To see the other types of publications on this topic, follow the link: Computer science - Study and teaching (Secondary).
Journal articles on the topic 'Computer science - Study and teaching (Secondary)'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Computer science - Study and teaching (Secondary).'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Sadik, Olgun, Anne Ottenbreit-Leftwich, and Thomas Brush. "Secondary Computer Science Teachers’ Pedagogical Needs." International Journal of Computer Science Education in Schools 4, no. 1 (August 14, 2020): 33–52. http://dx.doi.org/10.21585/ijcses.v4i1.79.
Full textAbstract:
The purpose of this study is to identify secondary computer science (CS) teachers’ pedagogical needs in the United States. Participants were selected from secondary teachers who were teaching CS courses or content in a school setting (public, private, or charter) or an after-school program during the time of data collection. This is a qualitative study using CS teachers’ discussions in Computer Science Teachers Association’s (CSTA) email listserv, responses to open-ended questions in a questionnaire, and discussions in follow-up interviews. Content analysis, thematic analysis and constant comparative method of qualitative data analysis were used to analyze the data. The most common pedagogical need expressed was learning student-centered strategies for teaching CS and guiding students’ understanding with the use of scaffolding and team-management strategies in CS classes. Furthermore, addressing students’ beliefs in CS and their preconceptions in math and reading were important factors influencing teaching CS effectively in secondary schools.
2
Subashini, V. K. "A STUDY ON THE EFFECTIVENESS OF MULTIMEDIA IN TEACHING COMPUTER SCIENCE AMONG XI STANDARD STUDENTS IN KARUR DISTRICT." International Journal of Research -GRANTHAALAYAH 4, no. 5SE (May 31, 2016): 35–39. http://dx.doi.org/10.29121/granthaalayah.v4.i5se.2016.2721.
Full textAbstract:
This study attempted to find out the effect of using multimedia in teaching Computer Science among XI students. Sample of 62 students was selected for the study in Karur District. Two groups pretest and posttest experimental design was used. Data were analyzed. It is found that there is a significant means score difference between pretest and posttest among the selected higher secondary school novice students. It is proved that Multimedia supported teaching is one of the appropriate and effective methods for teaching Computer Science to higher secondary school students.
3
Rehman, Nadia, Wanlan Zhang, Amir Mahmood, and Faiz Alam. "Teaching physics with interactive computer simulation at secondary level." Cadernos de Educação Tecnologia e Sociedade 14, no. 1 (March 12, 2021): 127. http://dx.doi.org/10.14571/brajets.v14.n1.127-141.
Full textAbstract:
Early research investigated the students understanding of science concepts using physical equipment, such as visiting labs and performing experiments but due to the advancement of new technology, students now can learn complex science concepts through advanced means, such as iPad, smart books and simulations. In Pakistan, interactive computer simulation program is rarely used for teaching at the early ages. The aim of the present study is to evaluate the effectiveness of the interactive computer simulation program PhET to teach weight and mass concepts to high school students. Quasi-experimental design was used to study the effect of the interactive computer simulation on students’ physics concepts. Study also explored the student’s engagement with simulation to exercise high order thinking skills. The experimental group was taught with the interactive computer simulation program, and the control group was taught with traditional teaching method. There were five lessons each week, and the program was used for a month. Pre- and post-tests were designed for both experimental and control groups. Independent sample t-tests showed that the difference was significant between the mean scores of the experimental and control groups after the experiment (p
4
Juliana, Enemuo Chinwe, Anyaduba Obiagelijacquilin, and Dr Ezeaka Nonye Benedeth. "Impact of The Application of Audio-Visual Aids in Improving Teaching and Learning of Computer Science in Senior Secondary Schools in Awka North Local Government Area in Anambra State." International Journal for Innovation Education and Research 7, no. 8 (August 31, 2019): 136–46. http://dx.doi.org/10.31686/ijier.vol7.iss8.1662.
Full textAbstract:
The purpose of the study is to identify the impact of the application of audiovisual aids in improving teaching and learning of computer science in Senior Secondary School in Awka North Local Government Area of Anambra State. Out of 1500 Secondary Schools in Awka North Local Government Area. Seventy (70) Students from Senior Secondary School (SS1) students were selected using random sampling technique to serve as the sample. Structured questionnaire was the instrument used for data collection. Mean and percentage were employed for data analysis. The major findings are that, Audio visual materials are not usually available for teaching and learning of computer science in senior secondary schools. Using audio visual materials in teaching and learning of computer science has positive effects on students’ academic performance. Audio visual aids have a lot of benefits in improving qualitative computer education in senior secondary schools. Government and other citizens should provide audio visual materials to secondary schools in Nigeria. Experienced and qualified computer science teachers at least with Nigeria Certificate in Nigeria (NCE) should be employed to teach in secondary schools in Nigeria. School authorities should always checkmate whether teachers make use of audio visual aids in teaching.
5
C. V., Eunice, and Gift U. "Teachers’ Perception on the Challenges of Utilizing Problem-Based Learning in Teaching Computer Science in Public Senior Secondary Schools in Port Harcourt Metropolis." British Journal of Contemporary Education 1, no. 1 (June 22, 2021): 52–63. http://dx.doi.org/10.52589/bjce-gpxjaqes.
Full textAbstract:
This study investigated teachers’ perception on the challenges of utilizing Problem-Based Learning in teaching computer science in public senior secondary schools in Port Harcourt Metropolis, Rivers State, Nigeria. This study adopted descriptive research design. Two research questions and hypotheses were formulated to guide this study. The population for the study comprised one hundred (100) computer science teachers in the thirty six (36) public senior secondary schools located in Port Harcourt metropolis of Rivers State. Census sampling procedure was used to obtain one hundred (100) computer science teachers as the sample size due to the manageable size of the entire population. A structured questionnaire titled “Teachers’ Challenges of Utilizing Problem-Based Learning in Teaching Computer Science in Public Senior Secondary Schools in Port Harcourt Metropolis” (CUPOBALETCOS) was used for collection of data. The questionnaire was validated by experts. Pearson Moment Correlation Coefficient was used to determine the reliability of the instrument which gave a value of 0.84. Mean and standard deviation were used to analyse data and test of hypotheses was done with the use of z-test statistics. Results obtained from the findings revealed that the challenges of utilizing the Problem-Based Learning approach in teaching computer science and the aids to the utilization of this approach in teaching computer science were highly perceived by computer science teachers in senior secondary schools in the metropolis of Port Harcourt, Rivers State in Nigeria. Based on the findings, it was recommended that: Professional programmes, in addition to training exercise, need to be carried out frequently to enable teachers to get acquainted with the utilization of innovative teaching approaches and combat the associated challenges. Administrative duties or demands of teachers should be adjusted in order to have enough time for utilization of innovative teaching practices in the classroom. Curriculum for Problem-Based Learning should be fully introduced in the secondary and primary school education, so as to have facilitators who can help students by facilitating the Problem-Based Learning practices in the learning environment.
6
Dahal, Bishnu Kumar. "Effect of multimedia in teaching Science at secondary level." Siddhajyoti Interdisciplinary Journal 2, no. 01 (August 21, 2021): 19–29. http://dx.doi.org/10.3126/sij.v2i01.39235.
Full textAbstract:
The aim of this study was to investigate the effect of multimedia in teaching Science at Secondary School and attitudes toward Information and Communication Technology (ICT). The study was an experimental research design with two groups employing a pre-test and post-test. The sample schools were two public secondary school of Lalitpur district. Participants were 68 students from grade 10 studying Science from two schools. Furthermore, five science teachers in that school were also taken as samples for an interview session. The data were analyzed through statistical devices, such as mean, standard deviation, variance, t-test and chi-square test. The differences between means were computed by using two tailed t-test at 0.05 level of significance. The results indicated that the mean achievement of the group using multimedia projector was significantly better than the group without using multimedia projector. The findings of this study therefore provided strong evidence to support the use of ICT, particularly multimedia technology, in the teaching and learning of Science among secondary school students. Furthermore, the results also showed that the secondary level science teachers have positive attitude towards ICT in teaching science in the classroom.
7
Ivkov-Dzigurski, Andjelija, Ljubica Ivanovic, and Milana Pasic. "Possibilities of computer application in modern geography teaching process." Glasnik Srpskog geografskog drustva 89, no. 1 (2009): 139–51. http://dx.doi.org/10.2298/gsgd0901139i.
Full textAbstract:
Geography is a science that follows modern trends in the development of contemporary science. One of the crucial things that gives teaching process a high quality in the application of modern techniques and methods. Modern organization of the teaching process in primary and secondary schools is unimaginable without innovations. This would mean changes and new elements in all segments of the teaching process. Good organization, innovation and new tendencies in the development of the science can raise the quality of the teaching process, thus enabling the student to study fully and rationally. Innovations should help students develop a dialectic way of thinking when explaining objects, phenomena and processes in nature and society, as well as enable them to notice cause and effect relationships. The application of new methods should provide maximum activity of the students in terms of their research and independent work. Computers are used in many different ways therefore they can be used very rationally in different segments of the teaching process.
