Relevant bibliographies by topics / Secondary education|Social sciences education|Educational technology

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

Academic literature on the topic 'Secondary education|Social sciences education|Educational technology'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Secondary education|Social sciences education|Educational technology"

1

Yurevich, N. V., and T. A. Kozlova. "EDUCATIONAL TECHNOLOGY TO FORM THE BASICS OF SOCIAL WORLDVIEW." Bulletin of the South Ural State University series "Education. Educational Sciences" 13, no. 3 (2021): 35–44. http://dx.doi.org/10.14529/ped210303.

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Based on theoretical and experimental research on the problems of education reform in the context of humanitarization of education, the authors elaborate and present a model of educational technology used to reform the activities in humanitarization of educational process, to create a flexible effective system at secondary school with the focus on teaching natural science disciplines. The theoretical study shows that humanization and humanitarization of education as a holistic system does not have a mechanism to implement social and pedagogical technologies and does not have a driver to realize this educational concept. This fact led to the development of educational technology aimed to form the basics of social worldview. The authors offer possible solutions for the problem by uncovering the pedagogic potential of natural sciences’ disciplines in forming the basic social determinants, namely, social competence and social intelligence of the students of secondary school. The main methods used are: the method of philosophical and subject expansion of natural sciences’ disciplines as a resource to form and develop social intelligence in the context of humanitarization of natural sciences, and statistical analysis to process the quantitative results of the pedagogical experiment. The development of a model of the author's technology is based on ecological approach to the research and design of educational environments. The methods of organizing educational technology that form the foundations of social worldview and paradigm of social thinking in modern conditions of scientific and technical progress are presented. The experimental data show that the organization of educational process of the secondary school students (7–11 forms) according to the model of social and pedagogical technology provides the increase of the level of quality of educational activity that satisfies the educational demand and meets the requirements of Federal Educational Standards of Russian Federation are present in the work. The authors considered the achievements of natural sciences from the point of view of the search for a public ideal. They made recommendations on the application of new scientific approaches, on the introduction of new interpretations, concepts of physical and natural-scientific outlooks. The developed educational technology contributes to the change of thinking paradigm, addressing the problem of authentic understanding of the world. This socio-pedagogical technology contributes to the creation of interdisciplinary interaction and interpenetration of the scientific and humanitarian understanding of the world within the framework of the modern concept of natural sciences.
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Rupnik, Denis, and Stanislav Avsec. "EFFECTS OF A TRANSDISCIPLINARY EDUCATIONAL APPROACH ON STUDENTS’ TECHNOLOGICAL LITERACY." Journal of Baltic Science Education 19, no. 1 (February 10, 2020): 121–41. http://dx.doi.org/10.33225/jbse/20.19.121.

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Technological progress, globalization and demographic changes have brought about transformations that have increased economic and social inequalities. A structural transformation in education could support economic growth and sustainability and could also be associated with common actions in science, technology, engineering and mathematics, together with social sciences, to mitigate the impact of these megatrends on inequalities. This research explores the effects of a technologically conceptualized transdisciplinary educational approach. A sample of 242 lower secondary school students was selected and a pre- and post-test research design was used to ascertain whether a two-level transdisciplinary educational approach used by technology teachers affected the development of students’ technological literacy (TL). The task design included several real-life technological contexts and concepts wherein knowledge of other disciplines was needed to solve problems, create new knowledge and acquire higher-order skills while developing positive attitudes towards sustainable technology. A two-way analysis of variance indicated several significant effects of transdisciplinary education on the development of students’ TL. These findings provide valuable insights into the nature of TL acquisition as a basis for curriculum design and the implementation of transdisciplinary technology education in the lower secondary school. Keywords: technology education, transdisciplinary educational approach, real-life problems, technological literacy.
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Korolija, Jasminka, and Jelena Stanisic. "Sciences education for connecting science, technology and the society." Zbornik Instituta za pedagoska istrazivanja 41, no. 2 (2009): 461–76. http://dx.doi.org/10.2298/zipi0902461k.

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Connecting science, technology and the society is one of the important principles of contemporary education. The foundation of this principle is the idea that scientific and technological achievements should be useful and applicable in everyday life of an individual. The paper presents the main determinants of the STS project (Science, Technology and Society Project) which deals with studying the influence of scientific research and technological development on social, political and cultural values. The basic goal of education within the STS Project is to enable the students to understand and learn to incorporate the achievements of scientific and technological development in their own cultural, ecological, economic, political and social contexts. In addition to this, the paper presents the role of sciences in connecting science, technology and the society and describes the possibilities of incorporating a similar project in chemistry instruction in our school. Pilot study which was conducted refers to the proposal for applying the principles on which the STS project is based in chemistry instruction in our country. This pilot study can present the basis for future research and the guideline that can be used for promoting the process of education in primary and secondary school.
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Kashpyrovskaya, Lyudmyla. "Introduction of specialized education into general secondary education institutions: modern approaches." Continuing Professional Education: Theory and Practice, no. 3-4 (2018): 99–104. http://dx.doi.org/10.28925/1609-8595.2018.3-4.99104.

