Activities for Students: Using Overhead Projectors to Explore Size Change Transformations

2005 ◽  
Vol 98 (7) ◽  
pp. 498-507
Author(s):  
Michael Todd Edwards
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
Size Change ◽  
Mathematical Concepts ◽  
Wide Range

Through the study of transformation, a wide range of mathematical concepts may be introduced to secondary school students.

scholarly journals GeoGebra como herramienta mediadora de un fenómeno físico

2020 ◽  
Vol 9 (1) ◽  
pp. 76-89
Author(s):  
Freddy Yesid Villamizar Araque
Keyword(s):  
Mathematical Modeling ◽  
Secondary School ◽  
Secondary School Students ◽  
Qualitative Methodology ◽  
Mechanical Energy ◽  
Free Fall ◽  
School Students ◽  
Mathematical Concepts ◽  
Instrumental Orchestration ◽  
Scenarios Simulation

RESUMENUna de las dificultades en la enseñanza de las ciencias está relacionada con la ausencia de prácticas de laboratorio, debido a esto, el presente artículo propone el uso de GeoGebra como un recurso mediador para la experimentación del fenómeno de caída libre y la modelización de la energía mecánica, generando una propuesta de laboratorio portable a través de la creación de un escenario virtual. La metodología aplicada de tipo cualitativo describe por medio de algunos puntos de la orquestación instrumental, cómo configurar y utilizar un escenario virtual para la experimentación simulada. Resultados sobre la orquestación instrumental del uso de GeoGebra, evidencian que éste software es una alternativa de laboratorio portable que brinda recursos para la simulación. Por otra parte, el uso de un escenario virtual con GeoGebra, permitió a un grupo de estudiantes de secundaria mediar procesos de modelización matemática de la energía mecánica de manera experimental, promoviendo la comprensión de conceptos físicos y matemáticos a través de los diversos registros de representación. Palabras claves: escenarios virtuales; simulación, modelización matemática. RESUMOUma das dificuldades no ensino das ciências está relacionada com a ausência de práticas laboratoriais, devido por um isto, o presente artigo propicia o uso da GeoGebra como um recurso de mediador para a experimentação do fenômeno da queda livre e a modelagem da energia mecânica, gerando uma proposta de laboratório portátil através a criação de um cenário virtual. A metodologia aplicada de tipo qualitativo descreve por meio da orquestração instrumental, como configurar e usar um cenário virtual para a experiência simulada. Resultados sobre a orquestração instrumental de uso da GeoGebra, evidência de que este software é uma alternativa de laboratório portátil que fornece recursos para simulação. Por outro lado, o uso de um cenário virtual com a GeoGebra, permitiu que um grupo de estudantes secundários mediará processos de modelagem matemática da energia mecânica de maneira experimental, promovendo a compreensão de conceitos físicos e matemáticos a partir de vários registros de representação.Palavras-chave: cenários virtuais; simulação, modelagem matemática. ABSTRACTOne of the difficulties in teaching Sciences is related to the absence of laboratory practices, due to this, this article proposes the use of GeoGebra as a mediating resource for the experimentation of the phenomenon of free fall and mechanics energy modeling, generating a portable laboratory proposal through the creation of a virtual scenario. The qualitative methodology applied describes through some points of instrumental orchestration, about how to configure and use a virtual scenario for simulated experimentation. Results on the instrumental orchestration of the use of GeoGebra show that this software is a portable laboratory alternative that provides resources for simulation. On the other hand, the use of a virtual scenario with GeoGebra, allowed a group of secondary school students to mediate processes of mathematical modeling of mechanical energy in an experimental way, promoting the understanding of physical and mathematical concepts through the various representation registers.Keywords: virtual scenarios; simulation, mathematical modeling

scholarly journals REVISITING STUDENTS' PERCEPTIONS OF RESEARCH SCIENTISTS – OUTCOMES OF AN INDIRECT DRAW-A-SCIENTIST TEST (InDAST)

2017 ◽  
Vol 16 (4) ◽  
pp. 562-575
Author(s):  
Paweł Bernard ◽  
Karol Dudek
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Female Students ◽  
School Students ◽  
Wide Range ◽  
New Instrument ◽  
Research Scientists ◽  
And Gender ◽  
Indirect Analysis ◽  
Working Alone

