Relevant bibliographies by topics / Science, Study and teaching (Secondary) - Ghana

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Science, Study and teaching (Secondary) - Ghana'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Science, Study and teaching (Secondary) - Ghana"

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Abreh, Might Kojo, Kofi Acheaw Owusu, and Francis Kodzo Amedahe. "Trends in Performance of WASSCE Candidates in the Science and Mathematics in Ghana: Perceived Contributing Factors and the Way Forward." Journal of Education 198, no. 1 (January 2018): 113–23. http://dx.doi.org/10.1177/0022057418800950.

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The trends in students’ performance in science and mathematics at secondary school level were examined within a decade-long interval in Ghana. Using West African Examinations Council (WAEC) data from approximately 20% of schools countrywide, it was observed that the results did not provide a definitive pattern. Factors such as teachers’ inability to complete between 50% and 75% of the curricula, insufficient-time to enact and complete the curriculum, lack of enough qualified teachers, and use of poor teaching approaches accounted for the trends. This study in Ghana has implications in teacher recruitment deployment in general as well as duration of secondary education globally to examine their efficacy.
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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.

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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.
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Kert, Millicent Narh. "Predictive Validity of Entry Level Mathematical on Mathematical Knowledge of Pre-service Teachers for Teaching Basic School mathematics in Ghana." TEXILA INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH 7, no. 2 (October 28, 2020): 17–26. http://dx.doi.org/10.21522/tijar.2014.07.02.art003.

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Introduction: Knowledge about teaching mathematics remains a contentious issue in the preparation of pre-service teachers in Ghana. This study explored relationships among entry-level mathematical knowledge (ELMK), mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) scores of pre-service teachers in colleges of education (CoEs) in Ghana. Methods: The cross-sectional survey design was adopted for this study. A total of 998 pre-service teachers from ten (10) public colleges of education were sampled via multi-stage sampling technique. Structured questionnaire and unstructured observation schedule were used for the survey. College mathematics test results were used as secondary data. The data were analysed using descriptive statistics (frequency count, percentage) and inferential statistics (Pearson’s correlation, paired-samples t-test and regression analysis) with the aid of Statistical Package for Social Sciences software version 22. Results: The majority of pre-service teachers in Ghanaian colleges of education had average but relatively weak grades in ELMCK. ELMCK did not significantly predict pre-service teachers’ MCK statistically (p ≥ 0.05) although a statistically significant positive correlation existed between the variables. Although a negative correlation existed between ELMCK and PMCK, ELMCK significantly predicted pre-service teachers’ PMCK statistically (p ≤ 0.05) but the effect size was statistically negligible. Conclusions: This study concluded that, CoEs in Ghana admit pre-service teachers with average but weak grades in ELMK. Therefore, Ghanaian CoEs should structure and introduce PMCK alongside MCK for pre-service teachers. Mathematics tutors in CoEs should organize remedial lessons for pre-service teachers to scale-up their MCK and PMCK that adequately equip them with MKT. Keywords: Entry-level mathematical knowledge (ELMK), mathematics content knowledge (MCK), mathematics pedagogical content knowledge (MPCK), mathematical knowledge for teaching (MKT), pre-service teachers.
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Fondjo, Linda Ahenkorah, Osei Owusu-Afriyie, Samuel Asamoah Sakyi, Akua Addo Wiafe, Bright Amankwaa, Emmanuel Acheampong, Richard K. D. Ephraim, and William K. B. A. Owiredu. "Comparative Assessment of Knowledge, Attitudes, and Practice of Breast Self-Examination among Female Secondary and Tertiary School Students in Ghana." International Journal of Breast Cancer 2018 (July 30, 2018): 1–10. http://dx.doi.org/10.1155/2018/7502047.