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Modern methods and experience of introducing educational training in general educational institutions of Ukraine are explored in this article, the significance and priorities of this phenomenon in the modern education system are determined. The analysis of legal documents, of research related to the problem of introducing profile education, the content and organization of profile education in general secondary education institutions attracts attention of many students, practitioners and teachers. The introduction of specialized education requires from the educational institution team as well as from the head, a specific, meaningful, reasonable choice of the ways of school's activities. PEI «Lyceum of the Kiev International University» is an example of implementation of the effective system of education; the subjects and content of work with lyceum students are given. A unique educational trajectory is presented: a mutual partnership in the system «Lyceum-University», which is carried out with the aim of implementing the Concept of profile education, and is displayed in multi-vector forms of cooperation, such as (namely): teaching profile subjects, specialised courses and electives by teachers of the Kiev International University: doctors, candidates of sciences, associate professors, postgraduate student teaching core subjects, special courses and electives by Kiev International University teachers: by doctors, candidates of science, associate professors, graduate students; participation of lyceum students and teachers in scientific conferences, seminars held at the University; scientific and methodological support the IAS student research works by the University teachers; carrying out traditional trainings and master classes by teachers of the University for lyceum students, organization and holding of international, All-Ukrainian forums, Universiades; preparation of programs, textbooks, scientific and methodological manuals; extracurricular activities (consultations, special courses, professional orientation circles «Stage art», «Video-making»; practically-oriented course «Technology» studying; group work at the University by attracting lyceum students; acquaintance with practical experience in a particular profession by conducting excursions to the enterprise, meetings with famous people, who have professional experience in a particular industry. In general, and specific examples identified general trends in the development of specialized education in Ukraine, the main goal of which is a value mission, a higher level of education quality, equal access to quality educational services.
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Vasilevskaya, Elena, and Viktor Khvalyuk. "CHEMISTRY IN THE NEW GENERATION OF UNIVERSITY EDUCATION STANDARDS IN BELARUS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 6, no. 3 (December 5, 2009): 24–28. http://dx.doi.org/10.48127/gu-nse/09.6.24b.

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The article presents the structure and content of a new generation of post-secondary education standards in Belarus. New educational standards consist of four units: a social science core, a natural science core, a core of professional disciplines, and a selection of special courses. We discuss the place and role of chemistry in new curriculums for students of natural sciences, engineering and humanities. For chemistry students, the natural science core includes such disciplines as Higher Mathemat-ics, Physics, Ecology, Introduction to Information Technology, Information Technology in Chemistry, and Mathematical Modeling of Chemical Processes and others. In the core of professional disciplines there are classical selection of chemistry courses including Inorganic Chemistry, Analytical Chemistry, Organic Chemistry, Physical Chemistry, Chemistry of Polymers and Biopolymers, Chemical Technology, Instru-mental Methods of Chemical Analysis, Physical Methods of Structure Determination, Quantum Chemistry, Crystal chemistry, Structure of Matter, Fundamental Problems of Chemistry, etc. Key words: chemical university education, education standard techniques.
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Mihailovs, Ivans Jānis, and Aira Aija Krūmiņa. "DESIGN AND LICENSING TRENDS OF THE GENERAL EDUCATIONAL PROGRAMS IN LATVIA." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 196. http://dx.doi.org/10.17770/sie2016vol2.1390.

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The general education program designing and licensing trends in Latvia in the period from 2010 to 2014 are analyzed in the article. Based on the general education program licensing data, it found that there isn’t a trend to license author’s program in primary education, while the secondary level of education author's programs are designed and licensed more often. The fact that primary education is more licensed programs in mathematics, science and technology, but in general secondary education – the humanitarian and social direction of the program suggest a possible gap in primary and secondary education. At the same time it found that a quarter of all licensed educational programs is not implemented, which could be result of socio-economic and political change in society.
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Nagy, János, Gergely Harsányi, Orsolya Jánosy, Endre Harsányi, and Orsolya Nagy. "The effects of education, culture, research and development in Hajdú-Bihar county." Acta Agraria Debreceniensis, no. 61 (September 18, 2014): 87–90. http://dx.doi.org/10.34101/actaagrar/61/2048.

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The most important instrument of social advancement and economic development is the education system. The educational qualification of the population of Hajdú-Bihar county is continuously improving, however the census data of the year 2001 show that the educational qualification of the population of the county did not reach the national average. The educational qualification of the county’s population is higher at the county seat and in other cities and lower in small municipalities. The county’s ratio is strongly influenced by the data of the county seat Debrecen and that of Hajdúszoboszló sub region. The unfavorable educational level of the region is related to the migration tendencies and the brain-draining trends of the past decades, as a consequence of which the population of the less developed eastern regions has moved either to the capital, or to the county seats, or larger cities of the region. The young are increasingly affected by the process. The number of kindergartens in the county corresponds to the national average, therefore taking into consideration the regional demographic characteristics the aim should be the equalization of regional disproportions. The number of students per 1000 resident within the Northern Great Plain Region and in the county significantly exceeds the national average. The secondary school network of the county consists of 38 secondary grammar- and 51 secondary vocational schools. The secondary schools of Debrecen have considerable impact on the county’s secondary education. The vocational training network of Hajdú-Bihar county is a large, in its conditions highly differentiated institutional network in which all types of secondary vocational institutions are present with secondary technical-, vocational-, accredited higher vocational-, specialized or preparatory vocational-, and special skill enhancement programmes. The majority of the secondary institutions have regional, rarely national enrollment. Students who have the intention to continue their studies in higher education within the county can study in Debrecen or Hajdúböszörmény. The integrated University of Debrecen has the highest student number within the country and it offers the widest range of academic programmes in Hungarian higher education. The University of Debrecen with the wide range of graduate and postgraduate educational programmes, unified academic qualification system, English language programmes is a European standard scientific centre of the Trans-Tisza Region. The county’s higher education takes exceeding share beyond its weight in the education of Natural Sciences (Biology, Physics, Chemistry, Earth Sciences, Mathematics), Health- and Social Sciences, Agricultural- and Environmental Sciences and Information Technology, which positively influences its educational structure. The county’s share in the education of Humanities (Hungarian Language, Foreign Languages, History, Archeology, Philosophy) is also significant. 6.3% of the country’s scientific researchers work in the county. In 2010 7.0% of the country’s R+D expenditure was spent here. 3/4 of the region’s research capacity is in Hajdú-Bihar county employed either by the University of Debrecen or by the research teams of the Hungarian Academy of Sciences.
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Mankus, Iryna Volodymyrivna, Ludmyla Stepanivna Nedbaievska, Valentyna Mykolaivna Darmosiuk, and Oleksandr Yuriyovich Parkhomenko. "Innovative educational environment: technologies of creation." Engineering and Educational Technologies 8, no. 1 (March 31, 2020): 85–94. http://dx.doi.org/10.30929/2307-9770.2020.08.01.07.

