regarding immigration and we drew up a new questionnaire, with positive and negative scales of prejudices, in order to apply them to…

  13. Class-Size Effects in Secondary School

    ERIC Educational Resources Information Center

    Krassel, Karl Fritjof; Heinesen, Eskil

    2014-01-01

    We analyze class-size effects on academic achievement in secondary school in Denmark exploiting an institutional setting where pupils cannot predict class size prior to enrollment, and where post-enrollment responses aimed at affecting realized class size are unlikely. We identify class-size effects combining a regression discontinuity design with…

  14. Academic Freedom in the Secondary Schools.

    ERIC Educational Resources Information Center

    American Civil Liberties Union, New York, NY.

    A policy statement recommends application of the principles of academic freedom and civil liberties to the secondary schools. Teachers' rights are discussed in terms of (1) appointments and dismissals, (2) loyalty oaths, (3) curriculum, (4) selection of texts and supplementary instructional resources, (5) freedom to teach controversial issues, (6)…

  15. Informatics Education in Italian Secondary Schools

    ERIC Educational Resources Information Center

    Bellettini, Carlo; Lonati, Violetta; Malchiodi, Dario; Monga, Mattia; Morpurgo, Anna; Torelli, Mauro; Zecca, Luisa

    2014-01-01

    This article describes the state of informatics education in the Italian secondary schools, highlighting how the learning objectives set up by the Ministry of Education are difficult to meet, due to the fact that the subject is often taught by teachers not holding an informatics degree, the lack of suitable teaching material and the expectations…

  16. Information Paper 18: Guidance in Secondary Schools.

    ERIC Educational Resources Information Center

    Ashton, Terry

    1986-01-01

    Traces impetus for introduction of structured guidance into Scottish secondary schools. Identifies 1968 "Orange Paper" as first attempt to set out rationale for guidance. Describes how guidance is organized; outlines tasks of guidance teachers; and presents current developments, training requirements, and trends. (NEC)

  17. Should Secondary Schools Buy Local Area Networks?

    ERIC Educational Resources Information Center

    Hyde, Hartley

    1986-01-01

    The advantages of microcomputer networks include resource sharing, multiple user communications, and integrating data processing and office automation. This article nonetheless favors stand-alone computers for Australian secondary school classrooms because of unreliable hardware, software design, and copyright problems, and individual progress…

  18. Knowledge of ICT of Secondary School Graduates

    ERIC Educational Resources Information Center

    Valavicius, Eugenijus; Babravicius, Kestutis

    2012-01-01

    The paper analyses the results of the computer literacy survey conducted among the 11th and 12th form students in gymnasiums and secondary schools in Lithuania. The basis for the questionnaire was taken from previous surveys carried out in Vilnius Pedagogical University. The questionnaire is divided into five topics, such as computer hardware and…

  19. Teaching about Korea in Secondary School.

    ERIC Educational Resources Information Center

    Van Decar, Patricia

    1988-01-01

    Presents 12 study guides for teaching secondary school students about Korean history and culture. The study guides deal with ancient legends, history, family, women's roles, traditions, folk customs, economic development, the division of Korea, the Korean War, links with the United States, and comparisons between North and South Korea. (GEA)

  20. Preparing to Teach in Secondary Schools

    ERIC Educational Resources Information Center

    Brooks, Valerie, Ed.; Abbott, Ian, Ed.; Bills, Liz, Ed.

    2004-01-01

    This book is key reading for all trainee secondary school teachers. It covers the range of core professional skills that student teachers need to acquire irrespective of their subject specialism or their training route. It also considers recent developments in teaching, exploring the opportunities and challenges they present for those about to…

  1. Construction: Masonry. Secondary Schools. Curriculum Guide.

    ERIC Educational Resources Information Center

    Trust Territory of the Pacific Islands Dept. of Education, Saipan.

    This construction curriculum guide on masonry for secondary students is one of six developed for inservice teachers at Marianas High School in Saipan. The guide provides the rationale, description, goals, and objectives of the program; the program of studies and performance objectives by levels; samples of lesson plans for effective delivery of…

  2. Agriculture: Horticulture. Secondary Schools. Curriculum Guide.

    ERIC Educational Resources Information Center

    Trust Territory of the Pacific Islands Dept. of Education, Saipan.

    This agricultural curriculum guide on horticulture for secondary students is one of six developed for inservice teachers at Marianas High School in Saipan. The guide provides the rationale, description, goals, and objectives of the program; the program of studies and performance objectives by levels; samples of lesson plans for effective delivery…

  3. Electricity: Residential Wiring. Secondary Schools. Curriculum Guide.

    ERIC Educational Resources Information Center

    Trust Territory of the Pacific Islands Dept. of Education, Saipan.

    This curriculum guide on residential wiring for secondary students is one of six developed for inservice teachers at Marianas High School in Saipan. The guide provides the rationale, description, goals, and objectives of the program; the program of studies and performance objectives by levels; samples of lesson plans for effective delivery of…

  4. Science and Life: A Mainstreamed Secondary Science Program.

    ERIC Educational Resources Information Center

    Wielert, Jan S.; Johnston, Laneh M.

    1984-01-01

    A science and life program developed for mainstreamed secondary students is based on commercially available modules on such topics as pregnancy and fetal development, automobile safety, and heart disease. The program features cooperative group activities, peer tutoring, and ongoing evaluation. (CL)

  5. Safety in School Science: Possible Carcinogenic Hazards in School Science.

    ERIC Educational Resources Information Center

    Education in Science, 1979

    1979-01-01

    This is the fourth in a series of articles concerned with safety in school science. This article presents some facts about eight types of carcinogenic chemicals and suggests precautions in their use in British schools. A safety bibliography is also included. (HM)

  6. Evaluation of the Effects of Medium of Instruction on the Science Learning of Hong Kong Secondary Students: Performance on the Science Achievement Test.

    ERIC Educational Resources Information Center

    Yip, Din Yan; Tsang, Wing Kwong; Cheung, Sin Pui

    2003-01-01

    A study examined the effects of a new Hong Kong policy requiring Chinese as the language of instruction on secondary students' learning of science. Science achievement test scores at 100 secondary schools indicate that previous use of English to teach science may have hampered students' ability to grasp material due to the high-level thinking…

  7. Science Teacher Retention in Today's Urban Schools: A Study of Success and Failure

    ERIC Educational Resources Information Center

    Moscovici, Hedy

    2009-01-01

    This study is based on data collected during 6 years (12 semesters) in the secondary science methods courses at an urban university in Southern California. The secondary science credential candidates were teaching on emergency permits or internship credentials in local urban secondary schools. They taught science during the day and pursued their…

  8. Teaching Science in a Technology-Rich Environment: The Impact of Three Innovative Tools on Secondary Science Classrooms

    ERIC Educational Resources Information Center

    Felt, Wallace A.

