scholarly journals A Case-Based Study of Students' Visuohaptic Experiences of Electric Fields around Molecules: Shaping the Development of Virtual Nanoscience Learning Environments

2013 ◽  
Vol 2013 ◽  
pp. 1-11 ◽  
Author(s):  
Gunnar E. Höst ◽  
Konrad J. Schönborn ◽  
Karljohan E. Lundin Palmerius
Keyword(s):  
Virtual Environments ◽  
Electric Fields ◽  
Conceptual Knowledge ◽  
Contemporary Literature ◽  
School Students ◽  
Upper Secondary ◽  
Interactive Strategies ◽  
Research Findings ◽  
Case Based

Recent educational research has suggested that immersive multisensory virtual environments offer learners unique and exciting knowledge-building opportunities for the construction of scientific knowledge. This paper delivers a case-based study of students’ immersive interaction with electric fields around molecules in a multisensory visuohaptic virtual environment. The virtual architecture presented here also has conceptual connections to the flourishing quest in contemporary literature for the pressing need to communicate nanoscientific ideas to learners. Five upper secondary school students’ prior conceptual understanding of electric fields and their application of this knowledge to molecular contexts, were probed prior to exposure to the virtual model. Subsequently, four students interacted with the visuohaptic model while performing think-aloud tasks. An inductive and heuristic treatment of videotaped verbal and behavioural data revealed distinct interrelationships between students’ interactive strategies implemented when executing tasks in the virtual system and the nature of their conceptual knowledge deployed. The obtained qualitative case study evidence could serve as an empirical basis for informing the rendering and communication of overarching nanoscale ideas. At the time of composing this paper for publication in the current journal, the research findings of this study have been put into motion in informing a broader project goal of developing educational virtual environments for depicting nanophenomena.

Learning English for Technical Purposes

2011 ◽  
pp. 169-190 ◽  
Author(s):  
Anne Dragemark
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
School Students ◽  
Self Assessment ◽  
Online Tutoring ◽  
Upper Secondary ◽  
Research Findings ◽  
Learning Development ◽  
Learning English

This chapter presents some research findings in the area of self assessment,obtained from the European Leonardo Project: Learning English forTechnical Purposes (LENTEC), carried out 2001–2003. In this project,upper-secondary vocational students solved problem-based learning casesin a virtual environment. The project aimed at stimulating upper-secondaryvocational school students from six different European countries to improvetheir English-language skills. It also aimed at helping foreign-languageteachers to develop their skills in online tutoring. A validation study wasundertaken and the results underscored that students need time andpractice to assess their own results. According to students and teachers, amajority of the students became more aware of their own language-learning development. The teachers in the project developed a new teacherrole where some of the responsibility for assessment moved from them to thestudents themselves. This not only motivated the students but also gave themadded time for actual language learning.

scholarly journals Affective field during collaborative problem posing and problem solving: a case study

2020 ◽  
Vol 105 (3) ◽  
pp. 303-324 ◽  
Author(s):  
Maike Schindler ◽  
Arthur Bakker
Keyword(s):  
Problem Solving ◽  
Problem Posing ◽  
Dynamic Nature ◽  
School Students ◽  
Affective Characteristics ◽  
Affective Factors ◽  
Collaborative Problem ◽  
Upper Secondary ◽  
Motivation Beliefs

AbstractEducators in mathematics have long been concerned about students’ motivation, anxiety, and other affective characteristics. Typically, research into affect focuses on one theoretical construct (e.g., emotion, motivation, beliefs, or interest). However, we introduce the term affective field to account for a person’s various affective factors (emotions, attitudes, etc.) in their intraplay. In a case study, we use data from an extracurricular, inquiry-oriented collaborative problem posing and problem solving (PP&PS) program, which took place as a 1-year project with four upper secondary school students in Sweden (aged 16–18). We investigated the affective field of one student, Anna, in its social and dynamic nature. The question addressed in this context is: In what ways does an affective field of a student engaging in PP&PS evolve, and what may be explanations for this evolvement? Anna’s affective field was dynamic over the course of the program. Her initial anxiety during the PP&PS program was rooted in her prior affective field about mathematics activities, but group collaboration, the feeling of safety and appreciation, together with an increased interest in within-solution PP and openness for trying new things went hand in hand with positive dynamics in her affective field.