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Background. Breast cancer remains a serious public health problem globally. It is particularly increasing among adolescents and premenopausal women. Breast self-examination (BSE) is the most effective and feasible means of detecting breast cancer early in developing countries. This study aimed at evaluating and comparing knowledge of BSE among secondary and tertiary school students and at revealing their attitudes and practices about BSE. Method. This cross-sectional study was conducted among 1036 female secondary and tertiary school students of Kwame Nkrumah University of Science and Technology and Technology Senior High School. Data was obtained using a pretested questionnaire to access sociodemography, knowledge, attitudes, and practice of BSE among the students. Result. Most students were within the age of 15–24 years; 90.9% were aware of BSE. A high level of knowledge on BSE was found in 54.5% of the students. Knowledge was significantly higher in tertiary than secondary school students (p=0.002). 24.1% of the students thought BSE could be performed anytime; however only 8.1% of the students performed BSE monthly as recommended, whilst 41.8% had never practiced. Of these, more secondary students had never practiced BSE as compared to the tertiary students. 22.3% indicated they would wait for a change in a detected breast lump before seeking medical attention. 96.3% of the participants agree BSE is a good practice which must be encouraged. Conclusion. Teaching of BSE should be intensified beginning at the high school level, emphasizing practice and its benefits for early detection of breast cancer.
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Beisenherz, Paul C., and Marylou Dantonio. "Preparing secondary teachers to study science teaching." Journal of Science Teacher Education 2, no. 2 (June 1991): 40–44. http://dx.doi.org/10.1007/bf02962851.

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Keengwe, Jared, and Emmanuel Adjei Boateng. "Induction and Mentoring of Beginning Secondary School Teachers: A Case Study." International Journal of Education 4, no. 2 (June 25, 2012): 250. http://dx.doi.org/10.5296/ije.v4i2.1402.

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The purpose of this study was to examine the experiences of beginning secondary school teachers in Ghana: their challenges, induction process, and the support available for them, and identify the need for a formal induction and mentoring policy for beginning teachers. Beginning secondary school teachers reported many challenges including delayed payment of salaries, problems with classroom management and assessment, and inadequate learning materials. The findings suggest that beginning teachers were not properly inducted into the teaching profession. Therefore, there is need for the government to create formal induction and mentoring policy for beginning teachers.
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Oduro-Boatey, Collins, and Della Adzosii. "A ten-year review of chronic cor pulmonale secondary to respiratory diseases in Ghana." Tropical Doctor 47, no. 4 (June 17, 2017): 388–90. http://dx.doi.org/10.1177/0049475517713429.

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Chronic cor pulmonale is defined as right ventricular failure secondary to pulmonary hypertension. Our study reviewed all cases of chronic cor pulmonale secondary to respiratory diseases in a ten-year period (2004–20014) in the Department of Child Health, Korle-Bu Teaching Hospital, Ghana. Nine cases of chronic cor pulmonale were recorded during the period. The age range was 1–9 years (average age = 3 years). Obstructive sleep apnoea secondary to adenoid hypertrophy was the commonest cause of pulmonary hypertension.
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Opoku, Maxwell Peprah, Richard Tawiah, Elvis Agyei-Okyere, Shaibu Osman, and Sally Adwoa Afriyie. "Teaching students with Down syndrome in regular classrooms in Ghana: views of secondary school mathematics teachers." International Journal of Disability, Development and Education 66, no. 2 (October 2, 2018): 218–32. http://dx.doi.org/10.1080/1034912x.2018.1527297.

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Grimus, Margarete, and Martin Ebner. "Learning and Teaching With Mobile Devices." International Journal of Mobile and Blended Learning 7, no. 2 (April 2015): 17–32. http://dx.doi.org/10.4018/ijmbl.2015040102.

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While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods – specifically those involving the use of mobile-phones for both formal and informal learning – hold great promise for them (). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones.
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Dodoo, F. Nii-Amoo. "Education and Changing Reproductive Behavior in Ghana." Sociological Perspectives 36, no. 3 (September 1993): 241–56. http://dx.doi.org/10.2307/1389244.

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This study employs recent data from the 1988 Ghana Demographic and Health Survey to assess earlier speculation of fertility change in Ghana. The findings are cautiously optimistic. Although there is little evidence to support any hypothesis of a fertility turnaround in Ghana, there is some indication that continued increases in the proportion of women with some secondary education may yet induce a fertility transition in Ghana.
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Dissertations / Theses on the topic "Science, Study and teaching (Secondary) - Ghana"

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Anderson, Ishmael Kwesi. "The relevance of science education: as seen by pupils in Ghanaian junior secondary schools." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9863_1182745156.

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This thesis was based on a larger international comparative study called the ROSE (Relevance of Science Education) project. The study investigated the affective factors pupils perceive might be of relevance for the learning of science and technology using the ROSE survey questionnaire, and was aimed at providing data that might form part of an empirical basis for local adaptation of the science curriculum.