    2011-01-01

    This qualitative case study of a rural high school examines the impact of technology tools on secondary science classrooms. Specifically, document cameras, student response systems, and probeware are examined for their affect in instructional practices in science classrooms where they are used. Observational data, student surveys, and teacher…

  9. Science Teacher Learning of MBL-Supported Student-Centered Science Education in the Context of Secondary Education in Tanzania

    ERIC Educational Resources Information Center

    Voogt, Joke; Tilya, Frank; van den Akker, Jan

    2009-01-01

    Science teachers from secondary schools in Tanzania were offered an in-service arrangement to prepare them for the integration of technology in a student-centered approach to science teaching. The in-service arrangement consisted of workshops in which educative curriculum materials were used to prepare teachers for student-centered education and…

  10. In-Service and Pre-Service Secondary Science Teachers' Self-Efficacy Beliefs about Science Teaching

    ERIC Educational Resources Information Center

    Azar, Ali

    2010-01-01

    The purpose of this study was to compare the levels of pre-service and in-service secondary science teachers' self efficacy beliefs relating to science teaching and to analyze the change of these beliefs according to their demographic characteristics such as gender, the graduate school type, teaching experience and major. The study was conducted…

  11. TEACHING SCIENCE AT THE SECONDARY STAGE, A HANDBOOK ON THE TEACHING OF SCIENCE TO THE AVERAGE PUPIL.

    ERIC Educational Resources Information Center

    KNOCK, H.E.; AND OTHERS

    THIS ENGLISH PUBLICATION IS DESIGNED TO PROVIDE DIRECTION FOR PROSPECTIVE OR PRACTICING TEACHERS IN THE TEACHING OF GENERAL EDUCATION SCIENCE TO SECONDARY SCHOOL STUDENTS. IT IS BASED ON THE ASSUMPTION THAT SCIENCE SHOULD BE RECOGNIZED, AND TAUGHT, AS A HUMAN ACTIVITY WHICH EXPLORES THE REALM OF HUMAN EXPERIENCE, MAPS IT METHODICALLY BUT…

  12. ASE and Primary School Science

    ERIC Educational Resources Information Center

    Harlen, Wynne

    2013-01-01

    This article focuses on the role of the Association for Science Education (ASE) in supporting and developing policy and practice in primary school science. It first sets the events after the formation of ASE in 1963 in the context of what went before. It then takes a mainly chronological view of some, but by no means all, of ASE's activities…

  13. Earth Sciences and Public Schools

    NASA Astrophysics Data System (ADS)

    Kitchen, Robert

    2006-06-01

    More than a year ago (Eos 85(49), 523, 2004), the Eos Forum column featured in article by Vice Admiral Conrad Lautenbacher, administrator for the U.S. National Oceanic and Atmospheric Administration, and Charles Groat, who at that time was Director of the U.S. Geological Survey, concerning the status of the Earth sciences in the public school curriculum. A very small percentage of high school students take and Earth science course, and that number is dropping every day. As a retired high school Earth science teacher and science department chair, I often found myself defending our Earth science requirement to some parents and school committee members. There were always those who looked to replace our Earth science program with a `more rigorous' course. Very often it was suggested that we drop the Earth science requirement for ninth graders in order to make room for Advanced Placement courses later on. In response, we constructed an `honors Earth science' course to challenge the more `gifted' students.

  14. Nuclear science and engineering workshop for secondary science teachers

    SciTech Connect

    Miller, W.H.; Neumeyer, G.M.; Langhorst, S.M. )

    1992-01-01

    A 2-week workshop has been held for the past 10 yr at the University of Missouri-Columbia for secondary science teachers to increase their knowledge of nuclear science and its applications. It is sponsored jointly by Union Electric Company (St. Louis, Missouri), the University of Missouri-Columbia, the American Nuclear Society (ANS) student branch at the University of Missouri-Columbia, and the Central/Eastern Section of the ANS. The workshop focuses on two principal educational areas: basic nuclear science and its applications and nuclear energy systems. The philosophy of the workshop is to provide factual information without emphasis on the political issues of the use of nuclear without emphasis on the political issues of the use of nuclear science in the modern society, allowing the participants to form their own perceptions of the risks and benefits of nuclear technology. The paper describes the workshop organization, curriculum, and evaluation.

  15. Effectiveness of Secondary Family and Consumer Sciences Programs (1985-2004)

    ERIC Educational Resources Information Center

    Browne, Lorna B.; Myers, Lori; Gentzler, Yvonne S.; Hausafus, Cheryl O.

    2006-01-01

    This article highlights results of a review of available literature (1985 to 2004) to substantiate the effectiveness of family and consumer sciences (FCS) secondary-level public school programs. Commissioned by AAFCS, the study found limited research-based evidence supporting the impact of secondary FCS programs. In addition to recommending more…

  16. Banding and Ballots: Secondary School Admissions in England: Admissions in 2012/13 and the Impact of Growth of Academies

    ERIC Educational Resources Information Center

    Noden, Philip; West, Anne; Hind, Audrey

    2014-01-01

    This report provides key findings from a two part research project funded by the Sutton Trust and the London School of Economics & Political Science, (LSE) focusing on secondary school admissions in England. The research analyses secondary schools' admissions criteria and practices in England in 2012/13 and illustrative examples of how some…

  17. Smoking Intensity among Nigerian Secondary Schools Adolescent Smokers

    ERIC Educational Resources Information Center

    Imhonde, Henry O.; Aluede, Oyaziwo

    2007-01-01

    This study examined smoking intensity among secondary school adolescent smokers. A total of 800 students, made up of 685 males and 115 females who have at least tasted a cigarette once, from twenty secondary schools (5 private and 15 public secondary schools) in Benin City, Nigeria participated in the study. A questionnaire was used in collecting…

  18. Excessive Internet Use and Loneliness among Secondary School Students

    ERIC Educational Resources Information Center

    Deniz, Levent

    2010-01-01

    The association between loneliness and excessive internet use among secondary school students was examined. One hundred and sixty seven secondary school students were administered a questionnaire for some demographic questions and UCLA for determining their loneliness levels. The results showed that the secondary school students who reported…

