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Relevant bibliographies by topics / Language and education Biology High school seniors

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Academic literature on the topic 'Language and education Biology High school seniors'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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Journal articles on the topic "Language and education Biology High school seniors"

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Annissa Delfira. "Meta-analysis The Validity of Learning Media E-learning Based on Edmodo for Senior High School Biology Learning." Jurnal Biologi dan Pembelajarannya (JB&P) 8, no. 1 (April 28, 2021): 7–13. http://dx.doi.org/10.29407/jbp.v8i1.15781.

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The impact of Covid-19 affects aspects of life, one of which is the education aspect. The government makes policies in the education sector by shifting the face-to-face learning process online. Online learning can be done with e-learning media. The type of e-learning that can be used in the learning process is edmodo. Edmodo is a web, iOS and Android-based learning platform that looks like Facebook and is easy to use for beginners. Edmodo-based e-learning media can be used in the online learning process after meeting the eligibility indicators of validity. The validity results can be obtained based on an assessment of the aspects contained in the validity indicator according to the 2008 Ministry of National Education criteria, namely the aspects of feasibility of content, language, presentation and, graphics. Various study findings regarding validity indicators in previous studies are difficult to accumulate in quantitative form. Researchers used meta-analysis methods to obtain validity results that were easily accumulated and systematic, so researchers used 8 relevant articles. Based on the analysis of the 8 articles, the results show that 4 articles have fulfilled the validity criteria according to the Ministry of National Education (2008), namely the aspects of the feasibility of content, language, presentation, and graphics. Meanwhile, 4 other articles have not used the validity criteria according to the 2008 Ministry of National Education This shows that the 8 articles analyzed, only 4 articles met the valid qualifications according to the 2008 Ministry of National Education criteria.

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Yuan, Xinqun, Le Yu, and Hao Wu. "Awareness of Sustainable Development Goals among Students from a Chinese Senior High School." Education Sciences 11, no. 9 (August 24, 2021): 458. http://dx.doi.org/10.3390/educsci11090458.

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Education is an essential component of the Sustainable Development Goals (SDGs). Through a questionnaire survey among students from a Chinese senior high school, this study measured the self-reported knowledge, sources of information, learning situations, priorities, the impact of personal life and career planning with respect to the SDGs to understand their cognition, learning motivation and social readiness. The results show that students’ knowledge and information sources in relation to the SDGs are limited, and there is no significant difference between boys and girls in relation to their knowledge of the SDGs, the source of information, the learning level of the SDGs, impact of personal life on the SDGs and career planning related to the SDGs. It is also shown that students have a better understanding of the number of the SDGs and the countries to which the SDGs are addressed and students receive information about the SDGs via formal education and traditional media. Regarding the penetration of the SDGs in course subjects, Chinese and native culture, foreign language, biology and geography have included all the SDGs. Through an analysis of responses and popularity rates, gender equality, quality education, reduced inequalities, no poverty, zero hunger, good health and well-being are shown to be the students’ priorities with higher attention rates. Gender equality, quality education, clean water and sanitation are the top three goals in relation to which students consider that their personal life can have a greater impact. Students prefer to adopt the SDGs (decent work and economic growth, quality education, industry, innovation and infrastructure, sustainable cities and communities) as their personal career choice in the future. Suggestions for improving the implementation of Education for Sustainable Development (ESD) include comprehensive formal and non-formal education, publicity and curriculum integration to promote learning about the SDGs. A model of ESD in the school surveyed is presented for practical application. Based on this research, guidance and suggestions are provided to enhance students’ awareness, knowledge and competencies in relation to sustainability and to encourage student engagement in global sustainable development.

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Chumbay, Julio, and Janina Felisha Quito Ochoa. "Language-Driven CLIL: Developing Written Production at the Secondary School Level." English Language Teaching 13, no. 8 (July 13, 2020): 74. http://dx.doi.org/10.5539/elt.v13n8p74.

