• Hwankyungkyoyuk
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• v.20 no.1
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• pp.118-130
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• 2007

This article investigated the effects of students' knowledge, beliefs, and attitudes about environment on environmental issue-based environmental problem solving in secondary school students. This article also investigated whether these factors are related to the environmental problem solving. Therefore, we first developed the test instruments to measure secondary school students' environmental knowledge, environmental beliefs, and environmental attitudes. Then, we developed the environmental issue-based teaching materials for secondary school students. The subjects participated in a environmental issue-based approach that consist of 3 lesson over an three weeks period. The results of this study presents that environmental knowledge and environmental beliefs are effective for the environmental problem solving in middle school environment class. First, secondary school students knew well ecological knowledge about environmental problem, and was entertaining most ecological beliefs. Second, secondary school students were having attitude which is most pro-environmental behaviors. Third, secondary school students are referring necessity of development partially about environment point at issue of country level. But, they were retaining situation of preservation about environment point at issue of area level. It's not easy to generalize these results because of many different variables, but the results suggests that teachers should make an effort to improve student's environmental problem solving ability applying environmental issue-based learning. And it's necessary to develop many kinds of environmental issues and teacher's instruction method to enrich problem solving ability in the process of environmental issue-based learning.

• Research in Mathematical Education
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• v.17 no.2
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• pp.79-97
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• 2013

This paper reports findings from a survey of senior secondary school students' epistemological conceptions of mathematics with the adaption of the instrument of the "Conceptions of Mathematics" - Inventory in China. The survey included a sample of 414 Grade 10 students, 441 Grade 11 students, and 400 Grade 12 students from three provinces. Descriptive statistics, one-way ANOVA, and T-test were employed to analyze data in this study. It was found that senior secondary school students mainly focused on objectivity and reality of mathematics, without highlighting the characteristics of sociality, subjectivity, and creativity of mathematics. In addition, besides gender differences, differences were identified among students from different grades, different areas, taught by teachers with different teaching experience and experience in using reformed curriculum.

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.367-373
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• 2014

The purpose of this study was to survey secondary school science teachers' teaching styles and to recognize students' science anxiety about science teachers' different teaching styles. One hundred seventy-four science teachers and 2,122 students participated. The teaching style questionnaire and the science anxiety measurement scale (SAMS) with teaching style were administered to teachers and students, respectively. Teaching styles were analyzed in terms of teacher's individual variables, such as gender and school level. The science anxiety related to each teaching style was analyzed and compared in terms of students' gender and school level. The results were as follows. First, the secondary school science teachers were classified into four types based on their teaching styles: expert, provider, facilitator and enabler. Most teachers fell under the expert style category and the least under enabler style. This indicated that numerous science teachers in secondary school employ a teacher-directed style rather than a student-centered style in class. Second, students felt the highest science anxiety with experts and the lowest science anxiety with enablers. The students' science anxiety showed statistically significant differences with different teaching styles (p<.05). Even though female students felt higher science anxiety than male students towards all four teaching styles, no statistically significant gender differences were found. Middle school students were more influenced by teaching style than high school students. Some suggestions were made for teachers to reduce students' science anxiety in classes based on results.

• Journal of The Korean Association For Science Education
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• v.24 no.6
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• pp.1158-1172
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• 2004

This study searched secondary school students' epistemological views and ontological views about nature and the root causes of such their views. The subjects were 156 secondary school students and data were gathered by the questionnaire developed based on preceding researches. As a result, many secondary school students had epistemological views of unknowable nature. There were various root causes of their epistemological views such as regularity and harmony of nature, predictable and circular natural phenomenon, causation, the relation between human and nature. On the other hand, a lot of secondary school students had ontological view of supernatural nature. Their religious beliefs were very powerful influence their supernatural ontological views. The nature is the object of science and the physical world. Because those views supply science educators basic backgrounds how leaners understand science class, secondary school students' epistemological views and ontological views are precious information. From now on, it is necessary to study relations between students' epistemological views and ontological views and their science class processes.