8
Hashmi, Aroona, Mubushra Khalid, and Tariq Hussain. "Effect of Cooperative Learning Approach on Students’ Academic Achievement and Motivation at Secondary level." Volume V Issue I V, no. I (March 30, 2020): 479–89. http://dx.doi.org/10.31703/gssr.2020(v-i).49.
Full textAbstract:
This study discovers the effect of cooperative learning (CL) on students’ achievement and motivation toward computer science at secondary level. Nonequivalent control group design of Quasi-Experimental Research method was used. Two intact groups i.e. thirty students each, were selected as the sample of the study. Students Team Achievement Division (STAD) method of CL was applied on the experimental group while traditional method (lecture) of teaching was used for control group. Pre-test and post-test were conducted respectively by using teacher made test in computer science. Students’ Motivation toward Computer Science Learning (SMTSL) scale was adapted to explore student’s motivation toward computer science. This study significantly indicates that the posttest motivation and achievement scores of students were better than the pretest motivation and achievement scores toward computer science learning. The study promotes CL approach for computer science learning, and intervention should be given for a long time period to observe its effectiveness.
9
Lay, Yoon Fah, and Khar Thoe Ng. "CORRELATES OF SCIENCE CLASSROOM TEACHING WITH SOUTHEAST ASIAN AND EAST ASIAN EIGHTH GRADERS’ SCIENCE ACHIEVEMENT IN TIMSS 2015." Problems of Education in the 21st Century 79, no. 3 (June 10, 2021): 425–50. http://dx.doi.org/10.33225/pec/21.79.425.
Full textAbstract:
Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that has been implemented by the International Association for the Evaluation of Educational Achievement (IEA) since 1995. This proposed study is aimed to identify the correlations of science classroom teachings with eighth graders' science achievement in TIMSS among Southeast Asian and East Asian countries. The freely downloadable secondary data were analyzed using IEA's International Database (IDB) Analyzer (version 4.0) for TIMSS, a plug-in for SPSS. TIMSS uses an imputation methodology, involving plausible values, to report student performance. This study found that countries with higher average science achievement allocated higher percentage of educational hours for science teaching, students were taught the TIMSS science topics, students attended schools with science laboratories and have assistance available when conducting experiments, computer availability during science lessons, with science teachings were not limited by student needs, and less frequency of student absences. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders' science performance in the forthcoming TIMSS assessments. Keywords: TIMSS, comparative study, classroom teachings, science achievement
10
Ernawati, Andi, and Ahmad Johari B. Sihes. "Holistic Teaching Competence Aspects: Study Analysis In State Senior High School Of Makassar City Indonesia." International Journal for Innovation Education and Research 2, no. 11 (November 30, 2014): 55–61. http://dx.doi.org/10.31686/ijier.vol2.iss11.267.
Full textAbstract:
This research aims to determine the aspects of holistic competence in teaching in secondary schools. This study involved 370 respondents of teachers in the State Senior High School of Makassar City, South Sulawesi, Indonesia. The method of quantitative survey used in this research. Data were analyzed using the computer software Statistical Package for Social Science. Descriptive findings showed that the four aspects of holistic competence is required in teaching namely aspects of teaching knowledge, teaching skills, emotional, and spiritual of teachers have a mean of> 4 on a Likert scale of five points.
11
Acharya, Lal Mani, and Ram Krishna Maharjan. "Instructional Facilities in Secondary Level School of Banke District, Nepal." Journal of Advanced Academic Research 4, no. 2 (April 1, 2018): 119–29. http://dx.doi.org/10.3126/jaar.v4i2.19542.
Full textAbstract:
Talking about the instructional facilities indicates the facilities available for the classroom teaching and learning of students. This is the age of modern technology so students want to learn with new tools and techniques. In this context, school should be aware on the management of such basic facilities in school. The aim of this study is to identify the instructional facilities in secondary level school of Banke district of Nepal. The study was based on the descriptive and exploratory research design. In total 674 students from public and private secondary schools were selected for the study. Structure questionnaire survey was done to collect the data. The result shows that comparatively, the instructional facilities were better in private school than the public school. Private school had managed the computer aided teaching system, separate computer and science lab better than the public school. Considering the better result in final exam, private school has managed the additional coaching class for their students than the public school. Public schools are service oriented supported by Nepal Government so government should be responsible to improve the quality of teaching, learning and infrastructure development as the demand of modern teaching system.
12
Jegede, Olugbemiro J., and Peter Akinsola Okebukola. "Adopting Technology in Third World Classrooms: Students' Viewpoint about Computers in Science Teaching and Learning." Journal of Educational Technology Systems 20, no. 4 (June 1992): 327–34. http://dx.doi.org/10.2190/mh1h-r8vl-vyfa-mtjl.
Full textAbstract:
The use of computers in education, which has emerged as a result of the considerable growth in information technology, has several implications for the global search for effective strategies in teaching school subjects. In contrast to what happens in the developed world, several developing countries like Nigeria are yet to fully appreciate the full benefits of computers and their usage in every day life. In Nigeria the Federal Government has only just taken the bold step to introduce computers into some selected classrooms as a modest beginning to the full scale use of computers in the society. The literature is replete with accounts indicating that the importation of several ideas into environments other than where they have been developed or meant, has often caused pedagogic and cultural problems. The paradigm of constructivism argues for the need to begin any instructional endeavor with pupils constructing their own knowledge using prior knowledge. This proposition motivated this study with the aim of seeking information that could be relevant to the effective introduction and use of computer in Third World classrooms. What for example, do Nigerian pupils perceive as the role of computers in the classroom? What is their concept of a computer and do they nurse any apprehensions? What sociocultural consequences would this have? This study was designed to gather and provide answers to these and other related questions. Using a four-part questionnaire with a total of 29 items, data were collected from a sample of 200 senior secondary one (grade level 10) students from the Lagos metropolitan area. The results of this study strongly suggest that the majority of Nigerian students: welcome and are enthusiastic about the introduction of computers into their classrooms; are concerned about their socio-economic status; demonstrate possession of computers have significant effect on their attitudes; and most of the students nurse some social and cultural apprehensions regarding the presence of computers in their classrooms.
13
Huber, Brad R., and Richard Scaglion. "Gender Differences in Computer Education: A Costa Rican Case Study." Journal of Educational Computing Research 13, no. 3 (October 1995): 271–304. http://dx.doi.org/10.2190/kjrn-kael-3fyl-vd84.
Full textAbstract:
A time allocation study was designed to determine how two types of teachers spend their time in a primary school computer lab in Costa Rica. As a group, teachers of both types were found to allocate more of their time to boys than to girls. Moreover, boys were found to monopolize the primary teaching resource (the formally trained lab teacher), leaving girls to seek assistance from the secondary resource (their regular classroom teacher). Results of the study have important implications both for the anthropology of education and for Costa Rican society at large.
14
Paje, Yesha M., Danilo V. Rogayan, and Marshall James P. Dantic. "Teachers’ Utilization of Computer-Based Technology in Science Instruction." International Journal of Technology in Education and Science 5, no. 3 (July 17, 2021): 427–46. http://dx.doi.org/10.46328/ijtes.261.
Full textAbstract:
With the onset of Education 4.0 and the VUCAD2 world, the use of technology in instruction has been fully maximized. This study aimed to determine the teachers’ utilization of computer-based technology in science instruction. The study used descriptive survey research using the Computer-Based Technology Inventory Survey Questionnaire (CBTI-SQ). A total of 41 science teachers in two state-owned secondary schools in Zambales, Philippines served as respondents in the study. Based on the findings, the computer-based technology (CBT) in science instruction is a trend in the 21st-century learning. Teachers utilized CBT in instruction to improve their teaching that significantly uplifts students’ learning interests and concept understanding. However, teachers encounter difficulties due to low ICT literacy, unstable internet connection, power interruption, and sometimes they find it too expensive to use the CBT. The study recommends ICT training-workshop and encourages teachers to utilize appropriate CBT instruction based on the context of the students. The findings have important implications to policy development and curriculum enhancement.
15
Etiubon, Rebecca Ufonabasi, Andikara Honour Etiubon, and Idorenyin W. Akpan. "Computer Tutorials and Drill-Practice Strategies on Senior Science Students' Academic Achievement on Energy Transformation in Nature, Uyo, Nigeria." International Journal for Innovation Education and Research 9, no. 7 (July 1, 2021): 387–401. http://dx.doi.org/10.31686/ijier.vol9.iss7.3230.