scholarly journals THE SKILLS OF WRITING ANSWERS TO KBAT LITERARY TEXTS USING THE METHOD OF DRILLING QUESTIONS FOR UPPER SECONDARY STUDENTS IN MAAHAD KAWALAN

2021 ◽  
Vol 6 (44) ◽  
pp. 95-110
Author(s):  
Mohd Shafie Mohamad ◽  
Rozita Radhiah Said ◽  
Azhar Md. Sabil ◽  
Mohd Mursyid Arshad
Keyword(s):  
Secondary Students ◽  
Intermediate Level ◽  
Literary Texts ◽  
School Students ◽  
Cohesive Devices ◽  
Upper Secondary ◽  
Drilling Method ◽  
Before And After ◽  
Post Test

The Bahasa Melayu question paper is divided into two papers ( Paper 1 and Paper 2), with both papers require written essay responses. The literature section is the part of the questions that students are required to answer in the Sijil Pelajaran Malaysia (SPM) exam. There are 13 marks awarded for 4 questions, two of them are questions in the form of KBAT. The aim of this study was to improve secondary school students' skills in writing KBAT answers using drill method. In addition, the researchers compared students' responses to four parts of the questions in the literature section of Bahasa Melayu Paper 2 (1103/2) before and after the drilling method. This study used a qualitative approach in the form of a case study (document analysis). In data collection, 5 classes in Maahad Control were subjected to pre-test and post-test. The study revealed that the pre-test scores of 10 students randomly taken from 5 classes, 3 of them were at the weak level and 7 students were at intermediate level. However, after 6 drilling sessions, the researcher found that the performance of the students improved in the post-test. 2 students reached an intermediate level and 8 students reached a good level in answering literature questions. This proves that students trained with drill method mastered the techniques of answer writing due to the influence of answer discussion which highlights the key words in each question. Meanwhile, teachers still need to guide students on punctuation and the use of appropriate cohesive devices in each part of the answer.

scholarly journals L2 fluency in spoken interaction: a case study on the use of other-repetitions and collaborative completions

2018 ◽  
pp. 118-138
Author(s):  
Pauliina Peltonen
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Empirical Studies ◽  
Upper Secondary School ◽  
School Students ◽  
Theoretical Approaches ◽  
Upper Secondary ◽  
Spoken Interaction ◽  
Problem Solving Task

Second language (L2) speech fluency has usually been studied from an individual’s perspective with monologue speech samples, whereas fluency studies examining dialogue data, especially with focus on collaborative practices, have been rare. In the present study, the aim was to examine how participants maintain fluency collaboratively. Four Finnish upper secondary school students of English completed a problem-solving task in pairs, and their spoken interactions were analyzed qualitatively with focus on collaborative completions and other-repetions. The findings demonstrated that collaborative completions and other-repetitions contribute to interactional fluency by creating cohesion to the interaction. Collaborative completions were also used to help the interlocutor to overcome temporary (individual) disfluent phases. Overall, the findings suggest that individual and interactional fluency are intertwined in spoken interaction, which should be acknowledged in theoretical approaches to L2 fluency and in empirical studies examining L2 fluency in interactional contexts.

scholarly journals THE VOCATIONAL UPPER SECONDARY SCHOOLS STUDENTS’ KNOWLEDGE AND THEIR ATTITUDES TOWARD WOLVES

2018 ◽  
Vol 17 (6) ◽  
pp. 918-934 ◽  
Author(s):  
Vesna Oražem ◽  
Iztok Tomažič
Keyword(s):  
Secondary School ◽  
Canis Lupus ◽  
School Students ◽  
Animal Conservation ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Upper Secondary ◽  
Research Findings ◽  
Upper Secondary Schools ◽  
Effective Conservation

