scholarly journals Yhteiskuntaopin opetus ja poliittinen kiinnittyminen peruskoulun yläluokilla

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Miikka Korventausta ◽  
Tero Järvinen ◽  
Tomi Jaakkola ◽  
Marjaana Veermans
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Civic Education ◽  
Political Engagement ◽  
Political Knowledge ◽  
Willingness To Participate ◽  
Lower Secondary School ◽  
Self Assessment ◽  
9Th Grade ◽  
8Th Grade

Artikkelissa raportoitavan tutkimuksen kohteena on peruskoulun yhteiskuntaopin opetuksen yhteys nuorten poliittiseen kiinnittymiseen, joka jaetaan tutkimuksessa neljään ulottuvuuteen: poliittiseen kiinnostukseen, poliittiseen tietämykseen ja itsearvioon tietämyksestä, poliittiseen osallistumishalukkuuteen sekä politiikkaa koskeviin käsityksiin. Tutkimusaineistona on peruskoulun yläkouluikäisten nuorten vastaukset poliittista kiinnittymistä mittaavaan kyselyyn kahtena eri ajankohtana. Osallistujat olivat ensimmäisen mittauksen aikana kahdeksannella luokalla (n = 67) ja toisen mittauksen aikana yhdeksännellä luokalla (n = 63). Nuoret opiskelivat mittausten välillä lukuvuoden ajan yhteiskuntaoppia ensimmäistä kertaa koulu-urallaan. Tulosten mukaan nuorten poliittinen kiinnostus, tietämys ja itsearvio tietämyksestä olivat 9. luokalla tilastollisesti korkeampia kuin 8. luokalla. Osallistumishalukkuudessa ei havaittu eroja ikäryhmien välillä, ja politiikkaa koskevien käsitysten osalta eroja ilmeni yhden väitteen kohdalla. 8.-luokkalaiset pitivät kotia tärkeimpänä lähteenä oppia tietoja yhteiskunnallisten asioiden ymmärtämiseksi, kun taas 9.-luokkalaisille koulu oli keskeisin tietolähde yhteiskunnallisten asioiden oppimisessa. Tulosten mukaan koulu näyttäisi onnistuvan yhteiskunnallisen kasvatuksen tavoitteissaan vain osittain. Jatkossa olisi tärkeää kiinnittää huomiota siihen, miten koulussa voitaisiin tukea tiedollisten sisältöjen oppimisen lisäksi nuorten yhteiskunnallista osallistumista edistävien valmiuksien omaksumista.   Social studies and political engagement in lower secondary school Abstract In this article, interest is directed at the connection between the teaching of social studies subject at school and young people’s political engagement. In the present study, political engagement is seen as consisting of the following four dimensions: the political interest, political knowledge and self-assessment of political knowledge, willingness to participate, and perceptions of politics. The study data consists of two surveys targeted at lower secondary school students. The study participants were in the 8th grade during the first measurement (n = 67), and in the 9th grade during the second measurement (n = 63). The participants studied social studies for one school year between the measurements. The results showed that students’ political interest, knowledge and self-assessment of knowledge were statistically higher in the 9th grade than they were in the 8th grade. No differences were observed between the age groups concerning willingness to participate, and differences in the perceptions of politics were observed for one claim. While among 8th graders home circle was seen as the most important source to learn about society and politics, in the responses of the 9th graders the most important source of knowledge was school. According to results, it seems that school is successful in its task of civic education only partly. We suggest that in the future it would be important to pay more attention to support not only the gaining of political knowledge, but also to promote the development of the qualities needed in active societal participation. Keywords: social studies, political engagement, youth, civic education  

scholarly journals An Anthropocentric Evaluation of the New English Language Teaching Program for Lower Secondary School in Turkey

2020 ◽  
Vol 10 (3) ◽  
pp. 50-65
Author(s):  
Ahmet Erdost Yastıbaş
Keyword(s):  
Secondary School ◽  
Human Activities ◽  
English Language ◽  
Environmental Issues ◽  
English Language Teaching ◽  
Wild Animals ◽  
Teaching Program ◽  
Lower Secondary School ◽  
8Th Grade ◽  
5Th Grade

AbstractIntroduction: The earth has entered a new geological epoch: the Anthropocene. The Anthropocene demonstrates how human activities have changed the world negatively by causing several environmental issues such as global warming. Therefore, it has become an important problem for people. Education should be reconsidered according to the new epoch to deal with it. There is a trans-disciplinary call for this issue. In relation to this call, the present study has aimed to evaluate the new English language teaching program (ELTP) for lower secondary school (5th, 6th, 7th, and 8th grades) in terms of the Anthropocene in Turkey.Methods: The present study was designed as a qualitative study. The data collection tools were the new ELTP for lower secondary school and the 5th, 6th, 7th, and 8th-grade English language course books prepared according to the new program. The data were analyzed through documentation analysis. Triangulation and thick descriptions were used to make the study trustworthy.Results: The documentation analysis of the data has showed that there are six themes related to the nature in the new ELTP for lower secondary school: theme 9 (the animal shelter) in the 5th grade; themes 4 (weather and emotions) and 9 (saving the planet) in the 6th grade; themes 4 (wild animals) and 9 (environment) in the 7th grade; theme 10 (natural forces) in the 8th grade. The learning outcomes and language skills of each theme were prepared according to the contents of the themes. Theme 9 in the 5th grade shows how human activities can affect the environment positively. Theme 4 in the 6th grade indicates how the environment can affect people. The rest demonstrate how human activities have affected the nature negatively and how people can save the nature.Discussion: Theme 9 (saving the planet) in the 6th grade, themes 4 (wild animals) and 9 (environment) in the 7th grade, and theme 10 (natural forces) in the 8th grade explain how several environmental issues have occurred owing to human activities, how these issues have affected the nature and human lives negatively, and how people can deal with these issues. Theme 9 (the animal shelter) in the 5th grade informs students about how human activities can affect the nature positively, and theme 4 (weather and emotions) in the 6th grade about how the environment can affect people. Through these themes, the new ELTP for lower secondary school can enable English language students to understand that people are a part of the nature, have the power to change the environment, and can live with the environment in balance.Limitations: The curriculum evaluation is only related to the new ELTP for lower secondary school (5th, 6th, 7th, and 8th grades) in Turkey.Conclusion: The Anthropocentric evaluation of the new ELTP for lower secondary school has shown that it can raise English language students’ awareness of the relationship between people and the nature and their effects on each other.