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Chiarella, Andrew. "Statistical reasoning and scientific inquiry : statistics in the physical science classroom." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33882.

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Teaching science using an inquiry approach is encouraged by several organisations responsible for defining teaching and learning guidelines in North America. However, using this approach can be difficult because of the complexity of inquiry. One source of difficulty is an inability to make sense of the data. Error variation, in particular, poses a significant barrier to the correct interpretation of data and therefore successful inquiry learning. A study was conducted to examine middle school students' ability to make sense of the data they collected in three related experiments. These data involved taking measurements of two continuous variables that were affected by error variation. The results indicated that students tended not to use abstract patterns to describe the data but rather used more local patterns that did not make use of the whole data set. However, many students also indicated an intuitive understanding that a greater amount of data could be used to generate results that are more accurate. This suggests a disparity between what the students understand about data and what they are capable of doing with data. Educational implications are that students may benefit from learning ideal patterns that can be compared to non-ideal data they collect.
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Zungu, Zacheus Ngcebo Dumisani. "A Critical analysis of the secondary school economic science curruculum." Thesis, University of Zululand, 2002. http://hdl.handle.net/10530/1215.

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Thesis Submitted to the Faculty of Education in fulfillment of the requirements for the degree of Doctor of Education in the Department Of Curriculum and Instructional Studies at the University of Zululand, South Africa, 2002.
The economic sciences curriculum is supposed to equip learners with skills that would be readily recognised and acceptable to the corporate world. Yet it became obvious from the high unemployment rate of leamers with economic science background that the expected skills were less developed than expected. School leavers need to be retrained for them to be able to carry out elementary tasks like bookkeeping. It is the inadequacy of the present secondary school curriculum to produce employable school leavers that prompted this inquiry. The main objective of this study was to investigate the relevance of the economic science curriculum to the needs of the corporate world. The study revealed that lack of participation by all relevant stakeholders in the development of a curriculum creates the gaps between the schooling system and the corporate world. The lack of resources and poor communication between business and education also contributed to the unemployability of school graduates. There is, therefore, very little congruence between what is taught and the world of work. Several recommendations to address the problem were put forward. The most important of these recommendations is .the establishment of partnerships between education and vocational skills may be fused. Economic science education needs to be given prominence in all schools including those in rural environments where given subject advisors seldom visit
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Ayob, Aminah. "Study of learning interactions in group work in secondary science." Thesis, Keele University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278528.

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Wong, Kai-shung. "Evaluating teaching units on science issues in society a case study in sixth form curriculum /." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/HKUTO/record/B38627036.

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Mockel, Lindsey Joan. "Thinking Aloud in the Science Classroom: Can a literacy strategy increase student learning in science?" PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1420.

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This research study investigated the effect of using the think aloud protocol while reading informational text on students' ability to learn from text in a secondary science classroom. The participants in this study were high school students (n=47) in three classes of a mixed-grade Integrated Biology, Chemistry, and Physics course. The study tracked student achievement during a four-week curriculum unit on the theory of evolution and evidence for biological evolution. All students received instruction on using the think aloud protocol, and all students practiced the think aloud protocol when reading short articles related to scientific evidence for evolution. The researcher measured student's ability to read and understand science text by comparing scores from a reading skills pre-assessment and post-assessment from each student. Student surveys were conducted to gather feedback on the effectiveness of the strategy in teaching students to use a literacy strategy while reading science text. Data were analyzed using descriptive statistics.
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Lockwood, Jeffrey Frank. "The effect of research-based science instruction on the attitudes of students, by gender, towards science, scientists, and careers in science." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186605.

