scholarly journals A laboratory manual of botany; outlines and directions for laboratory and field-work in botany in secondary schools,

1902 ◽  
Author(s):  
Otis W. Caldwell
Keyword(s):  
Secondary Schools ◽  
Field Work ◽  
Laboratory Manual

scholarly journals Examining the Adequacy of Non-Projected Media Resources in the Teaching of Geography in Public Secondary Schools in Koibatek Sub County

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Charles Kibet Kiptum
Keyword(s):  
Secondary Education ◽  
Secondary Schools ◽  
Critical Role ◽  
Field Work ◽  
Analysis Data ◽  
Physical Geography ◽  
Head Teachers ◽  
Upper Secondary Education ◽  
National Examination ◽  
Upper Secondary

This study sought to examine the adequacy of non-projected media resources in the teaching of Geography in public secondary schools in Koibatek Sub County. A sample of 70 Geography teachers, 35 head teachers and 314 students were sampled using purposive and stratified random sampling. Data collection was done by use of questionnaires, observation and content analysis. Data was analysed using descriptive statistical methods. The results were then presented in pie charts, graphs and tables. The study established that most schools had a limited supply of non-projected media resources. The study has recommended for an urgent review of curriculum and increased supervision to ensure that curriculum is fully implemented, and refresher courses be given to teachers on the use of these resources. Geography is one of subjects that can be studied as a physical or social science at high schools level. In secondary education it is currently an optional subject at upper secondary education. There have been concerns over declining performance in Geography at national examination, especially areas that test students’ knowledge of field work, map work and physical Geography. Coincidentally these are the areas where non-projected media resources are most used. Yet few studies done in Geography have not adequately examined the non-projected media resources despite their critical role in the teaching of Geography. One of the reasons that have been put forward by KNEC (2007) is that students perform poorly in Paper I because of inadequate use of non-projected media resources.

scholarly journals Educación ambiental en las representaciones de docentes de escuelas secundarias

2013 ◽  
pp. 39-59
Author(s):  
Dr. Raúl Calixto Flores
Keyword(s):  
Environmental Education ◽  
Secondary Schools ◽  
Qualitative Methodology ◽  
Social Representations ◽  
Abiotic Factors ◽  
Field Work ◽  
The State ◽  
Biotic And Abiotic Factors ◽  
Definition Of

En este artículo se describen algunos de los principales resultados de una investigación realizada con profesores de cuatro escuelas secundarias, de diferentes municipios del estado de Jalisco, México. Esta investigación tuvo como objetivo general conocer la conformación de las representaciones sociales (RS) del medio ambiente. Para ello se utilizó una metodología cualitativa, que comprendió la delimitación de la muestra, la exploración en las escuelas, la construcción de los instrumentos y el desarrollo del trabajo de campo. En los resultados obtenidos, destaca el hecho que predominan las RS naturalistas del medio ambiente, con palabras referidas principalmente a factores bióticos y abióticos. La importancia de este estudio reside en que las RS del medio ambiente, permiten a los profesores darle sentido al contenido de la educación ambiental; ya que el medio ambiente es precisamente el objeto de trabajo, reflexión, investigación y teorización de la educación ambiental.AbstractThis article describes some of the main results of research conducted with teachers from four secondary schools from different municipalities of the State of Jalisco, Mexico. This research aimed to know the overall conformation of social representations (SR) of the environment. We used a qualitative methodology, which included the definition of the sample, exploration in the schools, the construction of the instruments and the development of the field work. In the results, highlights the fact that predominantly naturalistic environmental RS with words referring mainly to biotic and abiotic factors. The importance of this study is that the RS of the environment, allow teachers to make sense of the content of environmental education; since the environment is precisely the object of work, reflection, research and theorizing of environmental education. Recibido: 07 de junio de 2012Aceptado: 28 de agosto de 2012

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