scholarly journals Information, Media and Technology Skills in terms of Curricula, Process and Product in Middle and High Schools

2021 ◽  
pp. 288-310
Author(s):  
Esin Hazar ◽  
Ülker Akkutay ◽  
Hafize Keser
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Literacy Skills ◽  
Technology Skills ◽  
School Students ◽  
Data Literacy ◽  
Information Media ◽  
Media And Technology ◽  
Support Students

The aim of this study is to examine how middle and high school curricula and practices support students to acquire information, media and technology skills. In the qualitative dimension of the study which was designed according to the mixed method, document analysis, observation and interview were used. The 23-itemed Information, Media and Technology Skills Competency Scale was used for the quantitative dimension of the study. Content analysis was performed for analysing the curricula, data obtained through observations and interviews. In the analysis of the data obtained from the scale, frequency, percentage, arithmetic mean and standard deviation values were used in the central and prevalence measurements. The results of the curricula analysis show that problem solving and information and data literacy skills were outnumbered in all analysed curricula. The activities carried out in the classroom during the observation and interview process were mostly related to information and media literacy and problem solving. According to the results of the scale; middle and high school students considered themselves to be relatively moderate in their information, media and technology skills. While the highest score of the students was of information and data literacy; programming skills were the weakest dimension.

scholarly journals Information, Media and Technology Skills Competency Scale: A validity and reliability study Bilgi, Medya ve Teknoloji Becerileri Yeterlilik Ölçeği: Geçerlilik ve güvenirlik çalışması

2018 ◽  
Vol 15 (2) ◽  
pp. 1306
Author(s):  
Esin Hazar
Keyword(s):  
High School ◽  
Factor Analysis ◽  
High School Students ◽  
English Summary ◽  
Technology Skills ◽  
Validity And Reliability ◽  
School Students ◽  
Reliable Instrument ◽  
Information Media ◽  
Media And Technology

In this research, it was aimed to develop a valid and reliable instrument that will evaluate the competences of secondary and high school students in information, media and technology skills. The study was conducted on two separate sample groups consisting of a total of 731 secondary and high school students in the 2017-2018 academic year. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were applied for the construct validity of the data obtained from the measurements. As a result of EFA, a construct consisting of 23 items and six factors explaining 66.44% of the total variance was obtained. Factors obtained are; Communication and Collaboration, Programming, Problem Solving, Digital Content Development, Information and Data Literacy and Security. Findings from the CFA showed that 23 items and six sub factors of the scale have adequate fit indices. The reliability of the instrument was tested by the Cronbach Alpha internal consistency coefficient and independent t test conducted by calculating the mean scores of the top 27% (individuals with high levels of measured characteristics) of the group and the sub 27% (individuals with low levels of measured characteristics) of the group calculated reliability coefficients are determined to be within the acceptable limits.When the validity and reliability analysis results are considered, the scale can be said to be a valid and a reliable instrument. Extended English summary is in the end of Full Text PDF (TURKISH) file.ÖzetBu araştırmada ortaokul ve lise öğrencilerinin bilgi, medya ve teknoloji becerilerine ait yeterliliklerini ölçecek geçerli ve güvenilir bir ölçek geliştirilmesi amaçlanmıştır. Çalışma 2017-2018 eğitim-öğretim yılında toplam 731 öğrenciden oluşan farklı iki grup üzerinde yapılmıştır. Araştırmada elde edilen verilerin yapı geçerliği için Açıklayıcı Faktör Analizi (AFA) ve Doğrulayıcı Faktör Analizi (DFA) uygulanmıştır. Açıklayıcı Faktör Analizi neticesinde toplam varyansın %66.44’ünü açıklayan, 23 madde ve altı faktörden oluşan bir yapı elde edilmiştir. Elde edilen faktörler; İletişim ve İşbirliği, Programlama, Problem Çözme, Dijital İçerik Geliştirme, Bilgi ve Veri Okuryazarlığı ve Güvenlik olarak isimlendirilmiştir. Doğrulayıcı Faktör Analizinden elde edilen bulgular, Bilgi, Medya ve Teknoloji Becerileri Yeterlilik Ölçeğine ilişkin 23 madde ve altı faktörlü yapının yeterli uyum değerlerine sahip olduğunu göstermiştir. Faktörlerden elde edilen ölçümlerin güvenirliğinin analizi için Cronbach Alfa ve %27’lik altüst grup karşılaştırmalarına yer verilmiştir ve hesaplanan güvenirlik katsayılarının kabul edilebilir sınırlar içerisinde olduğu görülmüştür. Bu bulgulara dayanarak, Bilgi, Medya ve Teknoloji Becerileri Yeterlilik Ölçeğinin geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir.

IDENTIFICATION OF PROBLEM SOLVING STRATEGIES IN MATHEATICS AMONG HIGH SCHOOL STUDENTS

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
J. Navaneetha Krishnan ◽  
P. Paul Devanesan
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Sample Survey ◽  
Survey Method ◽  
Teaching Mathematics ◽  
School Students ◽  
Problem Solving Strategies ◽  
Achievement In Mathematics

The major aim of teaching Mathematics is to develop problem solving skill among the students. This article aims to find out the problem solving strategies and to test the students’ ability in using these strategies to solve problems. Using sample survey method, four hundred students were taken for this investigation. Students’ achievement in solving problems was tested for their Identification and Application of Problem Solving Strategies as a major finding, thirty one percent of the students’ achievement in mathematics is contributed by Identification and Application of Problem Solving Strategies.

scholarly journals Data literacy of high school students on physics learning

2021 ◽  
Vol 1839 (1) ◽  
pp. 012025
Author(s):  
Suryadi ◽  
I K Mahardika ◽  
Supeno ◽  
Sudarti
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Physics Learning ◽  
Data Literacy

scholarly journals Introducing High School Students to Engineering Fundamentals by Four Weeks Engineering Innovation Summer Program

2019 ◽  
Author(s):  
Pawan Tyagi ◽  
Christine Newman
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Chemical Engineering ◽  
Technical Writing ◽  
School Science ◽  
High School Science ◽  
School Students ◽  
Problem Solving Skills ◽  
High School Science Teacher

Preparing high school students for engineering disciplines is crucial for sustainable scientific and technological developments in the USA. This paper discusses a pre-college program, which not only exposes students to various engineering disciplines but also enables them to consider engineering as the profession. The four-week long “Engineering Innovation (EI)” course is offered every year to high school students by the center of outreach, Johns Hopkins University. EI program is designed to develop problem-solving skills through extensive hands-on engineering experiments. A team consisting of an instructor, generally a PhD in Engineering, and a teaching fellow, generally a high school science teacher, closely work with students to pedagogically inculcate basics of core engineering disciplines such as civil, mechanical, electrical, materials, and chemical engineering. EI values independent problem-solving skills and simultaneously promote the team spirit among students. A number of crucial engineering aspects such as professional ethics, communications, technical writing, and understanding of common engineering principles are inculcated among high school students via well-designed individual and group activities. This paper discusses the model of EI program and its impact on students learning and their preparation for the engineering career.

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