  19. The Development of a Secondary School Health Assessment Model

    ERIC Educational Resources Information Center

    Sriring, Srinual; Erawan, Prawit; Sriwarom, Monoon

    2015-01-01

    The objective of this research was to: 1) involved a survey of information relating to secondary school health, 2) involved the construction of a model of health assessment and a handbook for using the model in secondary school, 3) develop an assessment model for secondary school. The research included 3 phases. (1) involved a survey of…

  20. Ligamentous laxity in secondary school athletes.

    PubMed

    Grana, W A; Moretz, J A

    1978-10-27

    An increase in ligamentous laxity has been said to predispose athletes to injury of the joint. To evaluate the usefulness of testing ligamentous laxity to predict a predisposition to injury in secondary school athletes, 166 male football players, 84 female basketball players, and 32 male basketball players were tested. The results were compared with those for 167 males and 223 females in high school but not involved in interscholastic sports. No correlation could be found between ligamentous laxity and the occurrence or type of injury.

  1. Supporting ICT Based Pedagogies in Science in Rural School Settings

    ERIC Educational Resources Information Center

    Hubber, Peter; Chittleborough, Gail; Campbell, Coral; Jobling, Wendy; Tytler, Russell

    2010-01-01

    Recent research has demonstrated a significant disadvantage for rural teachers in a variety of aspects of ICT use. This context provides a backdrop for two professional learning programs designed to support ICT-based pedagogies in teaching science in Victorian rural primary and secondary schools. In both programs the school-based workshops…

  2. Secondary Physical Science Teachers' Conceptions of Science Teaching in a Context of Change

    NASA Astrophysics Data System (ADS)

    Taylor, Dale L.; Booth, Shirley

    2015-05-01

    Pre-service teachers enter initial teacher education programmes with conceptions of teaching gleaned from their own schooling. These conceptions, which include teachers' beliefs, may be resistant to change, which is a challenge in contexts where teacher educators hope that teachers will teach in ways different from their own schooling. Conceptions of teaching found in different cultural and disciplinary contexts have contextual differences but have resonances with the results of research into teacher beliefs. Our sample of eight South African secondary physical science teachers was schooled in a system which encouraged knowledge transmission, but they were prepared in their initial teacher education for a learner-centred approach. After they had taught for a few years, we explored their conceptions of science teaching, using phenomenographic interviews. Four conceptions emerged inductively from the analysis: transferring science knowledge from mind to mind; transferring problematic science knowledge from mind to mind; creating space for learning science knowledge and creating space for learning problematic science knowledge. Internally these conceptions are constituted by three dimensions of variation: the nature of the science knowledge to be learnt, the role of the students and the role of the teacher. Media and practical work play different roles in the external horizon of these conceptions. These conceptions reflect the disciplinary context as well as the emphases of the sample's initial teacher education programme. This suggests that initial teacher education can significantly shape teachers' conceptions of teaching.

  3. Recruiting Science Majors into Secondary Science Teaching: Paid Internships in Informal Science Settings

    ERIC Educational Resources Information Center

    Worsham, Heather M.; Friedrichsen, Patricia; Soucie, Marilyn; Barnett, Ellen; Akiba, Motoko

    2014-01-01

    Despite the importance of recruiting highly qualified individuals into the science teaching profession, little is known about the effectiveness of particular recruitment strategies. Over 3 years, 34 college science majors and undecided students were recruited into paid internships in informal science settings to consider secondary science teaching…

  4. Arguing for Computer Science in the School Curriculum

    ERIC Educational Resources Information Center

    Fluck, Andrew; Webb, Mary; Cox, Margaret; Angeli, Charoula; Malyn-Smith, Joyce; Voogt, Joke; Zagami, Jason

    2016-01-01

    Computer science has been a discipline for some years, and its position in the school curriculum has been contested differently in several countries. This paper looks at its role in three countries to illustrate these differences. A reconsideration of computer science as a separate subject both in primary and secondary education is suggested. At…

  5. Bridging School-Subjects and Distances in Upper Secondary Schools

    ERIC Educational Resources Information Center

    Lindberg, J. Ola; Sahlin, Susanne

    2011-01-01

    Purpose: The aim of this paper is to report how Swedish upper secondary schools involved in a European Union-financed collaborative project intertwined aspects of subject integration and international collaboration with the use of ICT. Design/methodology/approach: The methodology used is a case study in which aspects of subject integration and…

  6. ACE: A Collaborative School Consultation Program for Secondary School Teachers

    ERIC Educational Resources Information Center

    Couture, Caroline; Massé, Line

    2014-01-01

    This article presents a description of ACE (Accompagnement collaboratif des enseignants (Collaborative teacher accompaniment)), a new program designed to guide secondary school teachers in integrating students with behavioral problems in their classrooms. ACE proposes collaborative accompaniment inspired by behavioral and mental health…

  7. Condom vending machines in Canada's secondary schools.

    PubMed

    Kerr, D L

    1990-03-01

    to this action. Other participating schools include Qualicum School District in Vancouver Island, British Columbia, and Toronto's 36 secondary schools. PMID:2319752

  8. Condom vending machines in Canada's secondary schools.

    PubMed

    Kerr, D L

    1990-03-01

    to this action. Other participating schools include Qualicum School District in Vancouver Island, British Columbia, and Toronto's 36 secondary schools.

  9. Exploration of Secondary Students' Creativity by Integrating Web-Based Technology into an Innovative Science Curriculum

    ERIC Educational Resources Information Center

    Jang, Syh-Jong

    2009-01-01

    The purpose of the study was to investigate how web-based technology could be utilized and integrated with real-life scientific materials to stimulate the creativity of secondary school students. One certified science teacher and 31 seventh graders participated in this study. Several real-life experience science sessions integrated with online…

  10. Master's Degree Programs for the Preparation of Secondary Earth Science Teachers.

    ERIC Educational Resources Information Center

    Passero, Richard Nicholas

    Investigated were master's degree programs for the preparation of secondary school earth science teachers. Programs studied were classified as: (1) noninstitute college programs, and (2) National Science Foundation (NSF) institute programs. A total of 289 students enrolled in noninstitute programs contributed data by personal visits and…

  11. The Availability and Use of Science Laboratories at Secondary Education Level

    ERIC Educational Resources Information Center

    Raju, T. J. M. S.; Suryanarayana, N. V. S.