scholarly journals Statistical literacy of Slovak lower secondary school students

2020 ◽  
Vol 9 ◽  
pp. 163-173
Author(s):  
Mária Jurečková ◽  
Lucia Csachová
Keyword(s):  
Data Analysis ◽  
Secondary School ◽  
Quantitative Data ◽  
Secondary School Students ◽  
Slovak Republic ◽  
Lower Secondary School ◽  
School Students ◽  
Statistical Literacy ◽  
9Th Grade ◽  
Quantitative Data Analysis

The article is focused on monitoring the level of statistical literacy of 9th grade students at lower secondary schools in the Slovak Republic. The results of several years testing of students were used for this purpose. During the reporting period, more than 50 000 pupils from all over Slovakia participated in the testing. In addition to quantitative data analysis, attention is also paid to qualitative analysis of the problems in the field of statistics that were difficult for students. The article presents a part of the results of the research focused on the analysis of critical points in school mathematics.

scholarly journals Promoting Participation in Society through Science Education

2018 ◽  
Vol 10 (10) ◽  
pp. 3412 ◽  
Author(s):  
Katri Varis ◽  
Ilpo Jäppinen ◽  
Sirpa Kärkkäinen ◽  
Tuula Keinonen ◽  
Esko Väyrynen
Keyword(s):  
Science Education ◽  
Secondary School ◽  
School Teacher ◽  
Local Communities ◽  
Secondary School Teacher ◽  
Willingness To Participate ◽  
Lower Secondary School ◽  
Exercise Participation ◽  
Shared Experiences ◽  
Pedestrian Crossing

Participation in society can be promoted through science education. This study considers an example of how a lower secondary school teacher integrated participation in society into physics studies and how students (n = 20) perceived the participation exercise. In the learning process, students exchanged knowledge and tools with others and produced knowledge for the community in the form of a citizen’s initiative leading to an action by the municipality: the painting of a pedestrian crossing. The students were keen to exercise participation and produce information through inquiries for their citizen initiative. After the intervention, most of the students expressed their willingness to participate in society and act as active citizens, they perceived that they have the means and opportunities, as well as the possibility to find support to participate and influence. Students were willing to participate particularly in their local communities. Students perceived that they learned and gained competences while participating. Students acknowledged knowledge as a base of the decision, which may promote perceived value of physics and associated careers. Students also highlighted collaboration and shared experiences, which may create engagement and participation concerning the scientific issues to which they relate. Similar participation exercises are possible in other contexts and countries. Further studies should focus on different participation exercises to gain more knowledge about young people’s experiences on participation.

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 The analysis of electrolyte chemistry pictorial material in lower secondary chool chemistry textbooks in Slovenia based on developed quality criteria

2021 ◽  
Vol 12 (1) ◽  
pp. 5-15
Author(s):  
Nina Zupanc ◽  
Iztok Devetak
Keyword(s):  
Secondary School ◽  
Quality Criteria ◽  
Independent Learning ◽  
Chemistry Curriculum ◽  
Lower Secondary School ◽  
Pictorial Material ◽  
School Students ◽  
9Th Grade ◽  
School Year ◽  
Chemistry Textbooks

The textbook as a learning tool and learning resource contributes significantly to the effectiveness of the teaching or learning process itself, while at the same time promotes and facilitates independent learning. The main purpose of this research was to develop quality criteria after which textbooks for Chemistry in lower secondary school were evaluated. This paper presents the analysis of electrolyte chemistry pictorial material presented in chemistry textbooks. When it comes to validating textbooks in Slovenia, there are no unified criteria. The development of the criteria included an overview of the objectives set in the chemistry curriculum. Criteria were made for textbooks used in 8th and 9th grade of lower secondary school (students age 13–15 years). Chemistry textbooks were validated in the school year 2018/2019. When analysing criteria related to textbook representations, the sub-microscopic representations and hybrid representations are the least common features in the textbooks.

scholarly journals INTEGRATION OF CIVIC EDUCATION INTO LOWER-SECONDARY SCHOOL CURRICULUM

2016 ◽  
Vol 2 ◽  
pp. 173
Author(s):  
Stanislava Marsone
Keyword(s):  
Secondary School ◽  
Civic Education ◽  
School Curriculum ◽  
Modern World ◽  
Multicultural Society ◽  
Lower Secondary School ◽  
Cultural Traditions ◽  
Level Of Education ◽  
Secondary School Curriculum ◽  
Concepts Of Democracy

There have been dramatic changes in the concepts of democracy in European countries and throughout the world, which have led to the changes in attitudes between a person and a society. Globalisation has brought the culture of stereotypes, multicultural society, migration – these are only some aspects that indicate the growth of importance of civic education at every level of education in the modern world. To choose the most effective methods and forms of civic education, it is essential to analyse world experience and cultural traditions of every country, which are based on the ideals and values, and are the fundament of educational traditions. The aim of this article is to analyse the presence of civic education elements in the lower-secondary school curriculum, and to evaluate the possibilities of possible improvements.

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