Full textAbstract:
The study used computer tutorial and drill- practice strategies to investigate students' achievement on energy transformation in nature, Uyo, Nigeria. The study was guided by three research questions and three hypotheses. Quasi-experimental design of non-randomized pretest, posttest control group was used for the study. Population was all 2,629 senior secondary two students and sample size was 210 science students selected from three secondary schools in their intact classes using purposive sampling technique. The instrument for data collection was Achievement Test. Three lecturers of test, measurement and evaluation in Science Education did instrument validation. Reliability index was .85 obtained using Kuder-Richardson Formulae-21. Data analysis for research questions used mean and standard deviation and ANCOVA for hypotheses formulated at .05 significant level. Findings revealed that students taught computer tutorial achieved and retained higher than those taught with computer drill-practice and lecture methods. Gender is a non-significant factor in academic achievement of students. The findings concluded that, computer tutorial enhances students' academic achievement in energy transformation in nature. The study recommends that teachers of science embrace computer tutorial and drill-practice strategies in teaching science concepts.
16
Sofianidis, Angelos, and Maria Kallery. "An Insight into Teachers’ Classroom Practices: The Case of Secondary Education Science Teachers." Education Sciences 11, no. 10 (September 26, 2021): 583. http://dx.doi.org/10.3390/educsci11100583.
Full textAbstract:
Teachers’ knowledge rooted in classroom practices guides their actions when dealing with a specific subject matter. To assess the quality of these practices, a close examination of the “classroom reality” is needed. The present study, which was carried out in Greece, investigates secondary science teachers’ practices. To record these practices, we used special classroom observation tools as well as questionnaires to record students’ views of their teachers’ practices. The observation tools and the student questionnaire focus on specifically formed criteria deriving from aspects of Pedagogical Content Knowledge (PCK). In total, 32 secondary science teachers and 1154 students participated in our study. The results indicated that the strong points of teachers’ teaching practices concern their subject matter knowledge, the use of representations, their questioning, their communication of the instructional objectives to the students, and knowledge of students’ difficulties. The weak points are related to the use of a variety of teaching approaches, the investigation of the students’ alternative conceptions, the experimental and ICT-based teaching, and the implementation of inquiry-based activities. The methodology employed in our study was fruitful in providing a holistic view of science teachers’ practices and can be used for investigating classroom practices of teachers of other subjects as well.
17
Inaltekin, Tufan. "Examining secondary students’ perceptions of the technology-based learning and teaching in science courses." World Journal on Educational Technology: Current Issues 12, no. 2 (April 30, 2020): 71–83. http://dx.doi.org/10.18844/wjet.v12i2.4628.
Full textAbstract:
The aim of this research is to examine the perceptions of technology-based learning and teaching in the science courses of secondary school students. This research sample is made up of 396 students studying in the eighth grade of seven secondary schools in the center of Kars, Turkey. This research includes a case study design. As a data collection tool, an important technical drawing is used in the literature of science education to reveal the mental approaches of individuals against facts and events. Data are analysed through drawing analysis. This research reveals three key conclusions. First, it is understood that the perception of students in the eighth grade of secondary schools for the use of technology in existing science courses is largely composed of smart boards. Second, it is understood that the technological systems that students demand in science courses should be designed specifically in a way that they can use independently. Third, it has shown that smart boards among the technological systems are largely in the grip of science teachers, but students are not able to use these technological systems adequately in the courses.
Keywords: Science courses, secondary school students, technology-based teaching, drawing analysis.
18
Gore, Dolores A., Gary N. Morrison, Martha L. Maas, and Elizabeth A. Anderson. "A Study of Teaching Reading Skills to the Young Child Using Microcomputer Assisted Instruction." Journal of Educational Computing Research 5, no. 2 (May 1989): 179–85. http://dx.doi.org/10.2190/p3td-ha2m-1m5n-gecr.
Full textAbstract:
The major purpose of this study was to determine if the five-year-old child could be taught reading skills through the computer. Fourteen children attending a preschool for low income families received specific reading skills instruction exclusively on the microcomputer. The curriculum used at the preschool was designed to eliminate any drill and practice on isolated reading skills. The study was a pretest/posttest single group design. All subjects were administered the Metropolitan Readiness Test and the results were analyzed using the one-way analysis of variance ( p < .01). A secondary purpose was to determine if the children could learn basic computer literacy skills without direct instruction and drill. Through an analysis of the observation notes it was determined that the computer literacy skills were learned by the children while involved in the academic skills instructional program.
19
Chernenko, Varvara. "THE FORMATION OF INFORMATICS COMPETENCY FOR FUTURE COMPUTER SCIENCE TEACHERS IN THE PROCESS OF STUDYING COMPUTER MATHEMATICS." Physical and Mathematical Education 30, no. 4 (September 13, 2021): 6–12. http://dx.doi.org/10.31110/2413-1571-2021-030-4-001.
Full textAbstract:
Relevance and expediency of introduction of a training course of computer mathematics for students of “Secondary Education (Computer Science)” is caused by necessity of use of computer equipment with the corresponding software almost in all areas of human activity; the fact that computer mathematics is one of priority directions of research work both in the field of mathematical sciences, and in the field of computer science. Computer mathematics is a field of applied computer science in which problems of development, implementation and use of information technologies for solving mathematical problems are studied. The purpose of teaching computer mathematics is to study and use computer mathematics systems by students to solve applied problems; to master the conceptual and terminological base of modern computer science as a fundamental science; to master theoretical fundamentals of computer science related to formal systems, knowledge bases and models of their representation, models and algorithms of decision making. Formulation of the problem. The study of computer mathematics by future computer science teachers and the use of modern systems of computer mathematics to solve applied problems, creates their system of professional competencies, in particular, informatics competencies in computer mathematics, informatics and mathematical competencies and skills to use modern information technology to analyze mathematical models of processes and phenomena from a variety of fields of knowledge and human activities. Materials and methods. To achieve this goal, the following research methods were used: analysis of scientific and pedagogical literature on the research topic; analysis of curricula, work programs and manuals on the subject "Computer Mathematics"; empirical methods (questionnaire, conversation, pedagogical observation, modeling). Results. This paper has built the model of building informatics competence within the professional competence of the future computer science teacher at the expense of integration of mathematical and information knowledge on the basis of mathematical modeling in environments of systems of computer mathematics, as these systems are an effective means of realization of inter-subject connections of computer science with other subjects of a natural-mathematical cycle. Conclusions. The study of "Computer Mathematics" courses by future computer science teachers, using computer mathematics systems, contributes to the formation of components of the information competence system in the field of information, mathematical and computer modeling.
20
Olajide, Simeon O., and Francisca O. Aladejana. "Effect of Computer Assisted Instructional Package on Students' Learning Outcomes in Basic Science." International Journal of Technology-Enabled Student Support Services 9, no. 1 (January 2019): 1–15. http://dx.doi.org/10.4018/ijtesss.2019010101.
Full textAbstract:
The study developed the basic science information and communication technology (BSICT) instructional package based on Nigerian Junior Secondary School (JSS) curriculum and investigated its effect on the students' learning outcomes with the aim of improving them. The study employed the pre-test, post-test, control group quasi-experimental research design. From a population of all JSS in Osun State, a sample of 180 students from six intact classes in six purposively selected schools was taken. The experimental groups were taught using the BSICT package while the control groups were taught the same concepts without the package. Data was collected using the Basic Science Achievement Test and analysed. The results showed significant effects of the package on students' performance and retention ability in basic science. The study concluded that BSICT could be used to improve students' learning outcomes in basic science if properly proctored. Hence, the use of computer assisted instruction can be recommended for teaching and learning for improved performance and retention.
21
Papadakis, Stamatios, Michail Kalogiannakis, Nicholas Zaranis, and Vasileios Orfanakis. "Using Scratch and App Inventor for teaching introductory programming in secondary education. A case study." International Journal of Technology Enhanced Learning 8, no. 3/4 (2016): 217. http://dx.doi.org/10.1504/ijtel.2016.082317.
Full text
22
Njoka, Nazario M., and Judith K. Julius. "Integration of Investigative Science Process Skills Teaching Strategy on Students’ Achievement at Secondary School Level Physics in Embu County, Kenya." World Journal of Educational Research 8, no. 1 (January 19, 2021): p128. http://dx.doi.org/10.22158/wjer.v8n1p128.