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Research-based curriculum is a system of instruction which uses an authentic learning, problem-solving, cooperative learning, hands-on, and inquiry-discovery approach, guided by a constructivist philosophy. Its usefulness has been recognized for many decades but "research in the classroom" has not been adopted as a teaching method by many. This study centers on research done by students in science classrooms. The primary purpose of this study was to measure, both quantitatively and qualitatively; (1) students' understanding, by gender, of the nature of science and, (2) student attitude changes, by gender, toward the nature of science, scientists, and careers in science before and after the completion of research projects. The gender equity problem in science classes is explored and improvements in four process skills were measured for both treatment and control groups. Also, different models of research-based science education are described. The Test of Science Related Attitudes (TOSRA) and the Nature of Science Scale (NOSS) were given pre and post to both groups. Several qualitative instruments were given and student journals were analyzed by gender. The results of TOSRA showed gains in positive attitude for students after they experience a research-based curriculum for six of the seven TOSRA scales. However, the control group had similar gains so the mixed design analysis of variance showed no statistically significant differences between control vs. treatment or male vs. female interactions. Much of the qualitative analysis revealed that students' understanding of the nature of science changes considerably after they "do" scientific research. The journal analysis and the "Research is...." question analysis show that students also have a significant affective response to the research experience. Quantitatively, the total NOSS score improvement for the treatment group was substantial (11.4 to 13.8) and better than the control, although it was not a statistically significant difference. Generally, treatment students showed greater improvement on all NOSS scales. Treatment students also had greater gains on the four different process skills measured in this study. Research-based curriculum is an effective way to change students' attitudes towards science and a sound way to increase student understanding about the nature of the research process.
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Dzama, Emmanuel Nafe Novel. "Malawian secondary school students' learning of science: historical background, performance and beliefs." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7649_1182745431.

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This study explored the problem of poor performance in science among students who are provided secondary school places on merit in Malawi. Existing studies of the problem are inconsistent suggesting that these studies may have shed light on some parts of a complex problem. Questionnaires, interviews and analysis of documents were used to obtain information concerning students&rsquo
conceptions of science, science learning and events that eventuated into the problem in the past. The population for this study was 89 government and governmentassisted secondary schools. From that population eighteen schools were randomly selected from each of the six education divisions in the country. One thousand five hundred secondary class 3 students drawn from randomly selected schools participated. The participating students completed a 31item learning beliefs and practices 
questionnaire with items drawn from the science education literature and adapted to the local situation and a selfefficacy and attribution of failure questionnaire. Forty students were interviewed about their concepts of science and science learning. Relevant documents found in the Malawi National Archives were analyzed to determine the origin of the problem.

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Li, Wai-man, and 李偉文. "Factors affecting the use of science equipment in the teaching of unit8 "Making use of electricity" of integrated science in Hong Kong aidedsecondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B3862686X.

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Black, Pamela Marjorie. "Genetics education, science-talk, and dialogic pedagogy : developing 14- to 16-year olds' school science concept of genetics and inheritance, in the context of human health and disease." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608065.

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Books on the topic "Science, Study and teaching (Secondary) - Ghana"

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Ross, Keith. Teaching secondary science. 2nd ed. London: David Fulton, 2004.

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John, Parkinson. Improving Secondary Science Teaching. London: Taylor & Francis Inc, 2004.

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Parkinson, John. Improving secondary science teaching. London: RoutledgeFalmer, 2004.

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Improving secondary science teaching. New York, NY: RoutledgeFalmer, 2003.

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Wellington, J. J. Science learning, science teaching. London: Routledge, 2008.

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Gren, Ireson, ed. Science learning, science teaching. 3rd ed. Milton Park, Abingdon, Oxon: Routledge, 2012.

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Wellington, J. J. Teaching and learning secondary science. 3rd ed. London : New York, NY: Routledge, 2008.

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Wellington, J. J. Teaching and learning secondary science. 3rd ed. London : New York, NY: Routledge, 2008.

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Morten, Kind Per, ed. Teaching secondary how science works. London: Hodder Education, 2008.

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The effective teaching of secondary science. London: Longman, 1994.

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Book chapters on the topic "Science, Study and teaching (Secondary) - Ghana"

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Guerra-Ramos, María Teresa, and José Baltazar García-Horta. "Scientific Skills in Secondary Education: A Study of Curriculum Expectations and Teachers’ Thinking." In Teaching Science with Context, 49–64. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74036-2_4.

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El Hage, Suzane, and Christian Buty. "Weaving Relationships in a Teaching Sequence Using ICT: A Case Study in Optics at Lower Secondary School." In Topics and Trends in Current Science Education, 213–28. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7281-6_13.

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Byers, Terry. "What Does Teaching and Learning Look like in a Variety of Classroom Spatial Environments?" In Teacher Transition into Innovative Learning Environments, 187–201. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_16.