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The implementation of educational reforms in Ukraine requires the modernization of teacher training. The imbalance between the social demand for highly qualified pedagogical staff and the outdated teacher training system stimulates the development of innovative educational environments, which should ensure the formation of high-level professional competence of university students. The article describes the experience of modeling an innovative environment by means of a student-centered training and practice center, which performs educational activities based on competency and STEM approaches. The conceptual basis of the technology is the guiding principles of partnership pedagogy, STEM education, competency and transdisciplinary approaches, technologies of student-centered teaching. The content component of the technology is modeling of natural science and mathematical education on the basis of current educational standards for institutions of higher and secondary education. The procedural component of the technology is the set of innovative forms and methods of educational activity that are integrated into long-term socio-scientific projects. Modeling of innovative educational environment by means of STEM and Art education provided an opportunity to introduce social and scientific projects satellites: children and youth experimentarium "Time Line", "Bank of Science", "Interesting Science in the City Streets" and others. The results of the work of the educational scientific laboratory are the development and implementation of innovative forms of educational activity in the system of training of future teachers. Innovative technology of transdisciplinary approach in education can be implemented by means of STEM platforms. The Center's Scientific and Methodological Laboratory investigates the process of introducing higher education technologies, develops a network of interactive playgrounds based on the STEM approach and approves innovative forms of educational activity. The Elements of the developed innovative scientific infrastructure were introduced at the Faculty of Mechanics and Mathematics of the V.O. Sukhomlynskyi Mykolayiv National University and in the educational institutions that are partners of the project.
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Kovačevića, Jasmina, Zora Jačova, Husnija Hasanbegović, Vesna Žigić, Dragana Maćešić-Petrović, and Boris Kovačević. "PERSONS WITH HEARING IMPAIRMENTS IN EUROPE-SOCIAL AND SCIENCE PERSPECTIVES." Journal Human Research in Rehabilitation 6, no. 1 (April 2016): 4–13. http://dx.doi.org/10.21554/hrr.041607.

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Aim: The study deals with the effects of new system of rehabilitation by using individual dynamic programs through computer technology in the education and rehabilitation of persons with hearing impairments. The sample includes adolescents of both gender distribution with the hearing impairment, average intellectual abilities, between 15 and18 years of calendar age, attending the secondary vocational training school (N=49). Results: The results point to a significant statistical difference between the achievements of the examinees who underwent the classical educational rehabilitation treatment and those whose education was based on individual dynamic programs through computer technology, in favor of the latter. Conclusion: The study deals up with new social, cultural and science perspectives viewed throw the implementation of assistive technology in education and rehabilitation of deaf people.
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Lamanauskas, Vincentas. "NATURAL SCIENCE EDUCATION: SOME FEATURES ABOUT THE ISSUE OF CONCEPT AND STRUCTURE." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 7, no. 1 (April 5, 2010): 4–7. http://dx.doi.org/10.48127/gu-nse/10.7.04.

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A problem of the notion natural science education (NSE) exists (English Science; Russian Естествознание /Естественнонаучное образование/, природоведение, окружающий мир, latvian Dabaszinatniskâ izglitiba/Dabas maciba, German Naturwissenschaft, French Sciences de la Vie et de la Terre, Norwegian Naturvitenskap/naturfag etc.). The concept is not properly and appropriately defined and this is a future task of didactics. On the other hand, in discussion on primary school this concept is not very suitable. Therefore, less complicated concepts basically defining natural science education such as The World Science, Me and the World, Nature and Human Being, Environment Study, We and the World, etc. are frequently applied. The most frequent and widely used term in Lithuania is natural science education. In the Lithuanian language – gamta (nature) + mokslas (science) + ugdymas (education) make one compound „gamtamokslinis“ and together with a term „ugdymas“ – „gamtamokslinis ugdymas“. Analogically the term is built in the Latvian language – daba (nature) + zinâtne (science) + izglitiba (education) – „dabaszinatniskâ izglitiba“. It should be emphasized that the present day educational terminology holds many obscurities. It is difficult to precisely choose an equivalent of the term in English. Researchers are expected to work hard as adjusting terminology is a very complex job in this field. I suppose that the explanation of the concept of natural sciences in a broad sense is logical. The concept „natural science education“ is the most appropriate in this context. The present natural science knowledge is related to the processes taking place in technical and social life, in the fields of ecology, health service, hygiene, demography, natural resources, etc. From this point of view, a term „natural science and technology education“ /NSTE/ seems to be reasoned today. The researchers’ communities have even certain problems in the field (for example, they have different attitudes towards natural science education and its place in the system of general education). In our opinion, natural science education is a field of social sciences (primarily educology). Public society approach to natural science education (general needs, general level of culture, traditions in the light of interaction with nature, the need to have society and the young generation of a privileged natural science background, etc.), its optimal conditions of implementation (the standards of natural science education and material, human, etc. resources undertaking their success), the development of the needs and motivation of nature study (in a broad sense) (improving the need to perceive nature throughout all studies in comprehensive school, enhancing cognitive relation with nature, etc.), natural science results: knowledge, abilities, relations (studying natural sciences, etc.) are the crucial components of natural science education. Secondary comprehensive education is the only stage for the young generation creating an opportunity to receive fundamental systemic natural science-technological education. Received NSTE (natural science-technological education) for the majority will be the only form to acknowledge this field as they will not have such a possibility for many reasons in the future. Having assessed the produced and expected changes of the educational system it is essential to stress that natural science education feels a lack of attention in the structure of the educational system (formal, informal). Key words: science education, concept, structure, technology education.
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Dissertations / Theses on the topic "Secondary education|Social sciences education|Educational technology"

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Lundy, Sarah Elizabeth. "Leveraging Digital Technology in Social Studies Education." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/1743.