Full textAbstract:
One of the challenges facing Kenya in the teaching of Physics in secondary schools is how to make learners acquire knowledge, build up capacity for critical thinking in solving problems in any situation and make an effort to enable them understand the application of content in real life situations and careers. Based on this challenge, the present study was designed to determine the effect of investigative science process skill teaching strategy on students’ achievement in Physics. The study was guided by the following objectives: To determine students’ achievement in school physics when using Investigative Science Process Skill (ISPS) teaching strategy. Theoretical framework of the study was based on constructivist theories of learning. Quasi- Experimental design was used. The research was carried out in eight schools in Embu County. Stratified random sampling technique was used to select participating schools, then simple random sampling was used to select and assign participating schools in experimental and control group. The sample was form three students. Research instrument used was: Physics Achievement Test (PAT) on the topic of Electricity (II). The research instrument was pilot-tested for validity and reliability. The reliability coefficient was calculated using Kunder-Richardson (KR-Formula20). A coefficient value of 0.768 was considered suitable for reliability of the instrument. Data was analysed using the analysis of variance (ANOVA) and chi-square and t-test. Hypotheses was tested at alpha (?) value of 0 .05 level of significance using a computer Statistical Package for Social Sciences (SPSS) for Windows. The findings of the study demonstrated that ISPS enhanced academic achievement in learning. It is hoped that the results of the study provide useful information to Physics teachers, curriculum developers, Quality Assurance and Standards Officer (QASO) and teacher-trainers.
23
Rylova, O. G. "Features of training 3d computer modeling and visualization of future teachers of informatics." «System analysis and applied information science», no. 4 (February 6, 2019): 83–88. http://dx.doi.org/10.21122/2309-4923-2018-4-83-88.
Full textAbstract:
The cognitive, developing, illustrative potential of three-dimensional computer graphics actualizes the training of future teachers in its technologies. The future teacher of computer science should be able to develop three-dimensional models and animations of the studied objects (phenomena and processes) in computer science, physics, mathematics and other academic disciplines, create copyright electronic educational resources with three-dimensional illustrations, apply augmented reality and 3D printing in professional activities.The article describes the features of teaching three-dimensional computer modeling and visualization of future informatics teachers, identified on the basis of an analysis of the training system for students studying in specialty 1–02 05 02 Physics and Informatics at the Maxim Tank Belarusian State Pedagogical University.The main directions for improving the learning process of three-dimensional computer graphics of future informatics teachers are indicated. Questions on three-dimensional computer modeling and visualization will pass through the content line through the content of six academic disciplines («Computer graphics and multimedia», «Computational methods and computer modeling», «Programming Technologies and Algorithmization Methods», «Information Technologies in Education», «Methods teaching informatics» and «Architecture and software of computer systems»). This will ensure consistency in the introduction and study of concepts, the choice of forms and methods of teaching, the development of teaching and methodical support. For the implementation of interdisciplinarity, it is proposed to carry out practice-oriented interdisciplinary educational projects in the framework of the study of academic disciplines in three subject areas «Computer Science», «Physics» and «Mathematics». The development of a methodical system of interdisciplinary education will ensure the formation of readiness to teach three-dimensional graphics at the stage of general secondary education and to realize its didactic possibilities in organizing educational and research activities of students.
24
Bout, Barbara, and Margaret McNay. "An Examination of High School Students' Understanding of Learning in a Computer Applications Class." Journal of Educational Computing Research 26, no. 3 (April 2002): 287–300. http://dx.doi.org/10.2190/npgc-dwtm-admf-pac7.
Full textAbstract:
Students' voices have not been extensively heard in research in computer education. In this study, a secondary school teacher of computer applications (the first author) explores with her students their ideas and perceptions about learning in her class, asking them about how they learn best and what approaches and teaching strategies they find most conducive to learning. Analysis of qualitative data collected through use of questionnaires, interviews, and a focus group suggests that, given the opportunity, students can articulate a variety of ideas about their learning, engage in metacognitive activity, identify their strengths and difficulties in learning, and make suggestions about how to improve learning. Issues of cognitive load and the purposes and goals of instruction in computer applications are discussed. The findings inform not only the teaching and learning of computer applications courses, but teaching and learning more generally.
25
Chieng, You Eng, and Choon Keong Tan. "A Sequential Explanatory Investigation of TPACK: Malaysian Science Teachers‟ Survey and Perspective." International Journal of Information and Education Technology 11, no. 5 (2021): 235–41. http://dx.doi.org/10.18178/ijiet.2021.11.5.1517.
Full textAbstract:
Like several other countries, Malaysia sees information and communications technology (ICT) as a potential tool for improving education quality. However, there is a shortage research examining the knowledge of Malaysia secondary school teachers in science ICT integration. Therefore, this study aims to investigate the secondary science teachers of Malaysia at exploring their perceptions of ICT integration regarding Technological Pedagogical Content Knowledge (TPACK), which focused on quantitative findings supported by qualitative findings. This sequential explanatory approach aims to examine the views of science teachers regarding technology integration with respect to TPACK. The study included 219 survey respondents and 3 interview participants. For the quantitative data analysis, descriptive statistics and multiple regression were used, while a thematic method was performed for the qualitative data analysis. The results indicate that the understanding of science teachers regarding their technology-based knowledge is lower than that of non-technology awareness, both pedagogical and content awareness. Furthermore, interview results show about the technology integration related to TPACK, namely, type of ICT used, pedagogy of teaching, content knowledge and the purpose of ICT integration. The results address implications for professional development and programme accreditation for the secondary school science teachers.
26
K. Ronoh, Peter, Fred N. Keraro, and Samuel W. Wachanga. "Enhancing Biology Achievement of Secondary School Learners Using Experiential Computer Assisted Instruction." International Education Studies and Sustainability 1, no. 1 (February 27, 2021): p58. http://dx.doi.org/10.22158/iess.v1n1p58.
Full textAbstract:
This paper reports a study that investigated effects of Experiential Computer Assisted Learning (ECAI) on learners’ achievement in Biology in Kenya. Solomon’s Non-Equivalent group four research design was used. Four schools were purposively sampled. The schools were randomly assigned to four groups, two experimental and two control groups. All the learners covered same content. Teachers of the experimental groups used ECAI while teachers of control groups used regular approaches. The study focused on the topic Genetics and involved a sample of 163 Form Four learners. Biology Achievement Test (BAT) was used to collect data. The instrument was validated by five experts in Educational Research. Reliability of BAT was estimated using Cronbach’s alpha coefficient. A co-efficient of 0.719 was obtained. The Constructivist and Experiential learning theories guided the study. Data collected were analyzed using ANOVA, t-test and ANCOVA. Hypotheses were tested at an alpha level of 0.05. The findings indicate that learners taught using ECAI had significantly higher scores than those in control groups. It is recommended that the Kenya Institute of Curriculum Development (KICD) incorporates ECAI in the teaching of school Biology to enhance learning. Science teacher education programmes should also incorporate ECAI to enhance its use in schools.
27
Ronoh, Peter K., Fred N. Keraro, and Samuel W. Wachanga. "Enhancing Biology Achievement of Secondary School Learners Using Experiential Computer Assisted Instruction." International Education Studies and Sustainability 1, no. 1 (February 27, 2021): p59. http://dx.doi.org/10.22158/iess.v1n1p59.
Full textAbstract:
This paper reports a study that investigated effects of Experiential Computer Assisted Learning (ECAI) on learners’ achievement in Biology in Kenya. Solomon’s Non-Equivalent group four research design was used. Four schools were purposively sampled. The schools were randomly assigned to four groups, two experimental and two control groups. All the learners covered same content. Teachers of the experimental groups used ECAI while teachers of control groups used regular approaches. The study focused on the topic Genetics and involved a sample of 163 Form Four learners. Biology Achievement Test (BAT) was used to collect data. The instrument was validated by five experts in Educational Research. Reliability of BAT was estimated using Cronbach’s alpha coefficient. A co-efficient of 0.719 was obtained. The Constructivist and Experiential learning theories guided the study. Data collected were analyzed using ANOVA, t-test and ANCOVA. Hypotheses were tested at an alpha level of 0.05. The findings indicate that learners taught using ECAI had significantly higher scores than those in control groups. It is recommended that the Kenya Institute of Curriculum Development (KICD) incorporates ECAI in the teaching of school Biology to enhance learning. Science teacher education programmes should also incorporate ECAI to enhance its use in schools.
28
Kadeeva, Oksana, Alexander Belov, Valentina Syritsyna, Svetlana Maksimenko, and Viktor Sinko. "Methodological aspects of the implementation of additional education in robotics." E3S Web of Conferences 210 (2020): 22040. http://dx.doi.org/10.1051/e3sconf/202021022040.
Full textAbstract:
The purpose of the study is actualized by the fact that progress in the field of computer technology and robotics allows radically changing the idea of teaching computer science to schoolchildren, or rather programming in a modern secondary school, realizing one of the most important tasks facing the education system today. The scientific novelty of the study lies in the fact that these achievements allow updating traditional teaching methods, making them much more useful and modern. Nowadays, students have the opportunity to study various programming languages at school and at the same time, using the developed resources, observe the process of their execution by specially created robots, which can develop the student's desire to study further and give motivation to study the academic discipline. The practical significance of the work lies in the fact that one of such projects containing educational resources and allowing a different look at modern computer science lessons is LEGO and ROBBO. The advantages and disadvantages of traditional methods of teaching programming languages in high school are analyzed in the study. Also, the advantages of learning programming with LEGO and ROBBO are revealed, methodological recommendations for using the LEGO and ROBBO programming environment are presented, the capabilities of the LEGO project and ROBBO are described, and their main elements are characterized.