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AbstractThe very nature of what constitutes an effective learning environment is undergoing substantial re-imagination. Authors have suggested that the affordances of existing learning spaces, often termed conventional or traditional classrooms, is limited and constrains the possible pedagogies available to teachers. Architects, authors and governments have put forward innovative learning environments (ILEs) as a better alternative. ILEs provide affordances thought to be somewhat better at providing to students learning needs than traditional classrooms, particularly in terms of creative and critical thinking, and collaborative and communicative workers. However, there is little evidence available to show of either spatial type (traditional classroom or ILE) performs pedagogically to either hinder or support the desired approach/es to teaching and learning being sought by current educational policies. One could suggest that a populistic narrative often drives the growing investment in new school learning spaces, facilitated by a vacuum of credible evidence of their impact. This paper will report findings from a three-year study that tracked the practices over time of secondary school Engineering, Mathematics and Science teachers (n = 23) as they occupied two quite dissimilar spatial layouts. The Linking Pedagogy, Technology, and Space (LPTS) observational metric, with its provision of instantaneous quantitative visual analysis, was used to track their practice, and student learning, in a variety of spatial layouts. Subsequent analysis identified broad trends within the data to identify those factors, spatial, subject or confounding teacher factors, which influenced student and teacher activities and behaviours. Importantly, it presented new evidence that works against the current, overt focus on contemporary spatial design. It suggests that greater emphasis on unpacking, and then developing, the mediating influence of teacher spatial competency (how, when and why one uses the given affordances of space for pedagogical gain) is required for any space to performance pedagogically.
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Yoshihara, Nobutoshi, and Masahiro Kamata. "In-service education of primary and secondary science teachers in Japan: A case study of Tokyo Gakugei University." In Advances in Research on Teaching, 105–25. Emerald Group Publishing Limited, 2014. http://dx.doi.org/10.1108/s1479-3687(2013)0000020007.

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Gyaase, Patrick Ohemeng, Samuel Adu Gyamfi, Alfred Kuranchie, and Faustina Scholarstica Koomson. "The Integration of Information and Communication Technology in Pre-University Education in Ghana." In Handbook of Research on Diverse Teaching Strategies for the Technology-Rich Classroom, 109–23. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0238-9.ch009.

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Educationists throughout the world are attesting to the capabilities of ICT for innovations in teaching and learning. There are evidences that integrating ICT into education enhances the learners' creativity and opens up new ways of knowledge acquisition and sharing. ICT is also credited with the improvement of teaching and learning of new skills needed to fully function in the 21st century knowledge society. This research was undertaken to evaluate the current state of ICT integration into the pre-university education and identify the barriers through principal components analysis and make the necessary recommendations. The research utilized both primary and secondary data. The primary data was collected through questionnaires and interviews while secondary data was obtained from reviews of government policy documents and reports. The study found an already existing ICT literacy education in the pre-university educational system in Ghana. There is also increasing access to and knowledge of ICT hardware and services. However, inadequate infrastructure, inadequate technology skills, lack of technical support, and inappropriate content are the challenges militating against effective integration of ICT in schools' curricula. Restructuring the curriculum of the various subjects, in-service training for teachers, integration of ICT into teacher training, and provision of internet connectivity infrastructure and services are recommended.
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Tomin, Brittany, and Jennifer Jenson. "Exploring Science Fictional Futures With Secondary Students." In Advances in Early Childhood and K-12 Education, 94–114. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4721-2.ch005.

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Science fiction (SF), while enjoying unprecedented success in popular culture, continues to be an under-utilized resource in K-12 education. This chapter details the results of an in-school study on the use of SF in secondary school courses, examining how SF can be used as a pedagogical tool by educators to help students explore fictional futures in the context of contemporary issues, with a particular focus on developing critical thinking and critical literacy competencies. This study was designed to address the gap in pedagogical resources on teaching SF, and the dearth of research on potential benefits of teaching with SF in secondary English classrooms in particular. The aim of this chapter will therefore be to provide a research-informed overview of the benefits of integrating SF texts into secondary English classrooms, and to offer suggestions for educators.
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Ngatia, David G., Patricia W. Wambugu, and J. Changeiywo. "Study on the Effects of Interactive Multimedia Simulation Advance Organisers Teaching Approach on Students’ Motivation to Learn Secondary School Physics." In Newest Updates in Physical Science Research Vol. 10, 155–65. Book Publisher International (a part of SCIENCEDOMAIN International), 2021. http://dx.doi.org/10.9734/bpi/nupsr/v10/2363f.