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Today's K-12 classrooms are increasingly comprised of students who accomplish much of their informal learning through digital media and technology. In response, a growing number of educators are considering how they might draw upon these informal learning experiences to support student engagement and learning in the classroom through technology. The purpose of this study is for social studies educators, school administrators, teacher educators and curriculum developers to understand more about the potentials and limitations of integrating technology such as a digital text. This research focuses on the differences in experiences using a digital text and a printed text from the perspective of four high school social studies classes. The curriculum for the printed and digital texts was developed in collaboration with the Choices Program for the Twenty-First Century at Brown University. This research was based on the assumption that the thoughtful integration of a digital text in the classroom can support student engagement and differentiation while facilitating learning that students can readily transfer to multiple political, economic and social contexts beyond the classroom. Critically, students of poverty and students of color have the most to gain from increased access to digital technology in the public education system. People of color and people of poverty in the United States have significantly less access to technology at home than their white and middle class counterparts. Therefore, the classroom presents an opportunity for students who lack access to digital learning opportunities in their home environments to develop the technological fluency and digital literacy that are increasingly necessary to engage in multiple political and economic spheres in the United States. The current literature on digital technology in education lacks sufficient empirical evidence of the potential benefits and challenges that digital technologies may offer secondary social studies education from the perspective of the classroom. Therefore, the classroom field test that was undertaken for this research offers a more empirical understanding of digital texts from the important perspectives of students and teachers in the classroom learning community. This research was conducted in a large, suburban high school in the Portland Metropolitan area and compared the experiences of tenth-grade World History classes working with a print text to the experiences of tenth-grade World History classes working digitally. The mixed-methods multiple-case study design addresses the following research questions: a) In what ways, if at all, does a digital text provide high school social studies' students different affordances and academic skills than a printed text? and b) How, if at all, do high school social studies students interact differently with a digital text from a printed text? The analysis of data offered evidence that the use of the digital text supported technological fluency, the creation of more sophisticated learning products, differentiation for multiple learning styles and a more supportive reading experience due to its multimodal features. These unique academic affordances were not equivalently supported by the use of the print text. However, the type of text did not demonstrably influence students' ability to communicate their thinking in analytical writing. The analysis of data also suggested that students were somewhat more cognitively and behaviorally engaged in the digital case studies. Importantly, the digital text did not create a negatively discrepant learning experience for students of color but, rather, supported increased student engagement for both white students and students of color. The data also suggested that the digital text posed significant challenges for both students and teachers. The digital experience required students to learn new and challenging technology skills. The digital text also required more class time and created more classroom management challenges for teachers than the print experience. Despite these additional challenges, both students and teachers expressed a preference for the digital experience. Thus, the digital text seemed to provide both a more challenging and a more rewarding experience for students. This study has implications for educators that are interested in thoughtfully integrating a digital text or, a similar digital technology, in comparable classroom contexts.
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Schneider, Brett. "Virtual Civic Engagement| Exploring Technology, Secondary Social Studies, and Problem Based Learning with TPACK." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10254590.

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Sociological and cultural analysts have noted the reticence of public secondary schooling to recognize and build academic activities around the participatory culture in which adolescents are so readily involved (Jenkins, Purushotma, Weigel, Clinton & Robison, 2009). Despite the Common Core State Standards having required students to demonstrate they can maximize technology to perform a range of skills involving targeted specialized research, organized writing, and visually intentional presentation (National Governors Association Center for Best Practices [NGA], Council of Chief State School Officers [CCSSO], 2010), very few classrooms have followed through. The avoidance and or failure of these educational technology integrations in secondary subject content classes raised questions. A survey of the literature showcases the many ways in which technologies were not fully matched to the tasks, expectations, or teacher skills. The mystery of epic technological classroom can be resolved if we apply the lens of Technology, Pedagogy, and Content Knowledge (Shulman, 1986; Mishra & Koehler, 2006) which speaks about the interactions and alignment tensions among these three areas. When one has applied this TPACK lens we can best understand a range of surveyed literature that speaks to disconnect among technology affordances, teacher pedagogies, and requirements of content knowledge. Among a range of TPACK research emerges a sub-set that advocates for the value of cognitive scaffolding through hard scaffolds and soft scaffolds (Saye & Brush, 2002). Previous research has suggested the hard scaffolds can offer a built pedagogy filled with student project expectations and that soft scaffolds can provide specific practices support that is customized and relevant for participants. This research study engages in design-based research to refine hard and soft scaffolds to support high school social studies students through a multi-phase oral history project. Engaging 2 sections of students at a progressive public high school, the researcher engaged in a two-iteration cycle of design activities between November 2014 and March 2015. A student work digital portfolio was turned in after students used the first iteration scaffolds. After a teacher-provided analysis of student work using the researchers provided rubric, tweaks were made to the scaffolds. A post-interview with participant teachers provided further refinement.

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Phillips, Aaron. "High School Students' Experiences with Social Studies Inquiry and Technology in Two History Classrooms." Thesis, Northern Illinois University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10787901.

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This dissertation was a case study of student perceptions in two history classrooms in a large suburban high school. In each classroom examined for this study the teacher was committed to using social studies inquiry and mobile technology in their instruction. Students were also expected to complete assignments and conduct inquiry with mobile technology. The purpose of this study was to examine the voice and experiences of high school students, and how high school students construct meaning through inquiry and mobile technology in the social studies classroom. 109 students participated in observations, focus groups, personal interviews and submitted completed examples of inquiry with technology. There were four general themes uncovered in the data for this study. The four themes that generated the findings for this study are that students engaged in inquiry using mobile technology (a) embraced the availability of resources and information when planning and conducting inquiries (b) reflected on communication with teachers and peers during the inquiry process (c) expressed that mobile technology provided opportunities to engage in learning and enhance knowledge outside of prescribed assignments (d) and used various creative outlets of mobile technology to communicate outcomes.

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Waghid, Faiq. "Towards the democratisation of senior phase school science through the applicatin of educational technology." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85577.

