Percentage of 25-34 year-olds without a qualification at upper secondary level or above, by gender, 2018

2021 ◽  
Keyword(s):  
Secondary Level ◽  
Upper Secondary ◽  
Upper Secondary Level

SOME PROPOSALS IN TEACHING READING INFORMATIONAL TEXT STRUCTURE FOR UPPER – SECONDARY LEVEL TO RESPONSE THE 2018 LANGUAGE ARTS AND LITERATURE PROGRAM

2021 ◽  
Vol 18 (8) ◽  
pp. 1368
Author(s):  
Lý Trần A Khương
Keyword(s):  
Language Arts ◽  
Secondary Level ◽  
Informational Text ◽  
Text Structure ◽  
Teaching Reading ◽  
Upper Secondary ◽  
Upper Secondary Level

 Bài viết tiếp cận văn bản thông tin từ góc độ cấu trúc của một văn bản phi hư cấu; qua đó, phân tích yêu cầu đọc hiểu loại văn bản này ở bậc trung học phổ thông trong Chương trình Ngữ văn 2018. Nhằm đảm bảo hành chức xã hội của loại văn bản, một số biện pháp đã được đề xuất như: các thiết kế phần ghi bài văn bản thông tin, mẫu kế hoạch dạy học đọc hiểu văn bản thông tin và các nguyên tắc dạy đọc hiểu văn bản thông tin. Các biện pháp đều được xây dựng trên cơ sở dạy học văn bản thông tin theo đặc trưng thể loại – từ góc độ cấu trúc văn bản, đáp ứng các yêu cầu về đọc hiểu văn bản thông tin ở Chương trình Ngữ văn 2018 – bậc trung học phổ thông. 

GeoGebra as a tool for visualisation in geometry education

2019 ◽  
pp. 169-176
Author(s):  
Ján Guncaga ◽  
László Budai ◽  
Tibor Kenderessy
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
Secondary Level ◽  
Upper Secondary School ◽  
Geometric Concepts ◽  
Upper Secondary ◽  
Spatial Imagination ◽  
Support Students ◽  
Upper Secondary Level ◽  
Geometry Education

There are problems in geometry education in lower and upper secondary school, which students have with the spatial imagination and with the understanding of some geometric concepts. In this article, we want to present tasks that show some advantages of the software GeoGebra. We use this software as a tool to visualize and to explain some geometric concepts, as well as to support students’ spatial imagination. Classification: D30, G10. Keywords: space imagination, GeoGebra, mathematics education at lower and upper secondary level.

scholarly journals Matematiikan parhaiden osaajien siirtyminen toiselle asteelle: koulutusvalinnat ja matematiikan osaamisen kehittyminen

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Laura Niemi ◽  
Jari Metsämuuronen ◽  
Markku Hannula ◽  
Anu Laine
Keyword(s):  
Secondary School ◽  
Secondary Level ◽  
Upper Secondary School ◽  
Related Factors ◽  
Mathematical Competence ◽  
9Th Grade ◽  
High Achieving Students ◽  
Upper Secondary ◽  
High Achieving ◽  
Upper Secondary Level

