scholarly journals The Role of Teachers’ ICT Skills in the Development of Scientific Views of High School Students

2021 ◽  
Vol 7 (11) ◽  
pp. 336-342

The article discusses the development of the learning process in the new information society, the importance of using new technologies, their application in the learning process. It also emphasizes the importance of inculcating teachers’ knowledge and skills in the formation of the worldview of high school students using ICT tools, and notes that the application of new technologies in the learning process is an important feature of the modern learning process.

2021 ◽  
Vol 2 (1) ◽  
pp. 21-34
Author(s):  
Muhammad Teguh ◽  
Wahidul Basri

This article was written with the aim of analyzing the behavior of high school students and all of their factors during history learning during the Covid-19 pandemic, so that knowing the history learning behavior of high school students and responses from high school teachers related to student behavior in the history learning process during the Covid-19 pandemic and analyzing how the reinforcement measures carried out by high school teachers towards students and the effect felt during online learning. The research method used was descriptive qualitative. The subjects of the study were research articles related to students' historical learning behavior during the Covid-19 pandemic, The sample of research articles is 26 journals consisting of national journals and international journals. The results of this study were 1) forms of student behavior in various history lessons; 2) student behavior is influenced by the creativity ability of teachers and the role of the family, and 3) The history teacher provides reinforcement during the online history learning process to students. The conclusion of this study is to maximize the history learning behavior of high school students during the pandemic has 5 (five) aspects learning and management of teaching in the Covid-19 era, know the benefits of learning history using Google classroom, increasing the effectiveness of the teaching and learning process during the Covid-19 Pandemic, the role of families in accompanying student, and increase student activeness in taking online learning.


2021 ◽  

New technologies in education have brought challenges to the educational environment for the school and, above all, for the teacher's practice outside and within the classroom, as it now requires a new profile of educator who is no longer one who only exposes content and after demanding the results in the assessments, the teacher must have the role of mediator between the student and knowledge. Starting from this initial position, this paper seeks to analyze the challenges faced by the school and the teachers to insert and work with the student in the world of new technologies, while trying to identify the problems faced by teachers in the context of the classroom and the challenges to insert the student in the use of new technologies. The methodology used was a bibliographical research combined with a field research, starting from a quantitative and qualitative approach with students and teachers on the use of these resources in the classroom. The research had the participation of thirty-two first-year high school students and ten teachers from different areas of knowledge, from the Monsenhor Vicente Freitas State High School, located in the city of Pombal in the State of Paraíba. The main authors who contributed with important reflections for the construction of this work were: FREIRE, GADOTI and KENSKI.


Author(s):  
Syayid Qosim M. Jafar Al-idrus

<p class="AbstractEnglish"><strong>Abstract:</strong>. The study of physics in the globalization era faces many challenges. One such challenge is that students become less interested in traditional learning. In this era android applications are very popular among teenagers and may be an alternative to this problem. The purpose of this article is to describe the role of android application on physics learning of high school students especially on business material and energy. The method used is qualitative deskrptif. A Likert-scale questionnaire was used to collect data in this study. The object of this research is high school students of class X of Malang city. The result of this research is student response to android 3.60 in good criterion and on physics learning process equal to 3,03 in good creteria. These results indicate that students respond well to android applications used in the process of physics learning in the classroom.</p><p class="KeywordsEngish"> </p><p class="AbstrakIndonesia"><strong>Abstrak:</strong> Pembelajaran fisika di era globalisasi banyak menghadapi tantangan. Salah satu tantangan tersebut adalah siswa menjadi kurang tertarik dalam pembelajaran yang masih tradisional. Dimasa ini aplikasi android sangat populer dikalangan remaja dan mungkin bisa menjadi salah satu alternatif untuk permasalahan ini. Tujuan artikel ini adalah untuk mendiskripsikan peranan aplikasi android pada pembelajaran fisika siswa SMA khususnya pada materi usaha dan energi. Metode yang digunakan adalah kualitatif deskrptif.  Lembar angket dengan skala Likert digunakan untuk mengambil data pada penelitian ini. Objek penelitian ini adalah siswa SMA kelas X kota Malang. Hasil penelitian ini adalah respon siswa terhadap android sebesar 3,60 dalam kreteria baik dan pada proses pemebelajaran fisika sebesar 3,03 dalam kreteria baik. Hasil ini menunjukkan bahwa siswa merespon baik aplikasi android yang digunakan dalam proses pembelajaran fisika di dalam kelas.</p>


Author(s):  
Thu Ngo ◽  
Len Unsworth ◽  
Michele Herrington

AbstractStudents’ difficulties interpreting diagrams remain a concern in science education. Research about improving diagram comprehension has included few studies of teachers’ orchestration of language and gesture in explaining diagrams—and very few in senior high schools. Research with younger students and studies of research scientists’ practice indicate the significance of the interaction of teachers’ gesture and language in explaining visualisations. The strategic deployment of such teacher-focussed authoritative explanations has been observed in facilitating progression to more complex and symbolic representations in classroom work. However, the paucity of such research in senior high school leaves open the question of how these teachers use gesture and language in managing the challenges of explaining the intricate sub-microscopic and abstract visualisations senior high school students need to negotiate. In this paper, we outline existing studies of teachers’ use of gesture and language to explain complex images in senior high school and investigate how it is managed by two biology teachers with images of different types and complexity representing the activity of certain cell components in the early phase of cell duplication. Implications are drawn for foci of further research including the role of a metalanguage describing different types of visualisations and their affordances.


1976 ◽  
Vol 38 (2) ◽  
pp. 655-658 ◽  
Author(s):  
George W. Kelling ◽  
Rhea Zirkes ◽  
Deena Myerowitz

Advisers are expected to be cautious. Typical instructions in research on risky shift induce the adviser role. However, subjects may take the role of the story's hero when they can identify with the hero. It is acceptable for people to be daring when acting for themselves. This hypothesis of a switch of set predicts that subjects should consider themselves more risky than the majority of their peers, a way of expressing the value of risk, when they are similar to the story's hero. High school students rated themselves and the majority on stories dealing with situations common to their age group and on stories dealing with adult problems. Sex of hero was also manipulated. Results supported the hypothesis of a switch of set. Subjects displaced themselves more when the situation was similar to those they might face; in addition, subjects displaced themselves more when the story's hero was of their sex. No sex differences in general tendency to risky displacement were found.


2021 ◽  
pp. 082957352110347
Author(s):  
Luis Francisco Vargas-Madriz ◽  
Chiaki Konishi

Canada’s high school graduation rates are still low when compared to other members of the OECD. Previous studies have found academic involvement is associated with positive trajectories toward graduation, that social support promotes student engagement, and that school belonging could mediate this relationship. Still, little is known about the specificity of such mediation, especially in Québec. Therefore, this study examined the role of belonging as mediator of the relationship between social support and academic involvement. Participants ( N = 238) were high-school students from the Greater Montréal Area. All variables were measured by the School-Climate Questionnaire. Results from hierarchical multiple regressions indicated parental support had a direct relationship, whereas peer and teacher support had a mediated relationship by school belonging with academic involvement. Results highlight the critical role of school belonging in promoting academic involvement in relation to social support.


2021 ◽  
Vol 92 ◽  
pp. 20-29
Author(s):  
Leni Raemen ◽  
Koen Luyckx ◽  
Nina Palmeroni ◽  
Margaux Verschueren ◽  
Amarendra Gandhi ◽  
...  

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