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Thesis (PhD)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: In this dissertation I report on an action research study in relation to the democratisation of science education in a Grade 10 life sciences classroom at a local high school through the application of educational technology, more specifically social network media such as Facebook. I argue that action research for social justice with the support of educational technology can contribute towards cultivating critical teaching and learning in the science classroom, thus contributing to the democratisation of science education in schools. In the main, this study shows that educational technology can contribute to the democratisation of science education in classrooms in relation to teaching contentious issues in the current life sciences school curriculum on three levels: firstly, learners and educators can experience enhanced levels of participation, collaboration and deliberation through Facebook; secondly, learners can construct personal learning contexts as a testament to the sense of autonomy they have (and can acquire) in learning about life sciences, particularly as they endeavour to nurture their critical and problem-solving skills, construct and apply life sciences knowledge, and integrate understandings of life sciences into the context of societal change; and thirdly, learners and educators can cultivate equal partnerships in the sense that equality refers to their insistence to „rupture‟ and „disrupt‟ pedagogical activities in the life sciences classroom. Finally, this study also reveals that critical teaching and learning in the life sciences classroom cannot be oblivious to poststructuralist thought on learning to think and act rhizomatically as opposed to hierarchically and linearly, and that exercising one‟s individual autonomy through a claim to intellectual equality can simply be pedagogical ingredients that can further enhance democratic science education in schools.
AFRIKAANSE OPSOMMING: In hierdie proefskrif doen ek verslag oor ‟n aksienavorsingstudie in verband met die demokratisering van wetenskaponderwys in ‟n Graad 10 lewenswetenskappe- klaskamer in ‟n plaaslike skool deur die toepassing van onderwystegnologie, meer spesifiek sosiale netwerkmedia soos Facebook. Ek argumenteer dat aksienavorsing vir sosiale geregtigheid met die ondersteuning van onderwystegnologie kan bydra tot die kultivering van kritiese onderrig en leer in die wetenskapklaskamer, wat dus bydra tot die demokratisering van wetenskaponderwys in skole. Hierdie studie bewys hoofsaaklik dat onderwystegnologie op drie vlakke kan bydra tot die demokratisering van wetenskaponderwys in klaskamers met verwysing na omstrede vraagstukke in die huidige lewenswetenskappe-skoolkurrikulum: eerstens kan leerders en opvoeders hoë vlakke van deelname, samewerking en beraadslaging deur Facebook ervaar; tweedens kan leerders persoonlike leerkontekste konstrueer as bevestiging van hulle sin van outonomiteit wat hulle bekom (en kan aanleer) deur leer oor die lewenswetenskappe, veral soos hulle poog om kritiese en probleemoplossingsvaardighede uit te bou, wetenskapskennis te konstrueer en toe te pas, en betekenisse van lewenswetenskappe in die konteks van sosiale verandering kan integreer; en derdens kan leerders en opvoeders gelyke verhoudings kweek in soverre gelykheid verwys na hulle aandrang daarop om pedagogiese aktiwiteite in die lewenswetenskappe-klaskamer te „verbreek‟ en te „ontwrig‟. Ten slotte wys hierdie studie dat kritiese onderrig en leer in die lewenswetenskappe-klaskamer nie onbewus kan wees van poststrukturalistiese denke oor die aanleer van risomatiese eerder as hiërargiese en liniêre denke en optrede nie, en dat die uitleef van individuele outonomie deur aanspraak te maak op intellektuele gelykheid die pedagogiese inspuiting kan wees wat benodig word om demokratiese wetenskaponderwys verder in skole te bevorder.
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Mahoney, Mark Patrick. "Student Attitude Toward STEM: Development of an Instrument for High School STEM-Based Programs." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250264697.

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Fahrman, Birgit. "To know a subject - Teachers' views about the subject of technology. : How the subject of technology is described and approached by teachers in the lower secondary school." Licentiate thesis, KTH, Lärande i Stem, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-294564.

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For teaching to be successful, teachers must be well-educated and have knowledge in many different fields. With a combination of solid subject knowledge, good teaching skills and the ability to balance these qualities, teachers can support students’ learning. However, Swedish compulsory school technology teaching does not always meet the requirements for a desired learning environment.   This thesis aims to extend our knowledge of how teachers perceive the subject of technology, its content and purpose and our understanding of how the teachers develop this knowledge. Two sets of data have resulted in three separate studies. Study 1 (paper 1) focus on experienced technology teachers’ views of their own teaching. Study 2 and 3 (paper 2 and 3 respectively) concern the views of novice technology teachers. Different theoretical frameworks enable understanding of the analysis. The pedagogical content knowledge (PCK) framework is applied on in-depth interviews. Theories about curriculum emphases together with a conceptual framework for technology concerning the subjects’ content were applied on the short-answer interviews about purpose and content of the subject. Findings show that experienced technology teacher highlight different purposes for technology education (depending on background) but agree upon that teaching must be student-active. They emphasize the design process as important and specific for the subject and that technology teaching requires various support structures for learning to take place. The novice teachers describe the subject as being hard to grasp with a difficult to understand syllabus. They express uncertainty about planning, implementing, and assessing teaching in relation to certain content as well as practical activities.     The three studies, separately and together, point to the importance of subject knowledge. Understanding of the technology subject seems to be the first step towards grasping how the subject should be taught. Future training of technology teachers must focus on knowledge of the subject's characteristics and understanding the subject’s purpose and content. A greater effort is also needed for everyone involved to create a common vision concerning the nature, purpose, and place of the technology subject in Swedish schools that contributes to pupils' understanding of the world around them while laying a good foundation for their further studies
Undervisning i skolämnet teknik behöver, precis som alla skolämnen, ha välut­bild­ade lärare med såväl breda som djupa kunskaper inom ämnet. Kombinationen goda ämnes­kun­skaper, goda pedagogiska färdigheter och förmågan att balansera dessa till­sammans möjliggör för läraren att stödja elevernas lärande och få till en miljö som möjliggör inlärning. Dock har det visat sig att teknikundervisning i grundskolan inte alltid lever upp till kraven och att teknikundervisning därmed riskera att inte knytas till teknikämnets syfte och innehåll.    Denna uppsats syftar till att ge ökad kunskap om hur lärare uppfattar ämnet teknik, dess innehåll och syfte, samt att förstå hur lärarna utvecklar sin kunskap inom skolämnet teknik. Två datainsamlingar har resulterat i tre delstudier. Studie 1 fokuserar på erfarna tekniklärare och deras beskrivningar av sin egen under­visning. Studie 2 och 3 utgår empirin från blivande tekniklärares utsagor. Insamlad data utgår från kortare eller längre intervjuer med deltagande lärare. Olika teoretiska ramar möjliggör förståelse av den insamlade empirin där pedagogiska ämneskunskaper (PCK, pedagogical content knowledge) tillämpas på materialet från de genomförda längre intervjuerna. Teorier som utgår från kunskapsemfaser för de naturvetenskapliga ämnena samt teknik tillsammans med ett konceptuellt ramverk för teknikämnet som rör kunskapsinnehållet tillämpades på de kortare inter­vjuerna utifrån ämnets syfte och innehåll.       Resultaten visar att erfaren tekniklärare lyfter fram olika syften (beroende av bakgrund) för teknik­undervisningen men är överens om att undervisningen måste vara elevaktiv. De betonar designprocessen som viktig och specifik för ämnet och att teknikunder­visningen kräver olika stödstrukturer för att lärandet ska kunna ske. De blivande lärarna beskriver ämnet som svårt att greppa med en svår­för­ståelig kursplan. De uttrycker osäkerhet om planering, implementering och be­döm­­ning av under­visning i relation till visst ämnesinnehåll samt kring praktiska aktiviteter.                  De tre studierna pekar alla på vikten av goda ämneskunskaper och en förståelse för teknik­ämnet karaktär. Dessa kunskaper utgör ett första steg mot att förstå hur ämnet kan undervisas. Utbildning av tekniklärare framöver behöver även fokusera på förståelse av ämnets syfte och innehåll för att undervisning i teknik ska kunna bidrar till att utveckla elevernas förståelse för omvärlden och samtidigt lägger en god grund för deras vidare studier.                     Nyckelord: teknikundervisning, tekniklärare, grundskola
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Whitney, Robert Louis. "Environmental science activities for use within the ninth grade houses of Lancaster High School." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1326.