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This research study analyzes the effect the implementation of language-driven CLIL has on senior learners from Manuel J. Calle High School in Cuenca, Ecuador in relation to the development of written production in terms of Syntax, Content, Communicative Achievement, Organization, and Language compared to a non-language-driven CLIL classroom. There were 40 participants in the experimental group, and 38 participants in the control group. Learners from the experimental group received a condensed 35-hour intervention using CLIL. This study features an exploratory, mixed-method, and quasi-experimental research design. To collect qualitative data, an open-ended questionnaire was administered to explore the subjects learners preferred to study in a language-driven CLIL classroom. To collect quantitative data, a Pre and Post-Test based on the writing section of Cambridge Objective Primary English Test was administered. The data was analyzed through the Independent T-Test and Paired-T-Test to determine if there was a statistically significant difference present between the language-driven CLIL classroom and the non-language-driven CLIL classroom. The data was calculated through the Statistical Package for Social Sciences (SPSS). A survey was administered to collect data on learners’ perceptions about CLIL and then analyzed statistically. Results indicated that learners preferred to study History, Biology, and Spanish Language and Literature. Results also demonstrated that the experimental group also demonstrated improvement in all the examined parameters when compared to the control group. However, when results from both groups are compared, there is only a statistical improvement in Organization and Syntax.

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Hafizhasando, Ramajid, Sigit Saptono, Parmin Parmin, and Margareta Rahayuningsih. "Development of Digital Pocketbook About Fungi in Mount Merbabu National Park as the Supplement of Teaching Material at Senior High School." Journal of Innovative Science Education 9, no. 3 (August 2, 2021): 117–23. http://dx.doi.org/10.15294/jise.v9i3.40100.

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The challenge of improving the 21st-century education quality in the industrial revolution 4.0 erais that graduates are expected to have theknowledge skills, abilities in the field of technology, information media, and learning innovation skills for life and career skills. This research was aimed to develop a digital fungi pocketbook in Mount Merbabu National Park to improve student learning outcomes. This research was a Research and Development (R&D) study, which used the Gall, Gall, and Borg model. The data analysis techniques used were descriptive data analysis related to the validity of responses from users, while the N-gain test was used to determine the product's effectiveness. The results showed (1) the digital pocketbook developed had very valid criteria regarding aspects of media, language, and material (2) students and teachers gave responses to the digital pocketbook used in learning with very valid response criteria (3) the value of learning outcomes students showed improvement with moderate N-Gain scores. Thus, the digital pocketbook that was developed can be used as an additional learning source in learning Natural Sciences (Biology) in the face of the 21st century and the industrial revolution 4.0.

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Ristanto, Rizhal Hendi, R. Rusdi, Reza Dino Mahardika, Ericka Darmawan, and Nur Ismirawati. "Digital Flipbook Imunopedia (DFI): A Development in Immune System e-Learning Media." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 19 (November 24, 2020): 140. http://dx.doi.org/10.3991/ijim.v14i19.16795.

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<p><span>Immune system content along with body defense mechanism tends to be an abstract content that is hard to comprehend by students. Digital flipbook learning media become an innovative learning medium to facilitate the immune system content understanding for students. Method used in the research is ADDIE research and development with the following stages: analysis, define, design, implement, and evaluation. The research is limited to the development stage. The number of respondents in the research consists of 30 senior high school students aged 17-19 years and 3 (three) Biology teachers aged 30-40 years for needs analysis. Learning media expert validation includes 3 (three) teachers and ten students for small group test. The medium is developed using applications of Microsoft PowerPoint 2010, Movavi Video Editor 14 and Flip PDF Professional. The assessment results of Digital Flipbook Imunopedia (DFI) learning media development by the three Biology education experts indicate valid and feasible to be used in immune system learning process. Average of each feasibility test aspect is content aspect (3.05), media aspect (2.95), and language aspect (2.95). The trial test results to small group regarding the DFI content, display, and benefits indicate a very feasible criterion (3.62).</span></p>

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Schmitt, Carrie, and Vella Goebel. "Experiences of High-Ability High School Students." Journal for the Education of the Gifted 38, no. 4 (October 5, 2015): 428–46. http://dx.doi.org/10.1177/0162353215607325.