29
Ekberg, Siri, and Shang Gao. "Understanding challenges of using ICT in secondary schools in Sweden from teachers’ perspective." International Journal of Information and Learning Technology 35, no. 1 (January 2, 2018): 43–55. http://dx.doi.org/10.1108/ijilt-01-2017-0007.
Full textAbstract:
Purpose The purpose of this paper is to investigate the challenges of using ICT in secondary schools in Sweden from teachers’ perspectives. Design/methodology/approach The research followed a qualitative research approach. First, a conceptual framework was developed based on previous research. Then, four teachers, teaching in six different subjects in secondary schools in Sweden, participated in semi-structured interviews that consisted of open-ended questions exploring their views on the challenges of using ICT in secondary schools. Findings According to the results, the authors found that the biggest challenges were associated with the perspective of teaching and teaching preparation. Most challenges from previous research have been re-confirmed by the interviewees in this study. In addition, some new challenges were identified in this study. For instance, the results indicated that it was time consuming to find plagiarism of students’ exercises, and there was a lack of ICT training of digital resources provided by the schools. Originality/value The investigation of using ICT in secondary schools is of scientific significance because it enriches the understanding of strengths and challenges of using ICT in educational activities. In particular, this research aims to shed light on challenges that teachers may face when using ICT in secondary schools. This research can also contribute to making future strategic plans for the use of ICT in secondary schools.
30
Korneva, O. S. "COMPUTER MODELING OF FINANCIAL CALCULATIONS." Informatics and education, no. 4 (June 24, 2019): 33–37. http://dx.doi.org/10.32517/0234-0453-2019-34-4-33-37.
Full textAbstract:
Within the implementation of the national strategy for improving financial competency and financial education in Russia, aimed at the broad masses of the population, any experience in promoting financial competency among young people, accumulated in the system of training bachelors of Economics, will be useful. The purpose of the article is to present the methodological and practical aspects of teaching the basics of financial calculations of future economists and the formation of computer modeling skills in the field of financial and economic activity. The reason for writing the article was the problem of interdisciplinary integration in the system of financial and economic education. The analysis of educational literature and curricula of the system of secondary and higher professional education, as well as the study and generalization of pedagogical experience showed weak integration of mathematical and economic disciplines with information technologies. The article also presents the problems associated with the calculations in the financial and economic activities with the use of computer modeling. The elements of the presented methods of teaching the basics of financial computing in conjunction with the modeling of financial problems on the computer can be useful for both school teachers and university teachers of mathematics and computer science.
31
Cheung Ruby Yang, Chi. "An Investigation of the Use of the ‘Flipped Classroom’ Pedagogy in Secondary English Language Classrooms." Journal of Information Technology Education: Innovations in Practice 16 (2017): 001–20. http://dx.doi.org/10.28945/3635.
Full textAbstract:
Aim/Purpose : To examine the use of a flipped classroom in the English Language subject in secondary classrooms in Hong Kong. Background: The research questions addressed were: (1) What are teachers’ perceptions towards the flipped classroom pedagogy? (2) How can teachers transfer their flipped classroom experiences to teaching other classes/subjects? (3) What are students’ perceptions towards the flipped classroom pedagogy? (4) How can students transfer their flipped classroom experiences to studying other subjects? (5) Will students have significant gain in the knowledge of the lesson topic trialled in this study? Methodology: A total of 57 students from two Secondary 2 classes in a Band 3 secondary school together with two teachers teaching these two classes were involved in this study. Both quantitative and quantitative data analyses were conducted. Contribution: Regarding whether the flipped classroom pedagogy can help students gain significantly in their knowledge of a lesson topic, only one class of students gained statistically significantly in the subject knowledge but not for another class. Findings: Students in general were positive about the flipped classroom. On the other hand, although the teachers considered that the flipped classroom pedagogy was creative, they thought it may only be useful for teaching English grammar. Recommendations for Practitioners: Teachers thought that flipping a classroom may only be useful for more motivated students, and the extra workload of finding or making suitable pre-lesson online videos is the main concern for teachers. Recommendations for Researchers: Both quantitative and qualitative analyses should be conducted to investigate the effectiveness of a flipped classroom on students’ language learning. Impact on Society : Teachers and students can transfer their flipped classroom experiences in English Language to teaching and studying other subjects. Future Research: More classes should be involved and a longer period of time should be spent on trial teaching in which a flipped classroom can be implemented in different lesson topics, not only teaching grammar. Teachers also need to determine if students can use the target language item in a task.
32
Rodríguez-Muñiz, Luis J., Diego Burón, Álvaro Aguilar-González, and Laura Muñiz-Rodríguez. "Secondary Mathematics Teachers’ Perception of Their Readiness for Emergency Remote Teaching during the COVID-19 Pandemic: A Case Study." Education Sciences 11, no. 5 (May 11, 2021): 228. http://dx.doi.org/10.3390/educsci11050228.
Full textAbstract:
The coronavirus disease 2019 (COVID-19) pandemic caused a worldwide unexpected interruption of face-to-face teaching and a sudden conversion to emergency remote teaching (ERT). In this exploratory study, a sample of 244 secondary mathematics teachers was considered to analyze their perception of their readiness to ERT during the COVID-19 pandemic based on their technological pedagogical content knowledge (TPCK), their previous training in digital teaching tools, their level of digital competence for teaching mathematics, and their adaptation to ERT. An online questionnaire was applied, and the answers were quantitatively analyzed. Given the use of a large number of digital resources and the high percentage of self-developed materials using educational software, secondary mathematics teachers reflected adequate digital competence and TPCK for teaching mathematics. The sudden transition to ERT forced teachers to slow down the pace of teaching and to reduce the content taught. Significant differences were observed based on gender and age with respect to teachers’ perception of their adaptation to ERT. Despite the positive influence of previous training on their perception of readiness for ERT, in general, teachers recognized that they need more training. The demand for preparation for video editing and online quiz composition can be considered for the design of future training programs.
33
Zheng, Yuanyuan, and I.-Hua Chen. "The Relation between ICT Usage and 15-Year-Old Students' Science Self-efficacy." International Journal of Information and Education Technology 11, no. 2 (2021): 88–95. http://dx.doi.org/10.18178/ijiet.2021.11.2.1494.
Full textAbstract:
Self-efficacy is a perceived competence in performing a particular task, and science self-efficacy can determine the engagement to students' science learning. Based on the theory of learning life approach, this study proposed a conceptual framework to clarify the role of information and communication technology (ICT) on forming science self-efficacy. Furthermore, we compared the difference between boys and girls in the pathways in the proposed framework. 15-year-old secondary school students in China released by Organization for Economic Co-operation and Development (PISA) in 2015 were as the participants. After weighting, there were 790,611 secondary school students involved in this study (415,066 boys and 375,545 girls) to test the model fit with structural equation models and multi-group analysis by using Lisrel 8.80. Results showed that: 1. The correlations between science self-efficacy and ICT self-regulated ability, out-school ICT science learning behavior, and inquiry-based teaching were significantly positive related. Science self-efficacy was significantly negative correlated with out-school ICT leisure activities. 2. The proposed framework not only had ideal model fit on the whole participants but also on boys and girls. 3. The coefficient of boys of positive impact of out-school ICT leisure activities on ICT self-regulated ability, out-school ICT science learning behavior on science self-efficacy, and the positive impact effect of out-school ICT leisure activities on the indirect positive impact of science self-efficacy were all lower than girls. According to our findings, it is suggested that teachers should not only use inquiry-based teaching strategies in science classrooms, but also encourage students to independently apply ICT's scientific learning behaviors out-school, which is particularly important for girls.
34
Devaney, Kirsty. "‘Waiting for the wow factor’: Perspectives on computer technology in classroom composing." Journal of Music, Technology & Education 12, no. 2 (September 1, 2019): 121–39. http://dx.doi.org/10.1386/jmte_00002_1.
Full textAbstract:
Due to advancements, affordability and increased accessibility of technology, composing using computer technology has become prevalent in English secondary music classrooms. Despite this, there is still little research investigating the use of technology in music classrooms, resulting in teaching and learning approaches going unchallenged. This article explores how and why computer technology is being used for composing in upper secondary school music classrooms in England. Data were collected through a mixed-methodology approach involving five case-study schools and a survey of 112 classroom music teachers in England. Findings outline both positive and negative aspects of using computer technology to compose, such as how it was often perceived as a shortcut; however it can be argued that the computer software encourages a linear approach to composing, and the unrealistic Musical Instrument Digital Interface (MIDI) sounds can be a demoralising factor for students’ creativity.