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Burgos, Betsy B. "A Study of Assistive Technology Competencies of Specialists in Public Schools." NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/60.

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Despite the rapid proliferation of assistive technology implementation, studies have revealed that a number of professionals that provide assistive technology services do not have adequate competencies to recommend and deliver assistive technologies in school settings. The purpose of the study was to examine the competencies of assistive technology specialists in Florida K-12 public schools, and identify training opportunities that may have helped them achieve professional competence in the evaluation and provision of assistive technology devices and services across AT service providers from different preparations. The study applied quantitative and qualitative methods to determine answers to the following six research questions: (1) to what extent does the perceived level of AT knowledge differ among AT specialists from different occupations in the Florida public school setting, (2) to what extent does the perceived level of AT skills differ among AT specialists from different occupations in the Florida public school setting, (3) what are the AT specialists’ perceptions about their AT knowledge and skill levels, (4) what common competency sets are needed for the AT specialist, regardless of their occupational role, (5) what are the training opportunities among AT specialists from different occupations in the Florida public schools setting, and (6) what type of training opportunities are essential among AT specialists from different occupations in the Florida school setting. In order to gather data of breadth and depth, the researcher disseminated an online survey, which 39 AT providers from the five Florida school regions completed. Interviews were conducted with seven of the survey respondents to triangulate interview data with the survey data. Results suggested that assistive technology specialists possess different levels of assistive technology knowledge and skills. Assistive technology specialists from different professional backgrounds and years of experience identified a lack of competence in several areas where they currently provide AT services. Assistive technology specialists should seek continuous in-service training to increase their assistive technology knowledge in the evaluation and recommendation of AT equipment and services for students with special needs in schools. This training is vital to meet their students’ assistive technology needs and legislation requirements for assistive technology services for students with disabilities. Recommendations for the improvement of assistive technology professional practice in schools are included in the study.
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Gomez, Jorge. "The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/936.

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Career Academy instructors’ technical literacy is vital to the academic success of students. This nonexperimental ex post facto study examined the relationships between the level of technical literacy of instructors in career academies and student academic performance. It was also undertaken to explore the relationship between the pedagogical training of instructors and the academic performance of students. Out of a heterogeneous population of 564 teachers in six targeted schools, 136 teachers (26.0 %) responded to an online survey. The survey was designed to gather demographic and teaching experience data. Each demographic item was linked by researchers to teachers’ technology use in the classroom. Student achievement was measured by student learning gains as assessed by the reading section of the FCAT from the previous to the present school year. Linear and hierarchical regressions were conducted to examine the research questions. To clarify the possibility of teacher gender and teacher race/ethnic group differences by research variable, a series of one-way ANOVAs were conducted. As revealed by the ANOVA results, there were not statistically significant group differences in any of the research variables by teacher gender or teacher race/ethnicity. Greater student learning gains were associated with greater teacher technical expertise integrating computers and technology into the classroom, even after controlling for teacher attitude towards computers. Neither teacher attitude toward technology integration nor years of experience in integrating computers into the curriculum significantly predicted student learning gains in the regression models. Implications for HRD theory, research, and practice suggest that identifying teacher levels of technical literacy may help improve student academic performance by facilitating professional development strategies and new parameters for defining highly qualified instructors with 21st century skills. District professional development programs can benefit by increasing their offerings to include more computer and information communication technology courses. Teacher preparation programs can benefit by including technical literacy as part of their curriculum. State certification requirements could be expanded to include formal surveys to assess teacher use of technology.
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Merrill, Christopher P. "Effects of integrated technology, mathematics, and science education on secondary school technology education students." Connect to resource, 2000. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242752381.

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Books on the topic "Secondary education|Social sciences education|Educational technology"

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Managing information technology in secondary schools. London: Routledge, 1997.

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Education, Ontario Ministry of. Le curriculum de l'Ontario, 9e et 10e année: Sciences, 1999. [Toronto, Ont.]: The Ministry, 1999.