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Namboodhiri, Sobha D., and Raghavendra G. Rao. "Teaching Climate Change at Primary and Secondary Levels for Sustainable Development." In Handbook of Research on Environmental Education Strategies for Addressing Climate Change and Sustainability, 241–60. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7512-3.ch012.

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The young minds are provided with climate change and sustainable development education through various means. Environmental education is being taught at the primary level in Central Board of Secondary Education Schools while it is being taught at secondary level in the Social Science and Science Subject in C.B.S.E. Schools of India with various tools and methods. In the present study, the authors have incorporated some methods which help in teaching about climate change at primary and secondary levels. The study shows how the adopted methods are effective in disseminating knowledge about climate change. The investigator decided to adopt the survey method of research to know the method of teaching being adopted for teaching of climate change in environmental science at primary level and in science or social science, eco club at secondary level. Findings were that students should be taught in the school curriculum itself about climate change and its effects. The teaching strategies should be adopted based on the level of the child, his level of cognitive ability, accessibility, and ease of use.
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Brennan, Linda L., and Victoria E. Johnson. "Learning Technology Management While Teaching Technology Management." In Cases on Information Technology Series, 39–60. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-61520-593-6.ch003.

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This case study presents an evaluation pilot of a technology-enabled service, specifically a distance learning program at a university. The primary intent of the case is to illustrate the management of a trial evaluation of an information technology and the need for explicit criteria considering multiple technical and organizational factors. The secondary purpose of the case is to share the learning specific to the administration and delivery of a distance learning program using various media. The distance learning program was conducted on a trial basis with 16 students in a 13-course, 18-month Master of Science in Technology Management (MSTM) program. Compressed video and Internet-based technologies were used for course delivery, in addition to limited on-site instruction. The case study describes the motivation and progression of the trial, up to the point when a decision had to be made about continuing the program beyond the trial. The experience is considered from multiple perspectives, specifically those of the school administration, faculty, and students. Positive and negative aspects are highlighted to lay the groundwork for analysis at the decision point.
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Brennan, Linda L., and Victoria E. Johnson. "Learning Technology Management While Teaching Technology Management." In Organizational Achievement and Failure in Information Technology Management, 109–23. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-83-4.ch007.

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This case study presents an evaluation pilot of a technology-enabled service, specifically a distance learning program at a university. The primary intent of the case is to illustrate the management of a trial evaluation of an information technology and the need for explicit criteria considering multiple technical and organizational factors. The secondary purpose of the case is to share the learning specific to the administration and delivery of a distance learning program using various media. The distance learning program was conducted on a trial basis with 16 students in a 13-course, 18-month Master of Science in Technology Management (MSTM) program. Compressed video and Internet-based technologies were used for course delivery, in addition to limited on-site instruction. The case study describes the motivation and progression of the trial, up to the point when a decision had to be made about continuing the program beyond the trial. The experience is considered from multiple perspectives, specifically those of the school administration, faculty, and students. Positive and negative aspects are highlighted to lay the groundwork for analysis at the decision point.
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Conference papers on the topic "Science, Study and teaching (Secondary) - Ghana"

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Charro, María Elena, and Esther Charro-Huerga. "A CURRICULAR DELPHI STUDY FOR TEACHING AND LEARNING SCIENCE IN SECONDARY EDUCATION IN SPAIN." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1383.

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Hadjerrouit, Said. "Using a Learner-Centered Approach to Teach ICT in Secondary Schools: An Exploratory Study." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3225.

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Despite the importance of ICT (Information and Communication Technology) as a school subject in secondary education, there is a lack of an integrated ICT pedagogy that is elucidated within a broad framework of educational practice. The focus is still on technicalities and reproduction of knowledge rather than conceptual understanding of ICT. To realize the potential inherent in ICT, there is a need for innovative ICT pedagogies in secondary education. The purpose of this work is to involve student teachers in applying and evaluating a learner-centered ICT teaching method in their teaching practice at the secondary school level. The goal is to explore student teachers’ learning processes when practicing the method and critical factors of success.
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Grujić, Tatjana. "L2 TENSE TRANSFER IN EFL LEARNING." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.441g.

