scholarly journals When and Why Have Lower Secondary School Students Disliked Science Learning?:

2018 ◽  
Vol 58 (3) ◽  
pp. 319-330
Author(s):  
Yuuki HARADA ◽  
Kazuma SAKAMOTO ◽  
Makoto SUZUKI
Keyword(s):  
Secondary School ◽  
Science Learning ◽  
Secondary School Students ◽  
Lower Secondary School ◽  
School Students

scholarly journals Science Process Skills and Attitudes toward Science of Lower Secondary Students of Merbau Island: A Preliminary Study on the Development of MaritimeBased Contextual Science Learning Media

2018 ◽  
Vol 2 (2) ◽  
pp. 90 ◽  
Author(s):  
Zulirfan Zulirfan ◽  
Muhammad Rahmad ◽  
Yennita Yennita ◽  
Nina Kurnia ◽  
Muhammad Sofyan Hadi
Keyword(s):  
Secondary School ◽  
Learning Outcomes ◽  
Science Learning ◽  
Secondary School Students ◽  
Process Skills ◽  
Lower Secondary School ◽  
School Students ◽  
Science Process Skills ◽  
8Th Grade ◽  
Attitude Toward Science

Science learning outcomes such as science process skills and attitudes toward science are still important issues in science education. In this study the researchers tried to get a picture of the students' learning outcomes to get input on the learning process of science in the coastal area. As an initial study of the development of maritime-based contextual science learning media, the purpose of this research is to know the extent of science process skill level, attitude toward science, and academic achievement of students in coastal area. There were 114 students of the 8th grade of four lower secondary schools in Merbau Island participated as respondents in this study. Instruments used in data collection are science process skills tests and attitude toward science questionnaires for lower secondary school students. The results showed that 8th grade lower secondary school students in Merbau Island had high attitude toward science. On the contrary, the science process skills and academic achievement of their science are relatively low.

scholarly journals EVALUATION OF E-STAR: AN ENHANCED SCIENCE TEXTBOOK USING AUGMENTED REALITY AMONG LOWER SECONDARY SCHOOL STUDENTS

2015 ◽  
Vol 77 (29) ◽  
Author(s):  
Valarmathie Gopalan ◽  
Abdul Nasir Zulkifli ◽  
Nur Fadziana Faisal Mohamed ◽  
Asmidah Alwi ◽  
Ruzinoor Che Mat ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Secondary School ◽  
Quantitative Data ◽  
Science Learning ◽  
Secondary School Students ◽  
Education Level ◽  
Ease Of Use ◽  
Science Textbook ◽  
Lower Secondary School ◽  
School Students

As a developing country, Malaysia needs to produce adequate human resource in science and technology related fields. This is important especially towards making Malaysia a developed nation by 2020. Unfortunately, there is a downward trend in the number of students pursuing the science stream at the secondary education level. Lack of motivation has been identified as one of the cause of this phenomenon. This paper introduces an enhanced science textbook using Augmented Reality (e-STAR) application that facilitates students in science learning.  The e-STAR is intended to motivate the students to be more interested in science.  This paper also discusses on the evaluation of the e-STAR among a sample of form two secondary school students. Quantitative data was collected using questionnaires for evaluating the following dimensions: motivation, ease of use, engaging, enjoyment and fun. The results indicate that the users agreed on all the dimensions. The findings proved that the e-STAR application can be one of the potential solutions to the above mentioned phenomenon.

Identity in adolescence and emerging adulthood: relationships with emotional and educational factors

2013 ◽  
Vol 44 (3) ◽  
pp. 266-276 ◽  
Author(s):  
Konrad Piotrowski
Keyword(s):  
Identity Development ◽  
Secondary School ◽  
Secondary School Students ◽  
Identity Crisis ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
School Students ◽  
Identity Statuses ◽  
Upper Secondary ◽  
Shame And Guilt