35
Olakanmi, Eunice Eyitayo. "THE EFFECTS OF A WEB-BASED COMPUTER SIMULATION ON STUDENTS’ CONCEPTUAL UNDERSTANDING OF RATE OF REACTION AND ATTITUDE TOWARDS CHEMISTRY." Journal of Baltic Science Education 14, no. 5 (October 25, 2015): 627–40. http://dx.doi.org/10.33225/jbse/15.14.627.
Full textAbstract:
This study established the effects of a web-based computer simulation on the conceptual understanding of the rate of chemical reaction and attitude of 66 first year secondary school (SS1) students in Niger state, Nigeria towards chemistry. A pre-test and post-test experimental design was used during which students were randomly assigned into either the experimental or the control group. The ‘Rate of Reaction Knowledge Test’ (RRKT) and the ‘Chemistry Attitude Scale’ (CAS) was administered. Classroom observations and structured interviews with the students yielded additional qualitative data. The results showed that a statistically significant difference was found between the groups and that the web-based computer simulation improved students’ development of mental models on rate of reaction in comparison to the students in the experimental group. The students in the experimental groups also indicated that they liked using the software learning tools. The findings support the notion that chemistry teachers should be trained or re-trained in the use of web-based computer simulations for teaching chemistry. It places an onus on educational authorities to procure web-based simulations for use in teaching chemistry and other science subjects in secondary schools. Key words: attitude to chemistry, conceptual understanding, rate of reaction, web-based computer simulation.
36
Zeng, Chen. "Application of Large-Scale Cognitive Social Networks Based on Cooperative Transmission Mechanisms in Exploration of Flipped Classroom Teaching Strategy." Complexity 2021 (June 14, 2021): 1–11. http://dx.doi.org/10.1155/2021/8988165.
Full textAbstract:
With the deepening of the research on flipped classroom teaching theory, the flipped classroom teaching model has gradually been applied to classroom teaching at all levels and types of schools, and some beneficial results and experiences have been obtained. Due to the relatively low self-learning ability and motivation level of students, in the implementation of flipped classrooms, the quality of preclass self-study links is difficult to guarantee, resulting in unsatisfactory results of flipped classroom teaching in secondary vocational schools. This article aims to solve the current dilemma faced by the optimization of the flipped classroom teaching mode of programming courses by studying the course platform based on the flipped classroom teaching model. The source-destination node distribution is constructed with a model based on node affinity to restore the actual network node distribution architecture. The change in the distribution of source-destination nodes has led to different degrees of aggregation in the overall data flow of the network. After that, the capacity and delay performance of the primary network and the secondary network will change as the degree of data flow aggregation changes. By laying base stations in the main network, we reanalyzed the network. Through the comprehensive analysis of students’ learning status through the scores of students in class and the test situation after class, we modify the specific teaching plan of flipped classroom. Experiments have proved that the in-class flipping model we proposed effectively avoids the inherent shortcomings of students who are not strong in autonomous learning before class, solves the problem that secondary vocational students cannot do well in autonomous learning before class, and improves students to a certain extent. The results show that the flipped classroom teaching model in class can provide more powerful value for vocational teaching to achieve this goal.
37
Voudoukis, Nikolaos. "Design, Description, Implementation and Assessment of a Multimedia Application with Simulations for Teaching Models of Light." European Journal of Engineering Research and Science 3, no. 7 (July 31, 2018): 81. http://dx.doi.org/10.24018/ejers.2018.3.7.823.
Full textAbstract:
The purpose of this study is to describe the use of software and simulations at a didactical approach-teaching method about models of light to upper secondary education students and non major science university students. Light and models of light, is a subject proving too difficult to be taught. A research - didactical intervention was conducted to secondary education students. In order to support the intervention, educational material was developed including the subjects: Propagation, Reflection, Interference – Diffraction, Refraction, Absorption, Analysis – Synthesis and Polarization of light. The didactical approach, which is a proposal for scientific to educational models transformation concerning light, was applied during the school years 2015-2017 to one hundred forty three (143) students of upper secondary education in Athens, Greece. We present the educational software and the assessment/evaluation of the software. Results and general conclusions from the statistical analysis of this computer supported didactical attempt are also presented.
38
Anouar, Alami. "INTEGRATION OF ICT IN ENVIRONMENTAL EDUCATION – CASE STUDY ON THE GREENHOUSE EFFECT AMONG SECONDARY SCHOOL STUDENTS." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 7, no. 2 (May 30, 2016): 1077–87. http://dx.doi.org/10.24297/ijrem.v7i2.3841.
Full textAbstract:
This article deals with methods for teaching secondary school students about the greenhouse effect. The research question is addressed in a didactic context using ICT. Our experiment used a pre-test and post-test methodology, in which we compared the learning outcomes of two groups of students: experimental group (EG) and control group (CG). Both groups followed the same teaching on the greenhouse effect during a Life and Earth Sciences (LES) class. Our study involved introduction of the following differentiation for the two groups of students: CG received explanations, accompanied by a theoretical presentation of the experiment to demonstrate the greenhouse effect. The students were then presented with the theoretical results. EG used a computer simulation of the same experiment on the greenhouse effect and interpreted the results. At post-test, the experimental group (EG) demonstrated a better understanding of the mechanisms of the greenhouse effect than the control group (CG), and scored better on questions related to infrared radiation as a result of global warming. This has been confirmed by a statistical test of homogeneity. However, on the other questions about the nature and consequences of the greenhouse effect, including on behavior advocated for the protection of the environment, we found no significant differences. Moreover, the students in both groups only proposed actions in response to the consequences of human activity and did not propose actions to respond to the consequences of natural origin. We therefore conclude that computer simulation of the greenhouse effect experiment, accompanied by further scientific interpretation, constitutes a "good didactic situation" to instill a more global understanding of the greenhouse effect.
39
Zilka, Gila Cohen. "Advantages and disadvantages of regularly using a laptop computer in class, in primary and secondary schools and in higher education from the point of view of preservice teachers." International Journal of Information and Learning Technology 38, no. 4 (July 20, 2021): 364–80. http://dx.doi.org/10.1108/ijilt-02-2021-0041.
Full textAbstract:
PurposeEducation systems worldwide are facing the question whether to adopt the “Bring Your Own Device (BYOD)” approach and allow students to bring their personal laptops to school. The purpose of the study was to understand the advantages and disadvantages of using a laptop during lessons in schools and in institutions of higher education, from the perspective of preservice teachers who watch the lessons and practice teaching in schools, while studying at an institution of higher education.Design/methodology/approachThe research questions were: What are the pros and cons of a regular use of personal laptops during lessons? How do learners use their laptop during lessons in schools and colleges? This was a mixed-method study with emphasis on quality analysis. Methods. Participants were 215 preservice teachers studying at academic institutions for teacher training in Israel.FindingsThe findings indicate that the benefits of using laptops are in the availability and accessibility of the digital environments and the many possibilities to integrate these environments and achieve goals of acquiring skills in the process of learning and teaching that takes place in the classroom. The findings further show that all learners, and especially adolescents, extensively and frequently use various digital developments.Research limitations/implicationsThis study examined the integration of laptops in the teaching and learning processes of preservice teachers who are in the process of forming their identity as future professionals teaching in the twenty-first century. The lessons chosen by preservice teachers to conduct during their teaching practicum have not been examined, therefore it is desirable that future studies examine the way in which preservice teachers choose the lessons to teach and how they practice teaching: whether in the traditional or the constructivist way, and if so, why?Practical implicationsIt is advisable to enable preservice teachers to look at a combination of digital environments in teaching and to experience teaching in these environments, to increase e-readiness for teaching in a digital environment.Social implicationsHow do learners use their laptops during lessons in school and in higher education?Originality/valueAcquiring skills in the process of learning and teaching that takes place in the classroom.
40
Slabeycius, Juraj, and Daniel Polčin. "HOW ICT CAN ENHANCE THE ATTRACTIVENESS OF MATHEMATICS AND PHYSICS IN PRIMARY SCHOOL." Problems of Education in the 21st Century 50, no. 1 (December 15, 2012): 101–7. http://dx.doi.org/10.33225/pec/12.50.101.
Full textAbstract:
The study deals with the causes and consequences of disinterest of pupils in mathematics and physics and looking for a way how to increase the attractiveness of these subjects in primary and secondary schools. One possibility is the use of information and communication technologies in the teaching process. The study refers on EDULAB project, created as an initiative of NGO and private sector. Its aim is to create a wide program of electronic education and support material for schools based on ICT. The EDULAB education center gives primary and secondary schools in Slovakia the opportunity to gain practical skills in the application of ICT in education. Via the portal www.naucteviac.sk EDULAB provides schools more than 30 000 multimedia resources for five science subjects. These are multimedia materials of company Young Digital Planet, known as "universal curriculum" tailored to national language. Nevertheless, the latest computer technology, interactive whiteboards, other computer peripherals and multimedia e-learning programs don’t give school the guarantee for an increase of the of pupils’ knowledge, as long as the digital learning materials contain a number of errors and unacceptable simplification. Key words: digital education, ICT, EDULAB, physics teaching, misconception in physics.