What is the image of research scientists in students’ minds? Studies in this area have been underway for more than fifty years and suggest that scientists are perceived as bespectacled men in lab coats, working alone in rooms full of basic lab glassware. This image has been derived mainly from the analysis of drawings, known as the Draw-A-Scientist Test (DAST). However, DAST instructions are based on the word, “scientists”, the meaning of which seems too narrow for today’s world and not reflecting the wide range of STEM-based research careers. Moreover, the instructions can predetermine the number and gender of people in the picture. For this reason, a new tool has been developed which provides an indirect analysis – the Indirect Draw-A-Scientist Test (InDAST). The new instrument was used in an experiment with secondary-school students (n = 851), and the resulting image of the scientist was compared with an earlier experiment that employed the original DAST instructions. The results showed that the basic attributes, appearance, and workplace of scientists are similar in both studies, but the new procedure disproved the theory that scientists are perceived as men working alone and that female students do not see themselves as scientists. Keywords: drawings analysis, gender and science, image of scientists, scientist stereotype, STEM careers.

scholarly journals INFLUENCE OF TEACHERS PEDAGOGICAL COMPETENCE ON ATTITUDE OF SENIOR SECONDARY SCHOOL STUDENTS TOWARDS TECHNICAL AND VOCATIONAL EDUCATION

2021 ◽  
Vol 9 (10) ◽  
pp. 1033-1039
Author(s):  
Akor Robert ◽  
Keyword(s):  
Secondary School ◽  
Vocational Education ◽  
Secondary School Students ◽  
School Students ◽  
Senior Secondary School ◽  
State Education ◽  
Wide Range ◽  
Pedagogical Competence ◽  
Technical And Vocational Education ◽  
Senior Secondary

Technical and vocational education and training (TVET) in Nigeria is intended to help the federal and state education authorities in their determination to revitalize, reform, and expand the provision of skills, vocations, science, and technology geared towards the socio-economic development of the nation. TVET also includes a wide range of skills development opportunities incorporated into national and local contexts. There are increasing insinuations suggesting that TVET in the Nigerian set-up is challenged by unfavorable perceptions of the concept by learners. The primary aim of the study is to examine secondary school students attitudes based on TPC. One hundred and sixteen senior secondary school students drawn from public and private secondary schools in Kogi State participated in the study. The participants completed self-report measures on attitude towards TVE and perceived teachers pedagogical competence. The findings revealed that 65.5% of the respondents expressed a negative attitude towards science process skills. Also, it was found that teachers pedagogical competence influenced attitude towards TVET. The findings and practical implications of the study are discussed.

Perceived barriers to help-seeking for depression among secondary school students in Lagos, Nigeria

2015 ◽  
Vol 1 (1) ◽  
pp. 1-6
Author(s):  
I Adeosun ◽  
A Adegbohun ◽  
T Peters ◽  
O Jeje ◽  
A Bello ◽  
...  
Keyword(s):  
Mental Health ◽  
Secondary School ◽  
Help Seeking ◽  
Secondary School Students ◽  
Treatment Options ◽  
School Students ◽  
Related Factors ◽  
Cross Sectional ◽  
Negative Attitudes ◽  
Wide Range

Objective: In spite of a wide range of effective treatment options, a huge treatment gap persists for depression among adolescents especially in low and middle-income countries. The barriers to help seeking for depression among Nigerian adolescents are currently under-researched. Identifying these barriers is critical to the design of interventions towards better utilisation of mental health services. This study assessed the barriers to help-seeking for depression among adolescent secondary school students in Lagos Nigeria. Method: Using a cross-sectional study design, 156 adolescent students attending a public co-educational secondary school in Lagos, south-West Nigeria completed a vignette-based questionnaire which assessed barriers to help-seeking for depression. The vignette depicted an adolescent with depression according to the DSM-1V criteria. Result: The mean age of the participants was 15.9 (± 1.1) years and 49% were males. The most commonly perceived barrier to help-seeking for depression was stigma (50.6%). Other barriers reported included disapproval by families/friends (21.2%), illness-related factors (7.7%), negative attitudes to treatment (7.1%), financial constraint (5.1%), ignorance (3.9%) and preference for spiritual treatment (3.9%). Conclusion: Stigma, ignorance, misperceptions and negative attitudes to treatment are major barriers to help-seeking for depression among adolescents. Destigmatisation and mental health literacy interventions are crucial steps towards facilitating help-seeking among adolescents with depression.