Abstract In the processual approach to identity, the role of the interaction between subjective and contextual factors in the process of its development is emphasized. Based on the model of Luyckx et al. (2008) relationships between identity and educational context, as well as the tendency to experience shame and guilt were analyzed.. 821 people aged from 14-25 and belonging to six educational groups: (1) lower secondary school, (2) basic vocational school, (3) technical upper secondary school, (4) general upper secondary school, (5) post-secondary school (medical rescue, massage therapy, cosmetology, occupational therapy) and (6) university, took part in the research. Two questionnaires were used: The Dimensions of Identity Development Scale (DIDS), to allow the measurement of the five dimensions of identity postulated by Luyckx et al (2008) and The Personal Feelings Questionnaire-2 (PFQ-2, Harder, Zalma, 1990) to measure of the shame and guilt proneness. The results show that general upper secondary school students in terms of the dimensions of identity are closer to lower secondary school students rather than to their peers from technical and vocational schools. Among general upper secondary school students not only was a higher intensity of an identity crisis observed, but also a strong tendency to experience shame and guilt. Among lower secondary school students and general upper secondary school students, people with diffusion and moratorium as identity statuses prevailed, while in the remaining groups the achievement and foreclosure identity were observed more frequently. A general relationship was also observed, namely, a greater tendency to experience shame was associated with a higher intensity of an identity crisis.

scholarly journals Teacher–student interaction and lower secondary school students’ situational engagement

2018 ◽  
Vol 89 (2) ◽  
pp. 374-392 ◽  
Author(s):  
Sanni Pöysä ◽  
Kati Vasalampi ◽  
Joona Muotka ◽  
Marja‐Kristiina Lerkkanen ◽  
Anna‐Maija Poikkeus ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Student Interaction ◽  
Lower Secondary School ◽  
School Students ◽  
Teacher Student ◽  
Teacher Student Interaction

scholarly journals An assessment of the impact of improvised versus conventional laboratory equipment on students’ performance in thermal expansion

2019 ◽  
Vol 15 (1) ◽  
pp. 135-140
Author(s):  
Kizito Ndihokubwayo ◽  
Jean Uwamahoro ◽  
Irénée Ndayambaje
Keyword(s):  
Thermal Expansion ◽  
Secondary School ◽  
Secondary School Students ◽  
Statistical Significance ◽  
Test Design ◽  
Lower Secondary School ◽  
School Students ◽  
Laboratory Equipment ◽  
Post Test ◽  
The Impact

Science education in Rwandan schools still faces a number of challenges including the lack or shortage of equipment available for science experiments. This paper describes research conducted to assess the impact of using improvised versus conventional laboratory equipment in experiments. Eighty-five lower secondary school students were assessed using a semi-experimental post-test design on thermal expansion of bodies. Data analysis using a t-test produced a t-Stat of 2.74 over a t-Critical of 1.98 indicating a statistical significance between the two experimental groups in favour of the group using improvised equipment. As a result, it is recommended that improvised equipment be used in those instances in which there is a lack or shortage of conventional equipment since students’ achievement was similar regardless of the type of equipment used.

scholarly journals Mapping Landscape Values and Conflicts through the Optics of Different User Groups

Land ◽  
2021 ◽  
Vol 10 (12) ◽  
pp. 1306
Author(s):  
Hana Vavrouchová ◽  
Petra Fukalová ◽  
Hana Svobodová ◽  
Jan Oulehla ◽  
Pavla Pokorná
Keyword(s):  
Secondary School ◽  
University Students ◽  
Cultural Values ◽  
Secondary School Students ◽  
Point Of View ◽  
Lower Secondary School ◽  
School Students ◽  
Online Data ◽  
Landscape Values ◽  
The Individual

The paper presents the results of the study on participative mapping of landscape values and conflicts and a subsequent interpretation of the indicated localities from respondents’ point of view. The study focused on younger groups of landscape users—lower-secondary-school students (aged 11–15) and university students (aged 20–25)—in comparison with experts’ points of view. The research presumed that the perception of landscape values and issues are determined by age, level of education and by experience in the field. The study was conducted in the southeastern area of the Czech Republic (49° N, 16° E) via online data collection. Based on the obtained records, we conclude that, in terms of the typology of the valuable and problematic locations, the individual groups of respondents did not differ significantly and the selection of location types was similar across all groups. Lower-secondary-school students rather identified cultural values associated with everyday activities, and the descriptions contained emotional overtones. University students preferred natural values associated with formal values based on general consensus or conflicts associated with society-wide impacts. The experts base served as the benchmark for other groups.

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