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In second language acquisition (SLA) transfer is predominantly explored as either positive or negative influence of learners’ first language (L1) on their second/foreign language (L2) performance. Studies in this field serve not only to describe the learner’s interlanguage, but also to inform, improve and refine foreign language teaching. However, the scope of SLA studies is such that it leaves the other transfer direction under-researched (L2 to L1), assuming that once the learner’s L1 system has fully developed, their L1 competence will not be subject to change. More recent studies of adult bilinguals have shown a bidirectional interaction between the two linguistic systems: not only does L1 influence L2, but L2 influences L1 as well. In this study, conducted among adult students of English (B2 to C1 level language users, according to CEFR), we examine the influence of English as a foreign language upon Serbian as a native tongue in terms of tense transfer. More precisely, the study explores how the subjects interpret and translate the secondary meanings of the English past tense. The basic meaning of the past tense is to locate an event (or state) in the past. However, in its secondary meanings (backshift past in reported clauses, counterfactual present in adverbial clauses of condition and ‘past subjunctive’ when expressing wishes and regrets) it does not refer to the past time. The error analysis of students’ English to Serbian translations provides evidence of L2 influence: learners tend to use the Serbian past rather than the present tense in their translations. Pedagogical implications of this study of misuse of L1 tense include focusing on explicit corrective feedback and polishing instructional materials.
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Dudek, Karol, Paweł Bernard, and Ewa Odrowąż. "FIRST STEPS IN ASSESSMENT OF STUDENTS’ INQUIRY: A CASE STUDY OF NON-EXPERIENCED CHEMISTRY TEACHER." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.42.

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Teaching methods based on inquiry are more and more widely used in teaching natural sciences. In accordance with the new curriculum, introduced to Polish schools in 2008, students should gain new knowledge based on an inquiry. This fact is related to a change of teachers’ approach in the didactic process and a change in the assessment system. This article undertakes an attempt to analyse how a teacher - who has theoretical knowledge in the field of IBSE teaching methods and evaluating students working in this manner - does the said in practice at the level of lower secondary school, during chemistry classes. The presented case study is based on didactic materials developed at the SAILS project. Key words: formative assessment, IBSE, case study, polymers.
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D McDonald, Scott. "Enhanced Critical Thinking Skills through Problem-Solving Games in Secondary Schools." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3677.

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[This Proceedings paper was revised and published in the Interdisciplinary Journal of E-Skills and Lifelong Learning (IJELL)] Aim/Purpose: Students face many challenges improving their soft skills such as critical thinking. This paper offers one possible solution to this problem. Background: This paper considers one method of enhancing critical thinking through a problem-solving game called the Coffee Shop. Problem-solving is a key component to critical thinking, and game-playing is one method of enhancing this through an interactive teaching method. Methodology: Three classes of Vietnamese high school students engaged in the Coffee Shop game. The method seeks outcome measurements through the use of analysis of multiple surveys to assess and interpret if critical thinking may have been improved. Contribution: The study may help to understand the importance of problem-solving in the context of an entrepreneurial setting and add to the variation of methods used to deliver the lesson to students in the classroom. Findings: The findings show that practicing problem-solving scenarios with a focus on critical thinking in a time limited setting results in a measured improvement of this skill. Recommendations for Practitioners : The findings suggest that educators could use games more as tools for problem-solving to contribute to their students’ learning outcomes around developing critical thinking. Recommendation for Researchers: More research could be devoted to developing problem-solving and critical thinking skills through game-play models. Impact on Society: Improved critical thinking skills in individuals could make a greater contribution to society. Future Research: A comparative study between different high school grades and genders as well as between different countries or cultures.
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Manh Tran, Thang, and Dorian Stoilescu. "An Analysis of the Content, Policies and Assessment of ICT Curricula in the Final Years of Secondary Schooling in Australia and Vietnam: A Comparative Educational Study." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3460.

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[This paper is published in the Journal of Information Technology Education: Research, Volume 15.] This paper explores and analyses similarities and differences in ICT curricula, policies, and assessment between the Vietnamese and Australian educational systems for the final years of secondary educational level. It was found that while having a common core set of tendencies, the Australian ICT curricula, policies, and assessments differ markedly from the Vietnamese counterparts. These differences can be explained by economic and cultural factors, national-wide educational trends, ICT strategies, and their degrees of implementation in schools. We found that limited constructivist implementations are used in ICT curricula in both countries, as Australian education has high expectations in national evaluations with an emphasis on standardized tests and Vietnamese education is still entrapped in prescriptive lessons of traditional pedagogy, emphasizing transmission model of information. We found that lack of opportunities in teacher professional development in ICT training is common for both countries. While the Australian educational system still struggles, especially in providing opportunities for learning theoretical and programming aspects, multiple challenging aspects were found in the ICT content and policies of the Vietnamese educational system that call for immediate change and improvement. In this sense, Vietnamese administrators are recommended to extensively follow up their educational strategies and policies, in order to make sure that their reforms are adequately implemented in schools. In order to bridge the gap and implement adequate ICT curricula, rigorous professional training in ICT teaching is essential for both Australian and Vietnamese teachers.
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"Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4188.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.
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Fonseca, Jaime. "Can We Reduce Students’ Negative Attitude Towards Math?" In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3089.

