scholarly journals Linking the Nature of Secondary School Students who are Highly Artistic with Curriculum Needs and Instructional Practice

2012 ◽  
Vol 22 (2) ◽  
Author(s):  
Victoria Visconti
Keyword(s):  
Secondary School ◽  
Visual Arts ◽  
Secondary School Students ◽  
Learning Needs ◽  
School Students ◽  
Problem Solving Skills ◽  
Docu Ments ◽  
Social And Emotional ◽  
Arts Programs ◽  
Differentiated Learning

This exploratory qualitative investigation examined the nature of 7 secondary school students who are highly artistic to link visual arts programs that best ac-commodate their learning needs. Instrumentation for data collection included 1 questionnaire, 3 in-depth semistructured one-on-one interviews, artwork docu-ments, observations, and field notes. Findings related to creativity, motivation, social and emotional perspectives, and cognitive processes supported the signifi-cance and benefits of visual arts in student growth. Results identified the development of critical thinking, problem-solving skills, risk-taking, meeting chal-lenges, transferability of skills, extending local and world connections, and environmental and societal concerns. Through artwork production and insight into their needs, students conveyed valuable suggestions for programming en-hancements and visual arts classroom settings. These findings are meaningful for educators and curriculum developers as they distinguish the importance of diver-sified and differentiated learning opportunities in engaging students who are highly artistic to meet their optimal potential, and suggest implications for educa-tional practice.

Preliminary Development and Validation of the Social and Emotional Health Survey for Secondary School Students

2013 ◽  
Vol 117 (3) ◽  
pp. 1011-1032 ◽  
Author(s):  
Michael J. Furlong ◽  
Sukkyung You ◽  
Tyler L. Renshaw ◽  
Douglas C. Smith ◽  
Meagan D. O’Malley
Keyword(s):  
Secondary School ◽  
Health Survey ◽  
Secondary School Students ◽  
Emotional Health ◽  
School Students ◽  
Social And Emotional ◽  
The Social ◽  
Development And Validation

scholarly journals INTEGRATING STEM IN AN ENGINEERING DESIGN PROCESS: THE LEARNING EXPERIENCE OF RURAL SECONDARY SCHOOL STUDENTS IN AN OUTREACH CHALLENGE PROGRAM

2016 ◽  
Vol 15 (4) ◽  
pp. 477-493
Author(s):  
Nyet Moi Siew ◽  
Henry Goh ◽  
Fauziah Sulaiman
Keyword(s):  
Secondary School ◽  
Engineering Design ◽  
Design Process ◽  
Secondary School Students ◽  
Learning Experience ◽  
Higher Order Thinking ◽  
Higher Order ◽  
School Students ◽  
Problem Solving Skills ◽  
Engineering Design Process

This research was conducted to evaluate the learning experience of Grade Ten students from two Malaysian rural secondary schools that adopted the integration of STEM in an Engineering Design Process (STEM-EDP) approach vis-á-vis an outreach challenge program. A total of 89 students undertook a ten hour program which engaged them in designing and building three different prototypes as well as answering higher order thinking questions. Data on students’ learning experience were captured through participants’ responses to a six-point Likert scale questionnaire, teachers’ field notes, and open-ended questions. The questionnaire result reveals statistically significant gains in knowledge or skills about, attitudes toward, and practices on STEM. The STEM-EDP outreach challenge program brought awareness to rural school students of their potential as problem solvers, thinkers, creators, and collaborators. Students were able to simultaneously broaden their boundaries in knowledge and competency even though they experienced difficulties in tackling challenges associated with STEM activities. Findings suggested that the STEM-EDP approach can be applied as a means for fostering creativity, problem solving skills, and thinking skills among rural secondary school students. Keywords: engineering design process, higher order thinking, outreach challenge program, rural schools, STEM.

scholarly journals The Effectiveness of A Proposed Unit Based on Future Problem- Solving Skills in Developing Decision- Making Skills among Government Secondary School Students in Riyadh: فاعلية وحدة مُقترحة قائمة على مهارات حل المشكلات المستقبليَّة في تَنْمية مهارات اتخاذ القرارات لدى طالِبات المرحلة الثَّانوية الحكومية بمدينة الرياض