    2011-01-01

    This study focuses on the availability and use of Science Laboratories at the secondary education level in Visakhapatnam District of Andhra Pradesh, India. It is commented that most of the schools do not possess well equipped laboratories and even when equipment is available some science teachers are not utilizing the laboratory facilities.…

  12. Enthusiasm Is Not Enough: Beginning Secondary Science Teachers in Primarily Hispanic Settings.

    ERIC Educational Resources Information Center

    Luft, Julie A.; Roehrig, Gillian

    2005-01-01

    This study explores the practices of three beginning secondary science teachers. The teachers were in their first year, worked with primarily Hispanic students in rural and urban schools, held undergraduate degrees in science, participated in postbaccalaureate certification programs of varying lengths, and had different cultural backgrounds from…

  13. School grounds and physical activity: Associations at secondary schools, and over the transition from primary to secondary schools.

    PubMed

    Harrison, Flo; van Sluijs, Esther M F; Corder, Kirsten; Jones, Andy

    2016-05-01

    This paper aims to further understanding of the physical environments of secondary schools and their associations with young peoples' physical activity. Accelerometer-derived physical activity measurements from 299 participants in the SPEEDY study (Norfolk, UK) were obtained from baseline measurements (age 9-10y) and +4y follow-up. These were linked to objective measures of primary and secondary school environments as measured by the SPEEDY grounds audit tool. We saw considerable differences in the nature of school grounds between primary and secondary schools. Cross-sectional associations were seen between active travel provision scores and commuting time moderate-to-vigorous physical activity (MVPA) for 13-14 year old boys and adolescents living further from school. However, few associations were seen between changes in school grounds scores and changes in school-based MVPA.

  14. School grounds and physical activity: Associations at secondary schools, and over the transition from primary to secondary schools.

    PubMed

    Harrison, Flo; van Sluijs, Esther M F; Corder, Kirsten; Jones, Andy

    2016-05-01

    This paper aims to further understanding of the physical environments of secondary schools and their associations with young peoples' physical activity. Accelerometer-derived physical activity measurements from 299 participants in the SPEEDY study (Norfolk, UK) were obtained from baseline measurements (age 9-10y) and +4y follow-up. These were linked to objective measures of primary and secondary school environments as measured by the SPEEDY grounds audit tool. We saw considerable differences in the nature of school grounds between primary and secondary schools. Cross-sectional associations were seen between active travel provision scores and commuting time moderate-to-vigorous physical activity (MVPA) for 13-14 year old boys and adolescents living further from school. However, few associations were seen between changes in school grounds scores and changes in school-based MVPA. PMID:26922516

  15. Safety in School Science.

    ERIC Educational Resources Information Center

    Education in Science, 1979

    1979-01-01

    The use of pesticides in the schools is discussed. Some potential hazards include seeds dressed with fungicide/insecticide mixtures, fumigation of animal houses and greenhouses, and storage and disposal of pesticides. (SA)

  16. Middle School Science Notes.

    ERIC Educational Resources Information Center

    School Science Review, 1984

    1984-01-01

    Presents (1) suggestions on teaching volume and density in the elementary school; (2) ideas for teaching about floating and sinking; (3) a simple computer program on color addition; and (4) an illustration of Newton's second law of motion. (JN)

  17. Multiple Influences: Latinas, Middle School Science, and School

    ERIC Educational Resources Information Center

    Parker, Carolyn

    2014-01-01

    This paper describes the multiple school and school science experiences of eight Latina students of Central American descent in a tracked, urbanized, middle school setting. Framed by a sociocultural perspective, I describe how eight seventh and eighth grade Latino girls interacted with school science. Implications for the concept "science for…

  18. Multiple influences: Latinas, middle school science, and school

    NASA Astrophysics Data System (ADS)

    Parker, Carolyn

    2014-06-01

    This paper describes the multiple school and school science experiences of eight Latina students of Central American descent in a tracked, urbanized, middle school setting. Framed by a sociocultural perspective, I describe how eight seventh and eighth grade Latino girls interacted with school science. Implications for the concept "science for all" are discussed.

  19. Home Culture, Science, School and Science Learning: Is Reconciliation Possible?

    ERIC Educational Resources Information Center

    Tan, Aik-Ling

    2011-01-01

    In response to Meyer and Crawford's article on how nature of science and authentic science inquiry strategies can be used to support the learning of science for underrepresented students, I explore the possibly of reconciliation between the cultures of school, science, school science as well as home. Such reconciliation is only possible when…

  20. Science-related Aspirations Across the Primary-Secondary Divide: Evidence from two surveys in England

    NASA Astrophysics Data System (ADS)

    DeWitt, Jennifer; Archer, Louise; Osborne, Jonathan

    2014-07-01

    Students' engagement with science and the numbers pursuing further study of science continue to be a concern among policy-makers, particularly in Western countries. Previous research reflects that most children have positive attitudes to science at age 10 but that, by age 14, attitudes towards and interest in further pursuit of science have declined. The Science Aspirations and Career Choice (ASPIRES) project, a 5-year longitudinal study, seeks to trace and track changes in students' interest in science and in scientific careers over the key period of ages 10-14. Building on an initial survey (consisting primarily of Likert-type items) of over 9,000 children in their last year of primary school, we explore shifts in attitudes and aspirations in science as reflected in a second survey of students from this cohort (over 5,600 students), completed when children were in their second year of secondary school (ages 12-13). Survey findings are supplemented by longitudinal interview data from 85 children. Contrary to previous research, descriptive, multivariate and multi-level modelling (MLM) analyses of the data indicate that the majority of our sample enjoy school science in secondary school and hold positive views of scientists. However, as with the primary school data, these positive attitudes also continue not to translate into an interest in 'being' a scientist. Attention is drawn to the importance of families and student experiences of school science in helping to explain this gap.

  1. Challenging traditional assumptions of secondary science through the PET curriculum

    NASA Astrophysics Data System (ADS)

    Ross, Mike; Otero, Valerie

    2013-01-01

    This study seeks to illustrate aspects of a physics classroom experience in an underserved high school through the perspective of the students. This context was chosen with the intent of determining factors that lead to successful secondary physics education outcomes for populations historically underrepresented in STEM. Two class periods of physics were observed and interviewed in an urban high school while using the Physics and Everyday Thinking (PET) curriculum. Findings indicate that students came to value and positively identify with the activities of physics through instruction that fosters a more dignified student experience than traditional approaches. Specifically, this experience was characterized by the valuing of students' naïve and developing understandings and shifting the authority for validating science knowledge from the instructor to laboratory evidence and social consensus.