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Education, Ontario Ministry of. Le curriculum de l'Ontario, 9e et 10e année: Sciences humaines et sociales, 1999. [Toronto, Ont.]: The Ministry, 1999.

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Education, Ontario Ministry of. Le curriculum de l'Ontario, 9e et 10e année: Éducation artistique, 1999. [Toronto, Ont.]: The Ministry, 1999.

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Education, Ontario Ministry of. Le curriculum de l'Ontario, 9e et 10e année: Éducation technologique, 1999. [Toronto, Ont.]: The Ministry, 1999.

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Education, Ontario Ministry of. Le curriculum de l'Ontario, 9e et 10e année: Affaires et commerce, 1999. [Toronto, Ont.]: The Ministry, 1999.

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Education, Ontario Ministry of. Le curriculum de l'Ontario, 9e et 10e année: Études canadiennes et mondiales, 1999. [Toronto, Ont.]: The Ministry, 1999.

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Education, Ontario Ministry of. Le curriculum de l'Ontario, 9e et 10e année: Orientation et formation au cheminement de carrière, 1999. [Toronto, Ont.]: The Ministry, 1999.

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Education, Ontario Ministry of. Le curriculum de l'Ontario, 9e et 10e année: Planification des programmes et évaluation, 1999. [Toronto, Ont.]: The Ministry, 1999.

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Education, Ontario Ministry of. Le curriculum de l'Ontario, 9e et 10e année: Mathématiques, 1999. [Toronto, Ont.]: The Ministry, 1999.

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Book chapters on the topic "Secondary education|Social sciences education|Educational technology"

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Jara, Roxana, Cristian Merino, Marcela Arellano, Gisselle Inzunza, Miriam Satlov, and Agustín Adúriz-Bravo. "Written Reconstruction of School Scientific Experiments: The Use of Narratives in Secondary Chemistry Education." In Education and Technology in Sciences, 128–40. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45344-2_11.

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Nikolova, Nikolina, and Eliza Stefanova. "Inquiry-Based Science Education in Secondary School Informatics – Challenges and Rewards." In Information Technology and Open Source: Applications for Education, Innovation, and Sustainability, 17–34. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-54338-8_2.

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Dokopoulou, Maria, Evangelos Bozas, and Evangelia A. Pavlatou. "Multimedia Applications by Using Video-Recorded Experiments for Teaching Biology in Secondary Education." In New Developments in Science and Technology Education, 97–107. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22933-1_10.

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Svoboda, Petr. "Educational Program for the Development of Digital Competencies of Teachers of Social Sciences in Secondary Vocational Education." In Human Interaction, Emerging Technologies and Future Systems V, 705–13. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85540-6_89.

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Ozoji, Bernadette Ebele. "Effects of Concept Mapping Technique on Nigerian Junior Secondary School Students’ Cognitive Development and Achievement in Basic Science and Technology (Integrated Science)." In Science Education in the 21st Century, 95–111. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5155-0_7.

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Smyrnaiou, Zacharoula, Evangelia Petropoulou, Maria Margoudi, and Ioannis Kostikas. "Analysis of an Inquiry-Based Design Process for the Construction of Computer-Based Educational Tools: The Paradigm of a Secondary Development Tool Negotiating Scientific Concepts." In New Developments in Science and Technology Education, 73–86. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22933-1_8.

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Jensen, Fredrik. "The Impact of Outreach and Out-of-School Activities on Norwegian Upper Secondary Students’ STEM Motivations." In Understanding Student Participation and Choice in Science and Technology Education, 185–99. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7793-4_12.

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Bergem, Ole Kristian, Trude Nilsen, Oleksandra Mittal, and Henrik Galligani Ræder. "Can Teachers’ Instruction Increase Low-SES Students’ Motivation to Learn Mathematics?" In Equity, Equality and Diversity in the Nordic Model of Education, 251–72. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_10.

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AbstractStudents’ motivation in mathematics has been shown to predict their achievement and whether they pursue a later career in STEM (science, technology, engineering, and mathematics). To sustain equity in education, it is important that students are motivated for the STEM fields, independent of their background characteristics (e.g., gender and SES). Previous research has revealed that students’ motivation declines from primary to secondary school. The present study investigates whether this unwanted development may be related to students’ SES, and more importantly, what aspects of teachers’ instruction are related to student motivation for low, medium, and high-SES student groups in grade 5 and 9. We use data from students in grades 5 and 9 and their teachers who participated in TIMSS 2015 in Norway. Multilevel (students and classes), multi-group structural equation modelling is used to answer the research questions. In line with previous research from Germany and the USA, the results showed that SES is more important to student motivation in secondary than primary school, that low SES students’ motivation depends more on their teachers’ instructional quality than high SES students and that this dependency is stronger in secondary school than in primary school. The implications and contributions of the study are discussed.
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Hernández-García, Fulgencio, Pantelis Agathangelou, Rubén Chacón-Beltrán, and Sofia Hadjileontiadou. "Improving EFL Students’ Writing with the Help of Technology: The Case of Verb Tenses in Secondary Education." In Communications in Computer and Information Science, 359–76. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20954-4_27.

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Krishnamurthy, Sarala, and Charl C. Wolhuter. "Upgrading Polytechnic in Namibia to the Namibia University of Science and Technology and the Post-Secondary Education Niche in Namibia." In Handbook of Comparative Studies on Community Colleges and Global Counterparts, 1–15. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-38909-7_14-1.

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Conference papers on the topic "Secondary education|Social sciences education|Educational technology"

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Küttim, Merle, Jelena Hartšenko, and Iivi Riivits-Arkonsuo. "Added value of post-secondary education in Estonia." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9437.