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This study concerns the teaching/leaming experience of Data Analysis at the Higher Institute of Social and Political Sciences (ISCSP), Technical University of Lisbon, first in Sociology course, and next in Social Communication course. In both cases, Data Analysis subject was teaching/leaming of the discipline of Mathematics and Statistics for the Social Sciences. This study aims to find the effect of the use of new technologies on teaching/leaming the Data Analysis subject, and, more than that, it wants to know if this use can reduce the effect of negative experiences when learning Mathematics. From the used dataset, based on a questionnaire, we first profiled students, based on Latent Class Models; then we concluded that the negative attitude toward Mathematics’ learning until the 9 year (compulsory) schooling, influenced their performances on the Quantitative Methods (QM) subject, at the secondary level, but the same did not happened with the Data Analysis’ performance at University.
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Orongan, Maris Jade Q., and Edna B. Nabua. "A Causal Model for Psycho-social Aspects of Science Learning Environment on Academic Performance of Secondary School Students in Region X, Philippines." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3108.

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The study geared to develop a causal model for the psychosocial attributes of the learning environment on Grade 10 students' science performance in secondary schools divisions of Region X, Northern Mindanao. This study utilized descriptive correlational and causal-comparative research design. A random sample of 1,123 Grade 10 students was utilized in this study. Data were analyzed using descriptive statistics, Correlation, Regression, and Path Analyses. The results revealed that students' performance in Science was found out of low mastery level. In terms of psychosocial aspects, the students generally practiced their science activities in both laboratory and classroom environments, possessed moderate confidence in their emotion and self-efficacy in chemistry, having average science process skills, and were mentored by science teachers with very satisfactory teaching ability. Classroom environment and teacher ability were the psychosocial aspects that significantly correlated with performance. The best-fitting causal model on students' performance is anchored on the classroom environment, supported by teachers' qualifications. A classroom learning environment that is highly conducive can stimulate students' interest to enhance their science learning. It is highly recommended that administrators and policymakers revisit curricular activities, particularly on students' classroom learning environment in the teaching-learning process. Keywords: academic performance, a causal model, and psychosocial aspects of the learning environment
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Birzina, Rita, Tamara Pigozne, and Sandra Lapina. "Trends in STEM Teaching and Learning within the Context of National Education Reform." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.004.

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STEM (science, technology, engineering, and mathematics) education nowadays is considered priority. To implement it successfully, students must acquire not only STEM “hard” skills, but also “soft” skills, therefore the choice of teaching/learning methods is essential. Problem-based (PrBL) and projectbased learning (PjBL) aim both at the acquisition of science content using real life examples and the improvement of IT skills, critical thinking, decision-making, civil responsibility and cooperation skills. The aim of the research is to find out the use of PrBL and PjBL in the teaching/ learning of STEM in the context of national reform of Latvia. The design of mixed methods was used in the research. The correlative research was performed using QuestionPro e-platform and surveyed 128 STEM teachers and 257 secondary school students to collect quantitative data. As Latvia now is implementing the education reform, the case study for qualitative and quantitative analysis has been carried out using the AQUAD data processing programme and researching the secondary education biology basic course curriculum. This research identified that it was advisable to use practical cases, real everyday examples and project work that would increase students’ interest in science subjects to enable them to solve problems creatively by integrating the content of all STEM subjects. The biology curriculum mainly stresses students’ reproductive than productive work with information, the development of critical thinking by participating in discussions and cooperating, while not enough attention was paid to the use of problem solving in the teaching/ learning process and the implementation of the interdisciplinary project. The use of sensors, practical laboratory works and field study as specific methods of biology are little represented in the curriculum, which is a serious disadvantage. This means that the basic curriculum of biology in the context of national education reform is more oriented to the acquisition of transversal skills, not the development of competent science literacy.
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