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This study attempted to answer the question, “To what extent do 12th-grade high-ability students feel that their past educational experiences, particularly in high school, have challenged their academic abilities?” Much research has been conducted in the field of gifted education about the identification, social and emotional characteristics, and educational needs of gifted students. However, little research has focused on how students themselves feel about the rigor and value of their educational experiences. This case study involved three high school seniors identified as high ability and enrolled in an Advanced Placement Language and Composition course in Indiana. Learning how these students feel about their experiences should help inform educators’ decisions regarding programming options, instructional methods, and differentiation strategies for high-ability students in Indiana.

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Elpus, Kenneth, and Carlos R. Abril. "High School Music Ensemble Students in the United States." Journal of Research in Music Education 59, no. 2 (May 11, 2011): 128–45. http://dx.doi.org/10.1177/0022429411405207.

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The purpose of this study is to construct a national demographic profile of high school band, choir, and orchestra students in the United States using evidence from the 2004 follow-up wave of the Education Longitudinal Study of 2002. Results indicate that 21% of seniors in the United States’ class of 2004 participated in school music ensembles. Significant associations were found between music ensemble participation and variables including gender, race/ethnicity, socioeconomic status (SES), native language, parents’ education, standardized test scores, and GPA. Certain groups of students, including those who are male, English language learners, Hispanic, children of parents holding a high school diploma or less, and in the lowest SES quartile, were significantly underrepresented in music programs across the United States. In contrast, white students were significantly overrepresented among music students, as were students from higher SES backgrounds, native English speakers, students in the highest standardized test score quartiles, children of parents holding advanced postsecondary degrees, and students with GPAs ranging from 3.01 to 4.0. Findings indicate that music students are not a representative subset of the population of U.S. high school students.

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Blackburn, Mollie V., and Ryan Schey. "Shared Vulnerability, Collaborative Composition, and the Interrogation and Reification of Oppressive Values in a High School LGBTQ-Themed Literature Course." Journal of Literacy Research 50, no. 3 (July 2, 2018): 335–58. http://dx.doi.org/10.1177/1086296x18784336.

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With recent decades showing an increase in educational literacy scholarship attending to Lesbian, Gay, Bisexual, Trans, and Queer (LGBTQ) people and texts with LGBTQ themes, we sought to extend this scholarship through examining collaborative composition for public audiences beyond a classroom and school. We explored these composing practices through our ethnographically informed qualitative study of a semester-long LGBTQ-themed literature course for high school juniors and seniors, which we cotaught and coresearched. Ultimately, we found, through collaborative composing for public audiences, students and teachers in the LGBTQ-themed literature course had opportunities for interrogating oppressive values. When students and teachers shared vulnerability in that they shared responsibility for oppressive values, they embraced these opportunities. However, when students and teachers failed to share vulnerability but, instead, imposed it on a single individual, they squandered these opportunities. These findings underscore the importance of sharing vulnerability when working to interrogate oppressive values through collaborative composition for public audiences.

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Post, David. "College-Going Decisions by Chicanos: The Politics of Misinformation." Educational Evaluation and Policy Analysis 12, no. 2 (June 1990): 174–87. http://dx.doi.org/10.3102/01623737012002174.

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Even as California increases the presence of Latino students in its public university systems, the net college-going rates for the group have fallen off markedly. To understand the decision process, this study examines Chicano students in one large high school. In particular, the effect of cost on demand was sought by using a survey of graduating seniors. Logistic regressions on college plans revealed differential effects of estimated cost, depending on ethnicity and language background. For the children of Spanish-speaking parents, costs were largely determinant of college plans, whereas they were not for the children of English speakers. Significantly, it was the children of Spanish speakers who had the highest and most unrealistic estimates of college tuition.

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Duran, Bernadine J., Therese Dugan, and Rafaela Weffer. "Language minority students in high school: The role of language in learning biology concepts." Science Education 82, no. 3 (June 1998): 311–41. http://dx.doi.org/10.1002/(sici)1098-237x(199806)82:3<311::aid-sce2>3.0.co;2-f.

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Dissertations / Theses on the topic "Language and education Biology High school seniors"

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Po, Tin-leung. "Students' difficulties concerning medium of instruction and medium of examination in science in a Hong Kong school." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37620927.

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Po, Tin-leung, and 蒲天亮. "Students' difficulties concerning medium of instruction and medium of examination in science in a Hong Kong school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37620927.