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Education is seen in the human capital literature as one of the determining factors for labour market outcomes (Blázquez et al., 2018), measured through multiple variables. The aim of the current study is to examine the change in the earnings of graduates from Estonian post-secondary education institutions. This is achieved by comparing graduates who had studied from 2013 to 2016 in four fields: engineering, information technology, economics and natural sciences. To assess the change in pre- and post-entry earnings difference-in-differences regression was used. The results indicate there are differences between disciplines in terms of added value. In economics gender differences have the smallest and entrepreneurial activities the largest impact for the change in earnings. The study contributes to our understanding of added value of post-secondary education by combining educational, tax and social data, and analysing the change in graduates’ earnings pre- and post-entry. Keywords: Post-secondary education; earnings; value added; Estonia; labour market success
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"Research on Job Satisfaction of Primary and Secondary School PE Teachers." In 2018 International Conference on Education Technology, Economic Management and Social Sciences. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/etemss.2018.1643.

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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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Ranieri, Jessica, Federica Guerra, and Dina Di Giacomo. "BUFFERING EFFECT FOR 2ND COVID-19 LOCKDOWN: THE ROLE OF ACADEMIC E-LEARNING ADOPTION AMONG GENERATION Z." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact025.

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"Background. The undergraduate community is composed of Generation Z members who constitute a social generation of digital natives who are technologically skilled. Their widespread exposure to technology accounts for their comfort with and strong knowledge of digital media. The government adoption of e-learning in academic education during the coronavirus disease (COVID-19) pandemic may be beneficial to such digitally skilled individuals. Some studies have underscored the e-learning adoption adverse psychological impact on the mental health of the younger generation. In fact, the findings underscore an increase in psychological distress, excessive fear of infection, pervasive anxiety, frustration and boredom, a high level of stress, and post-traumatic stress symptoms. We aimed to detect the protective factor for academic community during social restriction for pandemic in 2nd Italian lockdown analysing the adaptive behaviour of undergraduate in 3 field panels of academic education (life sciences, physical and engineer sciences, human and social sciences). We aimed to determine the psychological impact of prolonged e-learning on emotional regulation among undergraduate students. A secondary objective was to identify key components for preventive interventions targeted toward the academic community by investigating the buffering effect of e-learning in academic education on exposure to the pandemic. Methods. An online cross-sectional survey was conducted on 570 university students (aged 18–26 years) pursing degrees in life sciences, physical and engineering sciences, and social sciences in Italy. They were recruited using snowball sampling. We administered emotional (PDEQ, CSSQ, CAS), personality traits (BFI-10) and affinity for e-learning (AEQ) measures. Results. Our findings suggest that a majority of the university students developed peritraumatic dissociative experience and stress, but not dysfunctional coronavirus anxiety during the 2nd COVID-19 lockdown in Italy. Nevertheless, the present findings also highlight the fragility of younger Gen Z undergraduate students who are beginning their academic journey amid the COVID-19 pandemic. Further, coronavirus distress significantly predicted mental health through the mediating effect of personality traits and e-learning affinity. Conclusions. Therefore, health care professionals are encouraged to implement psychological support interventions that strengthen one’s ability to manage stressful situations and reinforce their status as a digital native. Consequently, they may realize the power of their personal strengths, which in turn may mitigate their stress and peritraumatic dissociative experience when they deal with challenges, enhance their competence, and enable them to adopt effective coping strategies."
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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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Cost, Diana, Jessica Chin, Ibrahim Zeid, Claire Duggan, and Sagar Kamarthi. "Effective Use of Engineering in Teaching Secondary STEAM Courses: A Robotics Course Example." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-62569.

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Global Learning Charter Public School (GLCPS) is an urban secondary school located in the city of New Bedford, Massachusetts. GLCPS educates students in grades 5–12. It is a Title I school with over 74% of the student population on free and reduced lunch. Historically, only 60% of students graduating from New Bedford move on to postsecondary education. It is the goal of our school to change this and increase the number of students entering post secondary education and more specifically to increase their interest in STEAM (science, technology, engineering, arts, and math) fields. GLCPS provides a unique educational experience where students demonstrate academic excellence and mastery of essential skills. These skills include: technology literacy, public speaking, global citizenship and arts exploration. Incorporation of STEAM (science, technology, engineering, art, and mathematics) is a continued goal for our school. After attending teacher educator training/professional development in engineering-based learning (EBL), we decided to create a robotics course, which fully embedded EBL into the curriculum. The goal of this robotics course is two fold: 1) Combine engineering, math, science, and art/creativity into one course; and 2) engineering-based learning can impact the way students learn STEAM principles, retain STEAM theory, and apply them to real world, relevant applications. The purpose of this paper is to illustrate how engineering-based learning inspired and impacted the development of a robotics course in an urban, financially disadvantaged, secondary charter school. Specifically, we detail how the principles and tools of the engineering-based learning pedagogy affected the development and implementation of this robotics course. Lastly, we will demonstrate how EBL and the robotics course have changed student perceptions of science, engineering, and math.
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Hubálovská, Marie, Štěpán Hubálovský, and Pavel Krejčí. "THE CONSTRUCTION ACTIVITY AS A METHOD OF POLYTECHNIC AND SCIENCE LEARNING." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.76.

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The research orientation of the Department of technics, Faculty of Education, University of Hradec Kralove focuses on finding new ways for development of polytechnic and science education. The research is motivated by the fact that children’s interest in technical and science subjects is decreasing in recent years in the Czech Republic. The research aims are to prove the applicability and effectiveness of multidisciplinary methods in teaching of technical and science subjects. The research observed the effect of the use of construction activity in teaching of physics in lower secondary school. The results of research confirmed that working and construction activity can develop technical and science thinking of children. Keywords: polytechnic education, science education, lower secondary school, construction activity, construction kit.
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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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Brandt, S., and M. Lonsdale. "Technology-supported cooperative learning in secondary education." In Proceedings of HICSS-29: 29th Hawaii International Conference on System Sciences. IEEE, 1996. http://dx.doi.org/10.1109/hicss.1996.493202.

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Fernández-Oliveras, Alicia, Carolina Martín-Gámez, and Francisca García-Pardo. "INSTRUMENT FOR THE EDUCATIONAL ANALYSIS OF SCIENCE TEXTBOOKS OF SECONDARY EDUCATION FROM A GENDER PERSPECTIVE." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0421.

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