2021 ◽  
Vol 5 (34) ◽  
pp. 68-50
Author(s):  
Amal Abdullah Abdulrhman Alkhudair, Alaa Abdulaziz Abdulrhma Amal Abdullah Abdulrhman Alkhudair, Alaa Abdulaziz Abdulrhma
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Secondary School ◽  
Vocational Education ◽  
Work Environment ◽  
Secondary School Students ◽  
School Students ◽  
Problem Solving Skills ◽  
Future Problem ◽  
Experimental Group

The aim of the research is to determine the effectiveness of a proposed unit based on future problem- solving skills in developing the decision- making skills of government secondary school students in Riyadh. Using the descriptive and experimental approach, the tool was to test decision- making skills. Teacher manual; For the Occupational Problems Unit in the Work Environment. They were applied to a multi- stage randomized manner of 63 female students of the third year of secondary school, which was divided into: a control group that the occupational problems unit is taught in the work environment in the traditional way, and an experimental group that is taught using the occupational problems unit in the work environment based on problem- solving skills Future. The research found the effectiveness of the occupational problems unit in the work environment based on future problem- solving skills in developing decision- making skills as a whole. Where the experimental got a total mean (28.77 of 32) in contrast to the control obtaining a total mean (13.05 of 32) and the difference in favor of the experimental group, and the presence of statistically significant differences at a significance level (0.05) between the mean scores of the two groups, the experimental and the control in The post- test in decision- making skills as a whole in the vocational education course and the ETA square factor to measure the size of the effect was (0.97), and confirms that the size of the effect is (large), and the adjusted gain rate for Blake is (1.32), and reflects the great effectiveness of the proposed unit: the researcher recommends directing the curriculum officials in the Ministry of Education to take care of the development of future problem solving skills through the curriculum for their effectiveness in helping students to make decisions and benefiting from the flexibility of the vocational education curriculum in achieving future goals that help students identify their paths Professional.

scholarly journals Cyberbullying Bystanders

2017 ◽  
Vol 8 (1) ◽  
pp. 44-55 ◽  
Author(s):  
Marilyn Anne Campbell ◽  
Chrystal Whiteford ◽  
Krystle Duncanson ◽  
Barbara Spears ◽  
Des Butler ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Large Network ◽  
Social Phenomenon ◽  
Traditional Bullying ◽  
School Students ◽  
Social And Emotional ◽  
Gender And Age ◽  
Emotional Effects ◽  
Primary And Secondary School

Cyberbullying is a relatively new and serious form of bullying with negative social and emotional effects on both victims and perpetrators. Like traditional bullying, cyberbullying is a social phenomenon and often unfolds in the context of a large network of bystanders. This study examined gender and age of cyberbullying bystanders out of 2109 upper primary and secondary school students in Australia. The actions the bystanders took when a peer was cybervictimised were analysed. The results of the study suggested bystanders to cyberbullying were most likely not to do anything or help the person cyberbullied at the time. Girls were more prosocial in helping students who were cyberbullied than boys. In addition, those students who knew someone who was bullied in both ways were more likely to tell their parents and friends about it than those who knew someone who was cyberbullied only. Implications for prevention and intervention in cyberbullying are discussed.

scholarly journals Metacognition, systems thinking, and problem-solving ability in school-based agriculture, food, and natural resources education

2020 ◽  
Vol 1 (1) ◽  
pp. 38-47
Author(s):  
Aaron McKim ◽  
Robert McKendree
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Systems Thinking ◽  
Secondary School Students ◽  
School Students ◽  
Problem Solving Skills ◽  
Student Responses ◽  
School Based ◽  
Significant Relationships ◽  
Natural Resources Education

Problems within agriculture, food, and natural resource (AFNR) systems are increasingly complex, expanding the need for students to develop problem-solving abilities alongside an understanding of their own thinking. In this effort, we explored the problem-solving abilities, metacognition, and systems thinking of current AFNR secondary school students. A descriptive correlational study design was employed. Data were collected via an online, Qualtrics survey. Student responses on the metacognition, systems thinking, and problem-solving ability survey items suggested opportunities for increased focus on these areas throughout their educational experience. In addition, statistically significant relationships between metacognition and systems thinking and systems thinking and problem-solving ability reinforced the importance of these topics within AFNR Education. Recommendations emerging from this work include additional emphasis on metacognition, systems thinking, and problem-solving skills within secondary school AFNR classrooms; utilization of specific strategies to increase systems thinking; operationalizing specific strategies to increase metacognitive knowledge and metacognitive regulation; along with a cross-cutting recommendation for teachers to make their thinking more explicit during instruction to increase metacognition, systems thinking, and problem-solving skills among learners.

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