41
Tabassum, Zeba. "ICT TOOLS IN TEACHING LEARNING OF CHEMISTRY: A STUDY OF THE IMPACT ON THE STUDENTS AT SENIOR SECONDARY LEVEL." Researchers' Guild 2, no. 1 (October 9, 2020): 56–66. http://dx.doi.org/10.15503/rg2019.6.
Full textAbstract:
The present study focuses on the impact of teachers using traditional method and ICT tools on the academic achievement of the students, attitude of the students towards the subject chemistry, attitude of the students towards the use of ICT tools in teaching learning of Chemistry and the impact of the ICT tools on the written communication skills of the students. ICT tools in the present study may be understood as the application of digital equipment to all aspects of teaching and learning. Thus, the components of ICT would be video tapes, audio tapes, CDs, DVDs, television broadcast, video cassettes; computer-based learning materials, teleconferencing, video conferencing, internet, web conferencing etc. Sample for the present study comprised of students of 4 sections of class XII Science enrolled in Jamia Senior Secondary School and Syed Abid Hussain Senior Secondary School. As random assignment of subjects to control and Experimental Groups has not been applied, the present study is Quasi Experimental in nature. Of the many quasi experimental designs, Pretest- Posttest non-equivalent Groups Design was employed for the present study. The following tools were used for attaining the objectives of the study: Attitude Scales: a) Five point Likert scale for measuring Impact of ICT tools on the attitude of students towards chemistry (ATCS) b) Five point Likert scale for measuring Impact of ICT tools on the attitude of student towards the use of ICT tools in teaching learning of chemistry (ATIS). In accordance with the objectives of the study, the obtained data was analyzed using specific statistical techniques, which include computation of mean, S.D, t-test, ANCOVA (analysis of covariance). It was found from the study that traditional method must be used along with suitable ICT tool which may help in improving the teaching learning process and increasing the comprehensibility of the subject Chemistry. Thus, it was inferred that the use of ICT tools in the teaching learning of Chemistry has a positive impact on academic achievement, attitude and communication skills of the students.
42
Prieto-Ballester, Jorge-Manuel, Francisco-Ignacio Revuelta-Domínguez, and María-Inmaculada Pedrera-Rodríguez. "Secondary School Teachers Self-Perception of Digital Teaching Competence in Spain Following COVID-19 Confinement." Education Sciences 11, no. 8 (August 5, 2021): 407. http://dx.doi.org/10.3390/educsci11080407.
Full textAbstract:
The education system has become even more complex following the global pandemic, which saw face-to-face teaching transition to virtual teaching. To cope with this abrupt transition, it is essential that teachers have a sufficient level of digital teaching competence. This article aims to increase awareness of teachers’ self-perception of their digital teaching competences in the educational field. Specifically, this study explores Spanish secondary school teachers’ knowledge and use of different ICT tools by evaluating their competence based on different areas proposed by The National Institute of Technology and Professional Development (Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado, INTEF), Madrid, Spain. From the results of the questionnaires, we have determined that teachers consider themselves to have an upper intermediate level of digital teaching competence, although there are still shortcomings that need to be addressed in order to improve this level of competence, and its true integration in the teaching–learning process.
43
Grünberg, Jorge, and Alejandro Armellini. "Talking about teaching: a study of the professional uses of email by secondary school teachers in Uruguay." Technology, Pedagogy and Education 14, no. 2 (July 2005): 171–88. http://dx.doi.org/10.1080/14759390500200200.
Full text
44
Buabeng-Andoh, Charles. "ICT usage in Ghanaian secondary schools: teachers’ perspectives." International Journal of Information and Learning Technology 32, no. 5 (November 2, 2015): 300–312. http://dx.doi.org/10.1108/ijilt-09-2015-0022.
Full textAbstract:
Purpose – The purpose of this paper is to investigate secondary school teachers’ perspectives on ICT usage in secondary schools in Ghana. Design/methodology/approach – A total of 376 teachers from 24 public and private schools from four regions in Ghana participated in this study. Survey and focus group interviews were used for data collection. Descriptive statistics and independent sample t-tests were used to analyze the findings. Findings – The result indicated that teachers’ perceived ICT usage, perceived access to ICT, perceived ICT training and perceived ICT competence were low. Furthermore, the analysis showed that male teachers’ perceived confidence in the use of ICT was higher than female teachers. On the other hand, the perceived administrative support for female teachers was more than that for male teachers. Finally, this study discovered that there was no significant difference in public and private school teachers’ access to ICT, administrative support, self-efficacy, competencies and training. Originality/value – This contributes to the literature on the perceptions and use of teachers’ ICT in secondary schools. The results provide insights into factors that teachers perceived as obstacles to integration of ICT into their teaching, particularly in developing nations. The study shows that teachers’ perceived ICT competencies and ICT training do not depend on the type of school the teacher is employed to teacher.
45
Dieker, Lisa A., Carrie Straub, Michael Hynes, Charles E. Hughes, Caitlyn Bukathy, Taylor Bousfield, and Samantha Mrstik. "Using Virtual Rehearsal in a Simulator to Impact the Performance of Science Teachers." International Journal of Gaming and Computer-Mediated Simulations 11, no. 4 (October 2019): 1–20. http://dx.doi.org/10.4018/ijgcms.2019100101.
Full textAbstract:
This study investigated the use of a virtual learning environment, TeachLivE, using pre-post group design to examine the effects of repeated virtual rehearsal sessions. Based upon past findings on the effectiveness of four 10-minutes sessions, the research team used refined methods to examine the effects of these sessions on 102 secondary science teachers. Teachers who took part in the simulated activities significantly increased their targeted behaviors compared to colleagues who had not taken part in the simulation activities. These results of behavior changes that occurred in the simulation were found to transfer back to the real classroom settings for the experimental group (simulation use). Results from this study further validates the impact of simulation in teacher education, showing professional learning in virtual-reality simulated classrooms can positively impact targeted teaching practices in a concentrated amount of time.
46
Srour, Kholoud, Magdy Aqel, and Jaber I. Shawish. "Enhancing EFL Secondary School Students' Writing Skills through a Suggested Model Based on Constructivism." Education in the Knowledge Society (EKS) 22 (May 21, 2021): e23937. http://dx.doi.org/10.14201/eks.23937.
Full textAbstract:
Abstract:
The aim of the current study is to investigate the effect of a suggested model RW based on constructivism on Palestinian EFL secondary school students' writing skill performance. The sample consisted of (87) female students divided into two groups; a control group 43 and an experimental group 44 students. The researchers used quasi-experimental design of two purposefully assigned, randomly-chosen groups with pre and post tests for each. Different statistical tests included in the Statistical Package for the Social Sciences (SPSS) were used to analyze the data collected while answering the study questions and testing the hypotheses. The results showed that there were statistically significant differences at (? ? 0.05) between the experimental group and the control group in relation to the writing skills in favor of the former. Also, the effect size of using the model based on constructivism was significantly large on students' writing skills. The researcher strongly recommended using the suggested model RW in teaching writing skill for the EFL secondary school students.
47
N.S., Pavlova. "METHODOLOGICAL COMPETENCE OF THE FUTURE TEACHER OF INFORMATICS: THEORETICAL FUNDAMENTALS OF FORMATION." Collection of Research Papers Pedagogical sciences, no. 94 (May 6, 2021): 107–13. http://dx.doi.org/10.32999/ksu2413-1865/2021-94-15.