Wolf (Canis lupus) conservation is multidimensional. Its aspects include the consensus between different interest groups. The present research aimed to assess the attitude and knowledge of the students (N = 483 students from three schools age 14-19) enrolled in the environmentalist, veterinary and agricultural technician study programmes through a questionnaire, as their profession represents a part of this multidimensional consensus. The research results indicate that students have neutral to positive attitudes toward wolves, generally. Their knowledge of wolves, however, is limited. Agricultural technicians showed the most negative attitudes toward wolves and the lowest knowledge. Overall, correlations between all attitudinal dimensions and correlations between attitudinal dimensions and knowledge were found, with the highest correlations between conservation dimension and all other dimensions including knowledge. The research findings support the widespread assumption that education within the above-mentioned study programmes should focus also on the current socio-scientific issues of animal conservation. Special attention should be given to the education of agricultural technicians as their utilitarian view could interfere with the effective conservation of large carnivores. Keywords: attitudes toward wolves, knowledge about wolves, vocational upper secondary school students.

scholarly journals Developing Students’ Problem-Solving Skills Using Learning Tasks: an Action Research Project in Secondary School

2021 ◽  
Vol 68 (4) ◽  
pp. 1016-1026
Author(s):  
Martina Tóthová ◽  
Martin Rusek
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Conceptual Knowledge ◽  
Action Plan ◽  
Action Research Project ◽  
School Students ◽  
Problem Solving Skills ◽  
Factors Affecting ◽  
Learning Tasks ◽  
Upper Secondary

Studies on students’ problem-solving skills worldwide suggest there is a room for improvement. This study aimed at improving upper-secondary school students’ problem-solving skills in chemistry lessons. They were given a problem tasks pre-test focused on their conceptual knowledge regarding the periodic table, ability to apply knowledge on the factors affecting chemistry reaction rate and compounds’ properties. Most students (72 out of 112) did not succeed to solve the tasks. For this reason, an intervention was designed based on a study using eye-tracking combined with think-aloud. It consisted of students’ working on (PISA-like) context-based chemistry problem tasks with a special scaffolding. A teacher provided formative assessment promoting students’ expansive strategies. The intervention’s effect was again assessed using problem tasks in two post-tests. The results showed the action plan was successful in helping the majority of students reach above-average test score. The ratio of successful solvers also rose and unsuccessful significantly declined.

EcoMUVE

2018 ◽  
pp. 1-25 ◽  
Author(s):  
Shari J. Metcalf ◽  
Amy M. Kamarainen ◽  
Eric Torres ◽  
Tina A. Grotzer ◽  
Chris Dede
Keyword(s):  
Middle School ◽  
Science Education ◽  
Student Learning ◽  
Virtual Environments ◽  
Science Learning ◽  
School Curriculum ◽  
Classroom Strategies ◽  
Ecosystem Science ◽  
Research Findings

This chapter considers classroom strategies that have been shown to support student science learning and discusses the affordances of multi-user virtual environments (MUVEs) as a platform to implement those strategies. EcoMUVE, a middle school curriculum for ecosystem science education, is presented as a case study to demonstrate the design of a MUVE-based curriculum that enhances science learning and engagement. The chapter concludes with a summary of research findings on student learning and engagement, and suggestions for consideration in implementing MUVE-based curricula in classrooms.

scholarly journals #MeToo in school: teachers’ and young learners’ lived experience of verbal sexual harassment as a pedagogical opportunity

2020 ◽  
Vol 3 (2) ◽  
pp. 27-48
Author(s):  
Beate Goldschmidt-Gjerløw ◽  
Irene Trysnes
Keyword(s):  
Human Rights ◽  
Sexual Harassment ◽  
Secondary School ◽  
Lived Experience ◽  
Young Female ◽  
Female Teacher ◽  
School Students ◽  
Young Learners ◽  
Upper Secondary

Based on a case study of verbal sexual harassment experienced by a young female teacher and her 17-year-old student in a Norwegian upper secondary school, this article addresses challenges and strengths of drawing upon negative experiences of ‘lived injustice’ in class, arguing that such experiences can serve as a resource for education about, through and for human rights. Complementing this case study, we discuss a survey we have conducted among secondary school students (N=382), concerning how young learners report being sexually harassed and how often they experience that an adult intervenes in the situation. Combining the theoretical framework of human rights education (HRE) and the concepts of intersectionality and recognition, this article discusses the pedagogical potential of drawing upon teachers’ and young learners’ experiences of verbal sexual harassment. 

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