  2. Middle School Science Notes

    ERIC Educational Resources Information Center

    School Science Review, 1976

    1976-01-01

    Outlined are 10 experiments, demonstrations, and helpful hints for elementary science classes utilizing common, inexpensive materials. Topics include mixing colored lights, detergents, weightlessness, solar energy, and hydrogen gas. (SL)

  3. Closing the Gap: Inquiry in Research and the Secondary Science Classroom

    NASA Astrophysics Data System (ADS)

    Gengarelly, Lara M.; Abrams, Eleanor D.

    2009-02-01

    Teaching students how to conduct authentic scientific inquiry is an essential aspect of recent science education reform efforts. Our National Science Foundation-funded GK-12 program paired science graduate students—fellows—with secondary science teachers in order to enhance inquiry-based instruction. This research examined the roles of the fellows, teachers, and school culture in the implementation of inquiry and the fellows' conceptions of classroom inquiry versus that in their own research. Qualitative data were collected for two academic years. Overall, the classrooms shifted toward a more inquiry-oriented approach over the academic year. Several aspects of school culture influenced inquiry implementation. Fellows described their research as similar in overall structure but less constrained by known concepts, less guided by mentors, and more in-depth than that of secondary school students. The teacher-fellow scientist partnership is a potentially effective professional development model to create positive and lasting change within the science classroom.

  4. Attrition of Public School Mathematics and Science Teachers. Issue Brief. NCES 2008-077

    ERIC Educational Resources Information Center

    Hampden-Thompson, Gillian; Herring, William L.; Kienzl, Gregory

    2008-01-01

    Staffing American schools with well-qualified teachers has long been a prominent issue in elementary and secondary education. Mathematics and science teachers are of particular interest because mathematics and science are core subjects in both elementary and secondary public schools. These subjects continue to attract attention as the need for…

  5. An experience of teaching bioethics at secondary schools in Karachi.

    PubMed

    Khan, Mahjabeen

    2013-01-01

    Bioethics is the "critical analysis of emerging moral issues in health". The term was first used to refer to "the moral problems of the life sciences encompassing medicine, biology, environment, population and social sciences". Teaching bioethics is complex and challenging within multi-system educational program as in Pakistan for secondary schools. The objectives are difficult as bioethics teaching require changes in knowledge, skills and attitudes along with strong improvement in moral reasoning. The objectives of the study were to teach bioethics and evaluate comprehension and skills of ethical reasoning in students of secondary school in Karachi. This was a quasi-experimental study conducted in two schools (public and private-sector) of Karachi from January 2007 to December 2009. This was a preliminary study and used simple random sampling to recruit one hundred and ten students. The qualitative analysis of comprehension and skills were evaluated on numeric scales. The study found higher comprehension and skills level in females (66%) compared to male students during class-room sessions.

  6. An experience of teaching bioethics at secondary schools in Karachi.

    PubMed

    Khan, Mahjabeen

    2013-01-01

    Bioethics is the "critical analysis of emerging moral issues in health". The term was first used to refer to "the moral problems of the life sciences encompassing medicine, biology, environment, population and social sciences". Teaching bioethics is complex and challenging within multi-system educational program as in Pakistan for secondary schools. The objectives are difficult as bioethics teaching require changes in knowledge, skills and attitudes along with strong improvement in moral reasoning. The objectives of the study were to teach bioethics and evaluate comprehension and skills of ethical reasoning in students of secondary school in Karachi. This was a quasi-experimental study conducted in two schools (public and private-sector) of Karachi from January 2007 to December 2009. This was a preliminary study and used simple random sampling to recruit one hundred and ten students. The qualitative analysis of comprehension and skills were evaluated on numeric scales. The study found higher comprehension and skills level in females (66%) compared to male students during class-room sessions. PMID:23286632

  7. Secondary science teachers' attitudes toward and beliefs about science reading and science textbooks

    NASA Astrophysics Data System (ADS)

    Yore, Larry D.

    Science textbooks are dominant influences behind most secondary science instruction but little is known about teachers' approach to science reading. The purpose of this naturalistic study was to develop and validate a Science and Reading Questionnaire to assess secondary science teachers' attitudes toward science reading and their beliefs or informed opinions about science reading. A survey of 428 British Columbia secondary science teachers was conducted and 215 science teachers responded. Results on a 12-item Likert attitude scale indicated that teachers place high value on reading as an important strategy to promote learning in science and that they generally accept responsibility for teaching content reading skills to science students. Results on a 13-item Likert belief scale indicated that science teachers generally reject the text-driven model of reading, but they usually do not have well-formulated alternative models to guide their teaching practices. Teachers have intuitive beliefs about science reading that partially agree with many research findings, but their beliefs are fragmented and particularly sketchy in regard to the cognitive and metacognitive skills required by readers to learn from science texts. The findings for attitude, belief, and total scales were substantiated by further questions in the Science and Reading Questionnaire regarding classroom practice and by individual interviews and classroom observations of a 15-teacher subsample of the questionnaire respondents.

  8. Recruiting Science Majors into Secondary Science Teaching: Paid Internships in Informal Science Settings

    NASA Astrophysics Data System (ADS)

    Worsham, Heather M.; Friedrichsen, Patricia; Soucie, Marilyn; Barnett, Ellen; Akiba, Motoko

    2014-02-01

    Despite the importance of recruiting highly qualified individuals into the science teaching profession, little is known about the effectiveness of particular recruitment strategies. Over 3 years, 34 college science majors and undecided students were recruited into paid internships in informal science settings to consider secondary science teaching as a career. Analysis of interns' subsequent career plans revealed the internships were not effective in recruiting the interns into the secondary science teacher education program, although many interns thought they might consider becoming teachers later in their lives. Reasons for not pursuing teaching included continued indecisiveness, inflexibility of required plans of study, and concerns about teachers' pay and classroom management.

  9. A confluence of traditions: Examining teacher practice in the merging of secondary science and environmental education

    NASA Astrophysics Data System (ADS)

    Astrid, Steele

    Embedding environmental education within secondary science curriculum presents both philosophical and practical difficulties for teachers. This ethnographic/narrative study, with its methodology grounded in eco-feminism and realism/constructivism, examines the work of six secondary science teachers as they engage in an action research project focused on merging environmental education in their science lessons. Over the course of several months the teachers examine and discuss their views and their professional development related to the project. In the place of definitive conclusions, eight propositions relating the work of secondary science teachers to environmental education, form the basis for a discussion of the implications of the study. The implications are particularly relevant to secondary schools in Ontario, Canada, where the embedding of environmental education in science studies has been mandated.

