The use of calculating packages for electrical circuit problem solving by Secondary education students: A comparative educational evaluation

2012 ◽  
Author(s):  
Charilaos Tsihouridis ◽  
Denis Vavougios ◽  
George S. Ioannidis
Keyword(s):  
Secondary Education ◽  
Problem Solving ◽  
Electrical Circuit ◽  
Educational Evaluation ◽  
Education Students

scholarly journals Reading Mathematical Texts as a Problem-Solving Activity: The Case of the Principle of Mathematical Induction

2021 ◽  
Author(s):  
Ioannis Papadopoulos ◽  
Paraskevi Kyriakopoulou
Keyword(s):  
Secondary Education ◽  
Problem Solving ◽  
Conceptual Understanding ◽  
Mathematical Induction ◽  
Education Students ◽  
Mathematical Texts ◽  
Principle Of Mathematical Induction

Reading mathematical texts is closely related to the effort of the reader to understand its content; therefore, it is reasonable to consider such reading as a problem-solving activity. In this paper, the Principle of Mathematical Induction was given to secondary education students, and their effort to comprehend the text was examined in order to identify whether significant elements of problem solving are involved. The findings give evidence that while negotiating the content of the text, the students went through Polya’s four phases of problem solving. Moreover, this approach of reading the Principle of Mathematical Induction in the sense of a problem that must be solved seems a promising idea for the conceptual understanding of the notion of mathematical induction.

scholarly journals STRATEGI BELAJAR BAHASA ARAB MAHASISWA PRODI PBA IAIN ANTASARI BANJARMASIN MENURUT MODEL OXFORD

2016 ◽  
Vol 11 (1) ◽  
pp. 54
Author(s):  
Ahmad Muradi ◽  
Hasbullah Hasbullah
Keyword(s):  
Problem Solving ◽  
Student Learning ◽  
Language Skills ◽  
Social Strategies ◽  
Education Students ◽  
Reading And Writing ◽  
Memory Strategies ◽  
Survey Results ◽  
Data Source

This research is a case against of departement of Arabic education of IAIN Antasari Banjarmasin to learn Arabic. The data source of this research is the student of 2012/2013, 2013/2014, and six lecturers that administer of linguistic subject or language skills. This study aims to collect information on students learning Arabic strategies in departement of Arabic education. While the data extracted is information about: the form of difficulty students learning Arabic, the cause and degree of difficulty, the type of student learning in departement of arabic education, the efforts and strategies by departement of arabic education students in problem solving learning Arabic, and the outcome of the efforts/strategies they are doing. Based on the survey results revealed that students have difficulty in learning Arabic in the matter of language and language skills. Difficulties in linguistic materials include use nahwu and sharf in reading and writing, the meaning of a sentence or a word, sentence or word and pronunciation. While the difficulties in aspects of language skills include: listening, speaking, reading, and writing. But the difficulties they feel it, both aspects of alkalinity or their skills can be overcome by evaluating their learning, the dominant use of memory strategies, affective, cognitive, and social strategies.

scholarly journals Differences between psychological aspects in Primary Education and Secondary Education. Motivation, Basic Psychological Needs, Responsibility, Classroom Climate, Prosocial and Antisocial behaviors and Violence | Diferencias entre aspectos psicológicos en Educación Primaria y Educación Secundaria. Motivación, Necesidades psicológicas básicas, Responsabilidad, Clima de aula, Conductas antisociales y Violencia

2021 ◽  
Vol 14 (28) ◽  
pp. 9-18
Author(s):  
David Manzano Sánchez
Keyword(s):  
Secondary Education ◽  
Classroom Climate ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Primary Group ◽  
Antisocial Behaviors ◽  
Education Students ◽  
Secondary Stage ◽  
The Face ◽  
Educación Primaria

El objetivo del presente trabajo fue comprobar las diferencias existentes entre el alumnado de Educación Primaria y Educación Secundaria en la motivación, las necesidades psicológicas básicas, la responsabilidad, el clima de aula, las conductas prosociales y antisociales y la violencia. Para ello, se contó con una muestra de 397 alumnos a los cuales se administró una serie de cuestionarios validados con el fin de comparar los resultados contando con tres centros de características sociodemográficas similares. La edad media de los participantes fue de 11.24 años (DE = 1.74) siendo 288 alumnos de Primaria y 109 de Secundaria. Los resultados obtenidos mostraron diferencias estadísticamente significativas (p < .01) en la motivación más autodeterminada, la satisfacción de las necesidades psicológicas básicas, el clima de aula y la responsabilidad a favor del grupo de Primaria, encontrando valores superiores (p < .01) en la violencia y las conductas antisociales en el grupo de Secundaria. Se concluye que la etapa de Primaria, supone un punto de inflexión de cara a los diferentes comportamientos que se desarrollan en Secundaria, por lo que es necesario incentivar programas e iniciativas que sirvan para mantener estos aspectos y que no se reduzcan en la etapa de Secundaria.AbstractThe purpose of this study was to verify the differences between Primary and Secondary Education students in motivation, basic psychological needs, responsibility, classroom climate, prosocial and antisocial behaviors, and violence. To do this, a sample of 397 students were administered to whom a series of validated clients was administered in order to compare the results with three centers with similar sociodemographic characteristics. The average age of the participants was 11.24 years (SD = 1.74), with 288 Primary students and 109 Secondary or basic FP. The results obtained statistically significant differences (p < .01) in the most self-determined motivation, the satisfaction of basic psychological needs, classroom climate, and responsibility in favor of the Primary group, finding higher values (p < .01) in Violence and antisocial behaviors in the high school group. It is concluded that the primary stage is a turning point in the face of the different behaviors that develop in secondary school, so it is necessary to encourage programs and initiatives that serve to maintain these aspects and that are not reduced in the secondary stage.

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