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Ho, Man-bo. "To investigate the effects of identity construction on L2 learning motivation through learners' stories in Hong Kong." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36757202.

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Lau, San-fat. "A study of falling learning performance of students in a Hong Kong CMI school : perceptions of students and teachers /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35288449.

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Lam, Y. W. Hazel. "A class of local secondary four student's learning attitudes and perceptions towards the school-based assessment in the Hong Kong Certificate of Education Examination English syllabus." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3672872X.

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Choi, Kwan-yee, and 蔡君儀. "Developing knowledge building discourse in Chinese language and culture for senior high school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30156749.

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Chan, Hoi-yan, and 陳凱茵. "English-Cantonese code mixing among senior secondary school students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29675480.

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Lau, San-fat, and 劉新發. "A study of falling learning performance of students in a Hong Kong CMIschool: perceptions of students andteachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B45007834.

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Lam, Y. W. Hazel, and 林若穎. "A class of local secondary four student's learning attitudes and perceptions towards the school-based assessment in the Hong KongCertificate of Education Examination English syllabus." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3672872X.

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Ho, Chun-yip Ken, and 何振業. "An investigation into the reading motivation and strategy use of more competent and less competent readers of English in form 5 in a Chinesemedium of instruction (CMI) school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38720206.

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Book chapters on the topic "Language and education Biology High school seniors"

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Dombeva, Lyubov. "Applying reflective methods in teaching high school biology in English as a second language: Viruses, 9th grade." In CLIL in Foreign Language Education: e-textbook for foreign language teachers, 206–23. Constantine the Philosopher University in Nitra, 2015. http://dx.doi.org/10.17846/clil.2015.206-223.

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Graham, Patricia Albjerg. "Access: 1954–1983." In Schooling America. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195172225.003.0008.

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“I’ll Never go to School with a Nigger!” Dickie, an eighth grader in my social studies class, shouted vehemently as we began to discuss the Brown v. Board of Education case prohibiting segregation in public schools that the Supreme Court had decided a year before, in 1954. Dickie was right; he never did, dropping out of school two years later, before his Virginia public high school began desegregation. I was flabbergasted and appalled by Dickie’s assertion, only gradually coming to realize that my new profession, teaching, was heading on a rocky road to improvement. In September 1955, as a new, navy bride, I began teaching in still segregated Deep Creek High School serving the predominantly low-income white community of the Dismal Swamp in southeastern Virginia. Prepared as I had been by the mushy adjustment curriculum of my Indiana public schools (lots of attention to my deficient social skills, not much to strengthening my intellect), I had zipped through college. I added the teacher training sequence after I became engaged in order to have a saleable skill when I married on graduation day. My five education courses, most of which I thought academically and professionally worthless, required that I memorize the Seven Cardinal Principles, still the reigning dogma, and I did, believing they represented the fuzzy thinking I associated with public education. I lived in a totally white world, never having had a black friend, fellow student, or teacher. Under Virginia law at that time Deep Creek High School was also a totally white high school world, though surrounded by a black community. The drop-out rate was high: 140 students in eighth grade but only 40 high school seniors. When Dickie made his assertion about segregation, I was astounded both by the language and by the sentiment. We did not use such a term in my household, and, innocent that I was, I thought the Supreme Court had decided the year before in Brown v. Board of Education that public schools could not be legally segregated by race.

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Conference papers on the topic "Language and education Biology High school seniors"

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Yanti, N., Maridi Maridi, and Sutarno Sutarno. "Analysis of Biologi Teaching Material in Senior High School Learning Biology Process in Surakarta." In First International Conference on Advances in Education, Humanities, and Language, ICEL 2019, Malang, Indonesia, 23-24 March 2019. EAI, 2019. http://dx.doi.org/10.4108/eai.23-3-2019.2284942.

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Purwati, R., Suranto Suranto, Sajidan Sajidan, and N. Prasetyanti. "Analysis of Argumentation Skills in Biology Learning at Surakarta Senior High School." In First International Conference on Advances in Education, Humanities, and Language, ICEL 2019, Malang, Indonesia, 23-24 March 2019. EAI, 2019. http://dx.doi.org/10.4108/eai.23-3-2019.2284903.

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