  10. Middle School Science Notes.

    ERIC Educational Resources Information Center

    School Science Review, 1982

    1982-01-01

    Discusses indoor rocketry and use of a vivid model of human birth. Also discusses information (momentum/force) indicating how a motorcycle can be driven up around the increasing slope of an elliptical path, a food testing worksheet, and a worksheet on light for upper elementary/lower middle school students. Includes sample worksheets. (Author/JN)

  11. The development and implementation of a teacher education model in environmental science education for Indian Certificate of Secondary Education (ICSE) schools

    NASA Astrophysics Data System (ADS)

    Patil, Anuradha

    This research study is concerned with the teaching of Environmental Science in the ninth and tenth grades of ICSE schools in Mumbai, India and the development and implementation of a new teacher education model. The instructional strategies practiced by the teachers were investigated using a questionnaire, semi-structured interview schedule and classroom observation. Based on these data, a new model of teacher education was developed with the help of a small cohort of teachers. The rationale for the model was that it should be a non-prescriptive framework that provided a coherently organized, concise guide for environmental education teachers that incorporated modern perspectives on content knowledge, effective pedagogical practices including constructivist approaches and active learning, and a set of guidelines for effectively integrating pedagogy with science content knowledge. The model was in the form of a two-way matrix, with the columns providing the pedagogy and the rows indicating the content knowledge. The intersections of the columns and rows to form individual cells of the matrix yielded a synthesis of pedagogical content knowledge (PCK). The model was discussed with the participating teachers, who prepared revised lesson plans using the model and delivered the lessons, which were observed by the researcher. On using the model, the teaching became more student-centered, as the teachers strove to include constructive and inquiry-based approaches. The use of technology enhanced the effectiveness of the lessons and teachers evaluated the students on all three domains of learning (i.e., affective, cognitive, and psychomotor). Most teachers agreed that it was possible to use the model to plan their lesson and implement it in the classroom; however, they needed to put in more time and effort to get used to a change in their teaching methodology. There is no doubt that teacher professional development is a long process and change does not occur immediately

  12. What Characterizes the Algebraic Competence of Norwegian Upper Secondary School Students? Evidence from TIMSS Advanced

    ERIC Educational Resources Information Center

    Pedersen, Ida Friestad

    2015-01-01

    Algebra is the fundamental language of mathematics, and a profound understanding of school algebra is an important prerequisite for further studies in mathematical sciences. The aim of this study is to characterize the algebraic competence of the Norwegian upper secondary school students participating in Trends in International Mathematics and…

  13. Local school policies increase physical activity in Norwegian secondary schools

    PubMed Central

    Haug, Ellen; Torsheim, Torbjørn; Samdal, Oddrun

    2010-01-01

    SUMMARY The implementation of school policies to support the adoption of physical activity is one of the main strategies recommended to increase physical activity levels among this age group. However, documentation of the effect of such policies is so far limited. The purpose of this study was to explore policy-related practices to support physical activity in Norwegian secondary schools and their association with recess physical activity. Emphasis was given to examine the association between policies and physical activity, over and beyond, individual level interests and environmental factors and to examine cross-level interaction effects. This cross-sectional study was based on a nationally representative sample of Norwegian secondary schools and grade 8 students who participated in the Health Behaviour in School-aged Children (HBSC) 2005/06 study. The final sample comprised 68 schools and 1347 students. Data were collected through questionnaires. The results showed that schools with a written policy for physical activity and schools offering organized non-curricular physical activity several times a week had a higher proportion of students reporting daily participation in recess physical activity. Multilevel logistic regression analysis demonstrated a cross-level main effect of the policy index after controlling for sex, socio-economic status, individual-level interests and the physical environment. A significant contribution of adding the policy index to the prediction of recess physical activity above that provided by the individual-level interests and the physical environment was demonstrated. The results are encouraging and give scientific support to policy documents recommending the implementation of school policies to increase physical activity. PMID:19884244

  14. Middle School Science Notes.

    ERIC Educational Resources Information Center

    School Science Review, 1983

    1983-01-01

    Describes construction and use of pivots for science equipment and a pin-hole camera (made out of newspaper) for observing solar eclipses. Also describes a method for displaying spectra with a raybox and modification/use of a one-shot submarine (used in floating/sinking activities). (JN)

  15. Middle School Science Notes.

    ERIC Educational Resources Information Center

    School Science Review, 1981

    1981-01-01

    Presents a variety of laboratory procedures, discussions, and demonstrations including centripedal force apparatus, model ear drum, hot air balloons, air as a real substance, centering a ball, simple test tube rack, demonstration fire extinguisher, pin-hole camera, and guidelines for early primary science education (5-10 years) concepts and lesson…

  16. Middle School Science Notes

    ERIC Educational Resources Information Center

    School Science Review, 1977

    1977-01-01

    Includes methods for using harmonographs in demonstrating motion of pendulums, constructing an electrostatic "bell," inverting mirror images, demonstrating the corrosion rate of steel, demonstrating expansion, studying rate of reaction between magnesium and hydrochloric acid, using matchboxes in science for containers, problem boxes, building…

  17. Forging Partnerships to Improve Teaching: A Science Specialist School Shows a Way Forward

    ERIC Educational Resources Information Center

    Hingley, Phil; Jarvis, Tina

    2009-01-01

    In September 2005, Beaumont Leys Secondary School gained Specialist Science status. As part of this new role the secondary school decided to support its ten feeder primary schools, which were close enough geographically to allow both daytime and twilight activities. Having gathered information about their in-service needs, Beaumont Leys offered a…

  18. Analysis of Social Sciences High School Students' Remarks on Underground Resources--Kütahya Sample

    ERIC Educational Resources Information Center

    Hilmi, Sahin Suleyman

    2016-01-01

    The purpose of this study is to explain secondary school students' perceptions of underground resources through metaphors. 154 students studying at Social Sciences High School of Kütahya during 2014-2015 educational year are included in this study. Questions asked in this study are (1) Which metaphors did the secondary school students use in order…

  19. Senior Secondary School Children's Understanding of Plant Nutrition

    ERIC Educational Resources Information Center

    Mosothwane, Modise

    2011-01-01

    The purpose of this study was to assess children's understanding of plant nutrition. The research was done on a sample of secondary school pupils in the age range of 16 to 19 years in two senior secondary schools in Botswana. The sample contained 137 senior secondary pupils all in their final year of study. These children were above average…

  20. Secondary Schools: A Reference Handbook. Contemporary Education Issues.

    ERIC Educational Resources Information Center

    Villaverde, Leila E.