Tutkimus on osa pitkittäistutkimusta, jossa samaan ikäluokkaan kuuluvia oppilaita seurattiin perusopetuksen kolmannelta vuosiluokalta toisen asteen koulutuksen loppuun neljällä eri mittauskerralla. Tutkimuksessa käytetään Opetushallituksen ja Kansallisen koulutuksen arviointikeskuksen vuosien 2005–2015 aikana keräämää kansallisesti edustavaa tutkimusaineistoa. Tutkimusaineisto käsittää kaikkiaan 3896 oppilasta. Tutkimuksessa keskitytään tarkastelemaan matematiikan parhaita osaajia, joita on yhteensä 292 (7,5 %). Poikien osuus on 64,0 % (n = 187) ja tyttöjen 36,0 % (n = 105). Osaaminen määritetään yhdeksännen vuosiluokan kokeessa menestymisen perusteella. Kansallisten matematiikan kokeiden lisäksi oppilaat ovat vastanneet erilaisiin kyselyihin, joissa heiltä on kerätty tietoa yksilöön, kouluun ja kotitaustaan liittyvistä tekijöistä. Tutkimuksessa selvitetään näiden tekijöiden yhteyttä toisen asteen koulutusvalintaan ja osaamisen kehittymiseen toisen asteen opintojen aikana. Tulosten analysoinnissa käytettiin päätöspuuanalyysia (DTA) ja regressioanalyysia. Tutkimuksessa havaittiin, että suurin osa (60,0 %) yhdeksännen vuosiluokan parhaista osaajista oli parhaita osaajia myös toisen asteen päättyessä ja muiden osaaminen laski hyvien tai keskitason osaajien tasolle. Yksilöön liittyvät tekijät selittävät parhaiten matematiikassa menestymistä myös toisella asteella. Myönteiset asenteet matematiikkaa kohtaan ja vahva matematiikan osaamisen pohja perusopetuksessa luovat edellytyksiä menestyä matematiikassa erinomaisesti toisella asteella. Matematiikan parhaiden osaajien osaamisen taso heikkenee todennäköisemmin, jos oppilas ei mene lukioon tai ei suorita lukiossa vähintään 11 matematiikan kurssia. Yhdeksännen vuosiluokan parhaista osaajista lukioon hakeutuivat todennäköisemmin ne, jotka menestyivät arvosanatiedon perusteella erinomaisesti äidinkielessä. In English The study is part of a longitudinal research. Same students were followed from 3rd grade of primary education to the end of upper secondary level. The data was collected by EDUFI and FINEEC during 2005–2015. The data consists of 3896 students and the target group consists of mathematically high-achieving students. Total number of them is 292 (7,5 %). Definition of high-achieving students is based on success in the mathematics examination of 9th grade.  In addition to math examinations it has been gathered information about students’ individual-, school- and home-related factors. The study examines the relationship between these factors and the choice between upper secondary vocational education and general upper secondary school. The aim is to investigate how high-achieving students’ mathematical competence develop during these studies and which factors are related to development. Decision tree analysis (DTA) and regression analysis were used to analyse the data. The results indicated that 60,0 % of mathematically high-achieving students were also high-achieving students at the end of upper secondary level. The individual-related factors were explanatory factors for mathematical success at the upper secondary level. Positive attitudes towards mathematics and strong mathematical competence in basic education predicted excellent success in mathematics later. The competence of high-achieving student most likely decreased if a student didn’t go to the general upper secondary school or didn’t complete at least 11 mathematics courses. They, who performed excellently in their studies of mother tongue in 9th grade, most likely applied to the general upper secondary school.

scholarly journals KAJIAN PENDAHULUAN SISTEM PEMANFAATAN AIR HUJAN

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Robertus Haryoto Indriatmoko ◽  
Nugro Rahardjo
Keyword(s):  
Drinking Water ◽  
Dominican Republic ◽  
Land Subsidence ◽  
Rainy Season ◽  
Artificial Recharge ◽  
Secondary Level ◽  
Clean Water ◽  
Upper Secondary ◽  
Rainwater Management ◽  
Upper Secondary Level

Rainwater is an abundant source of water, especially during the rainy season. But otherwise if it is not managed properly, it can lead to disasters, such as floods or landslides. Therefore it is very important to harness rainwater by doing the best way, ie by the rain harvesting and then infiltrating the water back into the ground. Many countries have shown good results in the use of rainwater for various purposes. Dominican Republic, Singapore, Japan, China, Thailand and Indonesia are 7 countries which have a lot of implementing rainwater utilization system very well. Rainwater can be used as a source of clean water to meet the drinking water needs. Artificial recharge for rain water lets the water goes to infiltrate back into the soil is a powerful effort to maintain and preserve the ground water potential. Besides, infiltration of rainwater into the soil also can prevent land subsidence. Because of the importance of rainwater management system, it should be included in the educational curriculum both for elementary to upper secondary level. Similarly, the obligation for proper implementation must also be supported by adequate rules or regulations. Keywords : Rainwater management, artificial recharge.

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