Full textAbstract:
The article reveals the content of methodological competence of future computer science teachers taking into account the methods of teaching the subject, describes its importance in the training of higher pedagogical education on the basis of analysis, systematization and generalization of information in scientific, methodological, psychological and pedagogical literature. It is noted that the expediency of distinguishing between the concepts of methodical competence of the teacher and methodical competence of the future teacher. The methodological competence of the future teacher of computer science, who receives professional education under the educational-professional program Secondary education (computer science) is investigated as: the purpose and result of methodical training of the applicant of higher pedagogical education; activity characteristic, which integrates subject, psychological-pedagogical, informational, methodical knowledge and skills, acquired experience, professionally significant personal qualities of student; dynamic personal education that promotes self-development and self-improvement; ability to effectively construct the educational process in computer science in secondary education for a wide range of pedagogical situations in the context of school discipline; readiness for independent and responsible performance of methodical activity, job responsibilities of a computer science teacher. The formation of methodological competence of the future teacher is a holistic process at the bachelor’s and master’s levels, which ensures the unity of subject, information, psychological, pedagogical and methodological training in higher education.Methodical competence of a computer science teacher is not a permanent formation, due to the fact that its formation is influenced by a number of factors, including modern society’s requirements for the teacher’s personality, professional functions of a computer science teacher, dynamic development of computer science as a science, updating the structure and content of computer science. as a school discipline. The results of a survey of students to determine: methods and techniques of teaching that are effective in the formation of methodological competence in the study of methods of teaching computer science (76% of respondents preferred to solve methodically oriented problems); components of the process of formation of methodological competence in a higher education institution (72% of respondents noted the practical mastery of methods of teaching computer science).Key words: methodical competence, applicant of higher pedagogical education, computer science teacher, professional training, teaching methods. У статті розкрито зміст методичної компетентності майбутнього вчителя інформатики з урахуванням методики навчання предмету, описано її значимість у професійній підготовці здобувача вищої педагогічної освіти на основі аналізу, систематизації і узагальнення відомостей у науково–методичній та психо-лого-педагогічній літературі. Зауважено доцільність розмежування понять «методична компетентність вчителя» та «методична компетентність майбутнього вчителя». Методичну компетентність майбутнього вчителя інформатики, який здобуває професійну освіту за освітньо-професійною програмою Середня освіта (інформатика), досліджено як: мету і результат методичної підготовки здобувача вищої педаго-гічної освіти; діяльнісну характеристику, що інтегрує предметні, психолого-педагогічні, інформаційні, методичні знання та уміння, набутий досвід, професійно значущі особистісні якості студента; динамічне особистісне утворення, що сприяє саморозвитку й самовдосконаленню; здатність ефективно конструю-вати освітній процес з інформатики у закладах середньої освіти для широкого кола педагогічних ситуацій в контексті шкільної дисципліни; готовність до самостійного й відповідального виконання методичної діяльності, посадових обов’язків вчителя інформатики. Формування методичної компетентності майбутнього вчителя є цілісним процесом на бакалаврському та магістерському рівнях, який забезпечує єдність предметної, інформаційної, психолого-педагогічної та методичної підготовки у закладі вищої освіти.Методична компетентність вчителя інформатики не є сталим утворенням у зв’язку з тим, що на її фор-мування впливає низка чинників, серед яких – сучасні вимоги суспільства до особистості педагога, професійні функції вчителя інформатики, динамічні темпи розвитку інформатики як науки, оновлення структури та змісту інформатики як шкільної дисципліни. Наведено результати опитування студентів щодо визначення: методів і прийомів навчання, які ефективні під час формування методичної компетентності під час вивчення методики навчання інформатики (76% опитаних віддали перевагу розв’язуванню мето-дично орієнтованих задач); складових частин процесу формування методичної компетентності в закладі вищої освіти (72% опитаних відзначили практичне оволодіння методикою навчання інформатики).Ключові слова: методична компетентність, здобувач вищої педагогічної освіти, вчитель інформатики, професійна підготовка, методика навчання
48
Kit Ng, Tsz, Rebecca Reynolds, Man Yi (Helen) Chan, Xiu Han Li, and Samuel Kai Wah Chu. "Business (Teaching) as Usual Amid the COVID-19 Pandemic: A Case Study of Online Teaching Practice in Hong Kong." Journal of Information Technology Education: Research 19 (2020): 775–802. http://dx.doi.org/10.28945/4620.
Full textAbstract:
Aim/Purpose: This article aims at the critical present: to serve a constructive purpose in the current COVID-19 crisis by presenting practice driven pedagogical strategies for online learning and teaching. It acknowledges the multitude of challenges faced by educators through the delivery of online instructional strategies for schools. Background: The development of information technology enables online learning and blended learning to be increasingly popular in extending students’ learning opportunities. Technology-enabled learning approaches make students’ learning more flexible and personalized. In Hong Kong, one of the first few cities where the COVID-19 pandemic outbreak was first reported, school classes have been suspended since the end of Lunar New Year on February 3, 2020. Methodology: This research used a qualitative method of multiple case analysis to explore how three educators from primary, secondary, and tertiary institutes employed various strategies to offer learning and teaching as usual. Naturalistic inquiry was used to observe, describe, and interpret the “lived experiences” of the three educators and the perceptions of stakeholders. Contribution: Since early February 2020, school classes have been suspended amid the COVID-19 pandemic in Hong Kong, one of the first cities where the coronavirus outbreak was first reported. This timely article overviews effective practices with the use of online learning technologies to support academia from around the world to achieve teaching and learning in an online environment. Findings: Results indicate that meaningful cognitive activities rely on teachers’ leading role to build a blended approach that combines the advantages of asynchronous and synchronous methods in order to facilitate social interaction among students. Furthermore, our research has revealed that educators are likely to perceive three non-teaching challenges on a rapid blended transition of the learning – digital divide, data privacy, and professional leadership. Recommendations for Practitioners: The COVID-19 pandemic has disrupted the learning of a generation of students and driven a sudden shift to online learning. Our case study recommends a blended model of asynchronous and synchronous learning as an effective pedagogy that allows learners flexibility, autonomy, and opportunities for learners to socialize with each other, which can be applied at any education level. Impact on Society: Technological advancements have made online classes possible, but how feasible is it to believe that a near overnight transition can lead to effective learning and teaching? The current article strongly acknowledges the multitude of barriers that stand in the way of feasibility, capacity building. and delivery of inclusive online instruction for today’s school districts, administrators, curriculum and technology directors, teachers, parents, and students. Future Research: In an effort to generate new knowledge within the challenges of the current pandemic, further studies are suggested to examine the longitudinal impact of these blended approaches, the digital divide, inclusive and accessible learning opportunities of vulnerable groups, and psycho-social support for students towards their academic and social development.
49
Velychko, Vladyslav Ye, Andrii V. Stopkin, and Olena H. Fedorenko. "USE OF COMPUTER ALGEBRA SYSTEM MAXIMA IN THE PROCESS OF TEACHING FUTURE MATHEMATICS TEACHERS." Information Technologies and Learning Tools 69, no. 1 (February 25, 2019): 112. http://dx.doi.org/10.33407/itlt.v69i1.2284.
Full textAbstract:
The article is devoted to the research of a problem of the application of computer algebra systems in the course of skill training of future mathematics teachers. The possibility of study organization for students of pedagogical institutions of higher education receiving "014 secondary education (mathematics)" speciality with the use of computer algebra systems is considered. The term "computer algebra system" is understood as the software which is intended for the solving of various mathematical tasks by means of a computer with a possibility of visualization of all stages of calculations. Proceeding from the fact that the computer algebra systems are actively used in educational process all over the world and informational educational environments in the course of teaching mathematical disciplines are created on their basis, it is possible to make a conclusion that the computer algebra systems are very important components of the process of training future experts. The current state of the problem of introduction and application of the computer algebra systems in the training of future mathematics teachers is investigated. The role of the computer algebra systems in teaching mathematics subjects and general natural sciences in pedagogical establishments of higher education is defined. Such computer algebra systems as MathCAD, MatLab, Maple, Mathematica, Maxima, SAGE, and Axiom are marked out among the most modern and successfully used systems aimed at solving mathematical tasks. Arguments in favour of the use of the free computer algebra system Maxima in educational and scientific activity of students are adduced in the article. Its main advantages and disadvantages are presented. The main functional of this system is considered which allows to optimize the time of the solution of various mathematical tasks, to adjust a conclusion of the received result, to perform staged verification of correctness of calculations.
50
Romero, María del Carmen, Olga Buzón-García, and Javier Touron. "The flipped learning model in online based education for secondary teachers." Journal of Technology and Science Education 9, no. 2 (March 1, 2019): 109. http://dx.doi.org/10.3926/jotse.435.
Full textAbstract:
The online-based model known as “flipped learning” raises new challenges that are different from those of face-to-face teaching. The flipped learning model enhances the active and autonomous learning of students, changes the relationships between them and with the teacher, and encourages innovation within the learning process. The following paper presents a descriptive, poll-based study after having implemented the model in the Curricular design course offered in two different departments, Mathematics and Technology and Computer Science, as part of the Master's Degree program in Secondary Education Teacher Training, taught online by the International University of La Rioja (UNIR). For this purpose, we have designed a learning model with a series of stages based on the events proposed by Gagné for the design of a teaching unit. In order to analyze the impact that the model has on student performance, the final grades obtained by the students are collected after individually designing a didactic unit, as required to demonstrate their learning, analyzing the difference between the control group and those participating in the designing experience. The results revolve around several axes, such as student satisfaction, the training they received, the perceived usefulness of the training received, the evaluation of the entire training process as it was carried out, and the performance achieved. This model ensures that the student is satisfied with and finds the usefulness of the training received, attains better academic performance and fosters very positive attitudes among the students as a whole.