    This book attempts to serve as a compendium and a chronology of secondary education in the United States, taking a broad rather than a narrow approach and touching on a great many topics and issues. Chapters 1 and 2 present a history of secondary schools and a discussion of adolescence. Chapter 3 discusses curriculum in secondary schools,…

  1. The State of Music in Secondary Schools: The Principal's Perspective

    ERIC Educational Resources Information Center

    Abril, Carlos R.; Gault, Brent M.

    2008-01-01

    The purpose of this study was to profile secondary school music programs in the United States and investigate principals' perceptions of those curricula. A survey form was sent to 1,000 secondary school principals, yielding a 54% response rate. That form was designed to answer the following questions: What is the profile of secondary music…

  2. Students' Indiscipline and Principal Attitude in Ondo State Secondary Schools

    ERIC Educational Resources Information Center

    Moye, Gbemi Peter

    2015-01-01

    The research study identified the prevalence of indiscipline among secondary school students. It examined the effects of indiscipline among students and identified principal's attitude to indiscipline in secondary schools in Ondo State. Descriptive research design was employed. Questionnaire was administered on 500 Senior Secondary Students to…

  3. Temporal geospatial analysis of secondary school students’ examination performance

    NASA Astrophysics Data System (ADS)

    Nik Abd Kadir, ND; Adnan, NA

    2016-06-01

    Malaysia's Ministry of Education has improved the organization of the data to have the geographical information system (GIS) school database. However, no further analysis is done using geospatial analysis tool. Mapping has emerged as a communication tool and becomes effective way to publish the digital and statistical data such as school performance results. The objective of this study is to analyse secondary school student performance of science and mathematics scores of the Sijil Pelajaran Malaysia Examination result in the year 2010 to 2014 for the Kelantan's state schools with the aid of GIS software and geospatial analysis. The school performance according to school grade point average (GPA) from Grade A to Grade G were interpolated and mapped and query analysis using geospatial tools able to be done. This study will be beneficial to the education sector to analyse student performance not only in Kelantan but to the whole Malaysia and this will be a good method to publish in map towards better planning and decision making to prepare young Malaysians for the challenges of education system and performance.

  4. Working with Multilingual Learners and Vocabulary Knowledge for Secondary Schools: Developing Word Consciousness

    ERIC Educational Resources Information Center

    Cox, Robyn; O'Brien, Katherine; Walsh, Maureen; West, Helen

    2015-01-01

    This paper reports on a 10 week vocabulary focused intervention based on the Word Generation program (Snow, 2002, 2010; SERP, 2011) in primary and secondary schools, which demonstrated clear improvements, particularly with students who are EAL/D learners. Teachers across English, Science, Maths and Social Sciences developed professional learning…

  5. Mathematical Modelling at Secondary School: The MACSI-Clongowes Wood College Experience

    ERIC Educational Resources Information Center

    Charpin, J. P. F.; O'Hara, S.; Mackey, D.

    2013-01-01

    In Ireland, to encourage the study of STEM (science, technology, engineering and mathematics) subjects and particularly mathematics, the Mathematics Applications Consortium for Science and Industry (MACSI) and Clongowes Wood College (County Kildare, Ireland) organized a mathematical modelling workshop for senior cycle secondary school students.…

  6. How Teaching Practices Are Connected to Student Intention to Enrol in Upper Secondary School Physics Courses

    ERIC Educational Resources Information Center

    Juuti, Kalle; Lavonen, Jari

    2016-01-01

    Background: In developed countries, it is challenging for teachers to select pedagogical practices that encourage students to enrol in science and technology courses in upper secondary school. Purpose: Aiming to understand the enrolment dynamics, this study analyses sample-based data from Finland's National Assessment in Science to determine…

  7. An Examination of the Impact of Learning Objects in Secondary School

    ERIC Educational Resources Information Center

    Kay, R. H.; Knaack, L.

    2008-01-01

    Very few studies have systematically evaluated the effect of learning objects in secondary school classrooms. The vast majority of studies have focussed on higher education. The current study examined the impact of learning objects from the perspective of 850 students and 27 teachers (50 classrooms) of science, mathematics, or social science. The…

  8. Physical Activity Breaks and Facilities in US Secondary Schools

    ERIC Educational Resources Information Center

    Hood, Nancy E.; Colabianchi, Natalie; Terry-McElrath, Yvonne M.; O'Malley, Patrick M.; Johnston, Lloyd D.

    2014-01-01

    Background: Research on physical activity breaks and facilities (indoor and outdoor) in secondary schools is relatively limited. Methods: School administrators and students in nationally representative samples of 8th (middle school) and 10th/12th grade (high school) students were surveyed annually from 2008-2009 to 2011-2012. School administrators…

  9. Status of Higher Secondary School Libraries in Thiruvallur District

    ERIC Educational Resources Information Center

    Seenivasan, M.; Kumar, N. Ashok

    2014-01-01

    Libraries are the main sources of knowledge. They play a major role in fostering reading habit among school children. Hence, it is deemed interactive to study the status of higher secondary school libraries in Thiruvallur District, Tamil Nadu. For the Analysis 50 Higher Secondary Schools were selected randomly comprising of Government Higher…

  10. The Relationship between Stress and Bullying among Secondary School Students

    ERIC Educational Resources Information Center

    Leung, Chi-hung; To, Hing-kwan

    2009-01-01

    Background: In Hong Kong, secondary school students face high levels of stress due to the examination oriented curricula. According to Sun (2006), some secondary school students cannot bear the pressure when facing the examinations, and some of them may exhibit destructive behaviors such as suicide and bullying. Therefore, cases of school bullying…

  11. EDUCATIONAL SPECIFICATIONS FOR THE SECONDARY SCHOOLS OF MADISON.

    ERIC Educational Resources Information Center

    GILBERTS, ROBERT D.