THE STUDY OF RELATIONSHIP OF STUDY HABITS & ATTITUDE, INTELLIGENCE, COGNITIVE STYLE OF SECONDARY SCHOOL STUDENTS OF GOVT & PVT

2020 ◽  
pp. 85-90
Author(s):  
Mrs. Vani Sankgond ◽  
Dr. Venkoba Narayanappa
Keyword(s):  
Secondary School ◽  
Cognitive Style ◽  
Cognitive Abilities ◽  
High Performance ◽  
Secondary School Students ◽  
Study Habits ◽  
School Students ◽  
Wide Range ◽  
Relationship Of ◽  
New Situation

Man is considered to be endowed with certain cognitive abilities which make him a rational being in contrast to animals. He can reason, discriminate, understand, judge, adjust and face a new situation from various perspective. We can see the wide range of differences among people. Some are having high performance in learning process, as well some are slow. But no doubt, interest, attitude, skills and desired knowledge and so on are count towards this achievement. But still there is something that contributes significantly towards these varying differences. In Psychology, we may termed it as ‘intelligence’. In Sanskrit, our rishis named it as ‘Viveka’. KEY WORDS: Study Habits & Attitude, Intelligence, Cognitive Style, Secondary school.

scholarly journals Opolskie voivodeship secondary school students’ knowledge about fetal alcohol syndrome and its determinants

2019 ◽  
Vol 13 (3) ◽  
pp. 1-14
Author(s):  
Katarzyna Szwamel
Keyword(s):  
High School Students ◽  
Secondary School ◽  
Fetal Alcohol Syndrome ◽  
Secondary School Students ◽  
Sources Of Information ◽  
Fetal Alcohol ◽  
School Students ◽  
Good Level ◽  
Wide Range ◽  
Level Of Knowledge

Background: Alcohol consumption during pregnancy may result in a wide range of morphological and neurodevelopmental abnormalities, most notably fetal alcohol syndrome (FAS). Objectives: To evaluate: (1) Opolskie Voivodeship high school students’ level of knowledge on the subject of FAS (2) the factors contributing to this level of knowledge (3) sources of information about FAS which are accessible and preferred by secondary school students. Materials and methods: The study was conducted in 2018 among 228 adult students of Opole secondary schools. The authors used a diagnostic survey based on original questions they developed for the study. The students’ knowledge was assessed using a four-level scale (very good, good, sufficient, and insufficient). Results: Only 37.28% (85) of students surveyed had ever heard of FAS. A total of 135 people (59.21%) had sufficient knowledge, 57 respondents (25.00%) had a good level of knowledge, 28 respondents (12.28%) had insufficient knowledge, and 8 respondents (3.51%) had very good knowledge. The level of women's knowledge was higher than that of men (p=0.001). The majority claimed that there was a need to raise awareness of FAS (77.19%; 176). Respondents indicated they believe teachers (51.75%; 118) and family members (50.88%; 116), followed by health care workers (42.11%; 96) should be primarily responsible for this education. Conclusions: A definitive minority of those surveyed had a good or very good level of knowledge about FAS, which indicates the necessity of increasing the education level of this group on this specific topic. Taking into account students’ expectations that teachers aid in such education, FAS educational programs should be implemented at schools.

scholarly journals Parental Involvement and Achievement of Secondary School Students

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Dr. K. Vijayalakshmi ◽  
K. Muniappan
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Secondary School ◽  
Social Science ◽  
Mental Health Professionals ◽  
Secondary School Students ◽  
Rating Scale ◽  
Self Administration ◽  
School Students ◽  
Wide Range

Education of the children and their achievement is a strong building block in building a stronger and healthier community. The prosperity of the nation depends upon the today’s children and their academic achievement. The role of parental involvement in children’s education and their achievement has become a central issue in educational policy and research. This study was aimed at finding out the relationship between parental involvement and achievement of secondary school students   in social science. Methods and Materials: A cross sectional, descriptive- correlational research design was adopted for conducting this study at selected schools of Tenkasi district, Tamil Nadu. The sample size of the study was 200 students consisting of 110 boys and 90 girls studying IX standard. Purposive sampling technique was adopted to select the settings and students. The tools used for the study were proforma to collect background characteristics of the students, 59 items-five-point rating scale on Parental involvement   and 25 items MCQ Questions with four options on Achievement test in Social science. The data was collected using the predetermined and pretested tools through self-administration method. Results: Study findings revealed that parental involvement of the students was average in the majority of the students (62%). Achievement of students in social studies was also found to be average in more than half of the students (57%). There was a significant positive correlation between parental involvement and achievement of secondary school students (r=0.910, p <0.001).  Conclusion: Parental involvement in children’s educational activities has direct impact on their academic achievement. Therefore, parents must be encouraged by the psychologists, mental health professionals and teachers to actively participate in their children’s wide range of academic activities to bring the best outcome.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

Ethnolinguistic Identity and Television Use in a Minority Language Setting

2012 ◽  
Vol 24 (4) ◽  
pp. 135-142 ◽  
Author(s):  
Jake Harwood ◽  
Laszlo Vincze
Keyword(s):  
Secondary School ◽  
Coping Strategies ◽  
Secondary School Students ◽  
Minority Language ◽  
German Language ◽  
Tv Viewing ◽  
School Students ◽  
Ethnolinguistic Vitality ◽  
Ethnolinguistic Identity ◽  
Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

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