    THIS DOCUMENT OUTLINES THE EDUCATIONAL SPECIFICATIONS FOR NEW SECONDARY SCHOOL PLANTS FOR THE MADISON, WISCONSIN SCHOOL DISTRICT. THE PHILOSOPHY OF THE DISTRICT IS OUTLINED AND RELATED TO THE EDUCATIONAL PROCESSES OF THE SECONDARY SCHOOL WHICH INCLUDES TEACHER-DIRECTED ACTIVITIES AND INDIVIDUAL STUDY PROVISIONS. IT RELATES OBJECTIVES AND GOALS TO…

  12. Patterns of Drug Abuse in Public Secondary Schools in Kenya

    ERIC Educational Resources Information Center

    Ndetei, David M.; Khasakhala, Lincoln I.; Mutiso, Victoria; Ongecha-Owuor, Francisca A.; Kokonya, Donald A.

    2009-01-01

    The objective of this study was to establish the association between substance abuse and the sociodemographic characteristics of secondary school students. All the students of 17 randomly stratified public secondary schools in Nairobi were required to complete self-administered sociodemographic and the School Toolkit questionnaires in a…

  13. Beginning Secondary School Teachers' Perceptions of Pupil Misbehaviour in Spain

    ERIC Educational Resources Information Center

    Kyriacou, Chris; Ortega Martin, Jose Luis

    2010-01-01

    This study used a questionnaire to identify the perceptions of pupil misbehaviour held by a sample of 176 secondary school student teachers attending a one-year initial teacher training course in Spain. The main factor accounting for secondary school pupils' misbehaviour in lessons was reported to be "parents who do not instil pro-school values in…

  14. The Secondary School Recognition Program Directory of Programs and Practices.

    ERIC Educational Resources Information Center

    Woods, Michele A.

    The Department of Education's Secondary School Recognition Program (SSRP) was developed to identify and recognize unusually effective public secondary schools and, through publicity and other means, encourage the emulation of their successful programs, policies, and practices by practitioners in other schools. This directory describes a small…

  15. On the Allocation of Resources for Secondary Schools

    ERIC Educational Resources Information Center

    Haelermans, Carla; De Witte, Kristof; Blank, Jos L. T.

    2012-01-01

    This paper studies the optimal allocation of resources--in terms of school management, teachers, supporting employees and materials--in secondary schools. We use a flexible budget constrained output distance function model to estimate both technical and allocative efficiency scores for 448 Dutch secondary schools between 2002 and 2007. The results…

  16. The Performance of Portuguese Secondary Schools: An Exploratory Study

    ERIC Educational Resources Information Center

    Sarrico, Claudia S.; Rosa, Maria J.; Coelho, Ines P.

    2010-01-01

    Purpose: The purpose of this paper is to measure and compare the performance of Portuguese secondary schools. Design/methodology/approach: Some data on the schools were collected via an electronic questionnaire sent to 103 secondary schools of the centre region of Portugal; other needed data were available through the Centre Regional Education…

  17. Design and implementation of a genomics field trip program aimed at secondary school students.

    PubMed

    McQueen, Jennifer; Wright, Jody J; Fox, Joanne A

    2012-01-01

    With the rapid pace of advancements in biological research brought about by the application of computer science and information technology, we believe the time is right for introducing genomics and bioinformatics tools and concepts to secondary school students. Our approach has been to offer a full-day field trip in our research facility where secondary school students carry out experiments at the laboratory bench and on a laptop computer. This experience offers benefits for students, teachers, and field trip instructors. In delivering a wide variety of science outreach and education programs, we have learned that a number of factors contribute to designing a successful experience for secondary school students. First, it is important to engage students with authentic and fun activities that are linked to real-world applications and/or research questions. Second, connecting with a local high school teacher to pilot programs and linking to curricula taught in secondary schools will enrich the field trip experience. Whether or not programs are linked directly to local teachers, it is important to be flexible and build in mechanisms for collecting feedback in field trip programs. Finally, graduate students can be very powerful mentors for students and should be encouraged to share their enthusiasm for science and to talk about career paths. Our experiences suggest a real need for effective science outreach programs at the secondary school level and that genomics and bioinformatics are ideal areas to explore. PMID:22956895

  18. Design and implementation of a genomics field trip program aimed at secondary school students.

    PubMed

    McQueen, Jennifer; Wright, Jody J; Fox, Joanne A

    2012-01-01

    With the rapid pace of advancements in biological research brought about by the application of computer science and information technology, we believe the time is right for introducing genomics and bioinformatics tools and concepts to secondary school students. Our approach has been to offer a full-day field trip in our research facility where secondary school students carry out experiments at the laboratory bench and on a laptop computer. This experience offers benefits for students, teachers, and field trip instructors. In delivering a wide variety of science outreach and education programs, we have learned that a number of factors contribute to designing a successful experience for secondary school students. First, it is important to engage students with authentic and fun activities that are linked to real-world applications and/or research questions. Second, connecting with a local high school teacher to pilot programs and linking to curricula taught in secondary schools will enrich the field trip experience. Whether or not programs are linked directly to local teachers, it is important to be flexible and build in mechanisms for collecting feedback in field trip programs. Finally, graduate students can be very powerful mentors for students and should be encouraged to share their enthusiasm for science and to talk about career paths. Our experiences suggest a real need for effective science outreach programs at the secondary school level and that genomics and bioinformatics are ideal areas to explore.

  19. Obesity among secondary school students in Bahrain.

    PubMed

    Musaiger, A O; Matter, A M; Alekri, S A; Mahdi, A R

    1993-01-01

    The aim of this study is to estimate the prevalence of obesity and factors associated with it in Bahraini secondary school students. A cross-sectional study involving a sample of 825 students (417 boys and 408 girls) aged 15 to 21 years was obtained from secondary schools. Obesity was determined using body mass index (BMI = Wt/Ht2). The findings revealed that 15.6% of boys and 17.4% of girls were either overweight or obese (BMI > or = 25). Family size, parents education, and family history of obesity were significantly associated with obesity among boys, while family history was the only socio-economic factors statistically associated with obesity among girls. Meal patterns such as eating between meals, number of meals per day, and method of eating were not associated with obesity in students. Boys who ate alone were 3 times more likely to be obese than those who ate with family members (odd ratio = 3.4). Measures to prevent and control obesity among children are suggested.

  20. Gender Differences in Achievement in Calculating Reacting Masses from Chemical Equations among Secondary School Students in Makurdi Metropols

    ERIC Educational Resources Information Center

    Eriba, Joel O.; Ande, Sesugh

    2006-01-01

    Over the years there exists gender inequality in science achievement among senior secondary school students the world over. It is observed that the males score higher than the females in science and science- related examinations. This has created a big psychological alienation or depression in the minds of female students towards science and…