• International Journal of Computer Science & Network Security
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• v.22 no.8
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• pp.292-298
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• 2022

The study aimed to measure the effectiveness of using Cognitive virtual tours based on Marzano model to develop the achievement and some of historical research Skills for secondary school students. To achieve the objectives of the study, the experimental method was used and two study groups consisted of (60) students were divided into two groups, one is Control (30) students and the other is in experimental (30) students at Alsalam secondary in Ismailia Governorate. The study used several tools: The experimental processing tool of Cognitive Virtual tours based on Marzano model, Cognitive achievement test for the first unit of Secondary first grade history Course. Historical research skills. The finding of the study showed the effectiveness of using cognitive virtual tours based on Marzano model in developing the achievement and some of historical research skills for first grade secondary students which there are Statistically differences at level (0.01) between the average scores of the students in (experimental and Control) groups in post application for Cognitive achievement test. Practical application of the study can contribute to clarify how to use Cognitive virtual tours based on Marzano model in teaching history, and Draw the attention of history developers to the development of historical research skills.

• International Journal of Knowledge Content Development & Technology
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• v.14 no.2
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• pp.81-97
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• 2024

The study investigated computer literacy skills as a determinant of electronic reference sources utilization among selected secondary school students in Ado-Odo Ota Local Government, Ogun State, Nigeria. Four specific objectives with conforming research questions guided the study. Descriptive survey research design was adopted for the study. The population of the study comprises of SSS3 students of the three selected Community Secondary Schools in Ado Odo Ota. A sample size of 150 was used for the study. The instrument for data collection was a self-developed structured questionnaire. Data collected was analyzed using frequency and percentages. Findings of the study revealed that majority of secondary school students were not aware of the availability of electronic reference sources. It also revealed that the level of their computer literacy skills was below average. Majority of them have never used computer before and the few of them that have used computer before used it in their homes, their friend's homes or in the cyber café. It was found that lack of formal training on the use of electronic reference sources, lack of access to computer, lack of awareness of availability of electronic reference sources, lack of funds for internet subscriptions, over dependency on printed reference sources and lack of motivation to use electronic reference sources were the major hindrances to the use of electronic reference sources among secondary school students. It was recommended that the school librarians and teachers should play a role in creating awareness among secondary school students about the availability of online/ electronic reference sources among others.

• Journal of the Korean Institute of Educational Facilities
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• v.22 no.1
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• pp.47-57
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• 2015

This study aimed to identify secondary school students' perceptions of school spaces by researching their place preferences and the reasons for them. For the purpose, we analyzed students' written statements regarding places they like and dislike at school, which were collected from 836 middle and 1,100 high school students enrolled at 4 middle and 4 high schools, respectively. Data were transcribed, encoded, and analyzed so as to be clustered to themes revealing the students' senses of places at school. The results are as follows: (1) for middle school students, the most preferred places had to do with physical activities, including playground, auditorium, gymnasium etc., whereas high school students preferred indoor places such as classrooms; (2) the reasons for like-places were categorized into three themes: functions (physical, social, learning, and everyday activities), emotions (belonging, healing, and aesthetics), and physical characteristics; (3) both middle and high school students regarded restroom as the place that they disliked most; (4) the reasons for dislike-places included physical conditions, atmosphere, person-related, subject-related, and circumstances such as the happening of violence or punishment. These may provide educators, parents, school architects and administrators with practical considerations needed for making school a better place for students at secondary schools.

• Journal of Korean Home Economics Education Association
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• v.6 no.2
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• pp.1-12
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• 1994

The purpose of the study were to: (1) determine important home management concepts in the secondary home economics education curriculum,(2) identify the educational needs related to home management perceived by secondary school students, and the factors affecting it, (3) use the findings to make recommendations for developing home economics curriculum and teaching home economics in the secondary school. The questionnaires were distributed to the 1,029 secondary school students, lived in seoul, local cities, and rural area. The data were analyzed by using descriptive statistics, T-test one ay ANOVA with scheffe test, and multiple regression analysis. Forty home management concepts were selected based on the related literatures. Stress man-agement, leisure time activities, resource use, making money for adolescents, work simplication methods were the concepts which showed the highest level of educational needs perceived by the students. The educational needs were affected by sex, school level, residence area of the respondents, and other factors related to the perception about home economics such as preference, GPA, etc.

• English Language & Literature Teaching
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• v.18 no.1
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• pp.115-132
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• 2012

In order to confirm ecological validity of D$\ddot{o}$rnyei's second language motivational self, the present study investigated 495 South Korean secondary school students' L2 learning motivation and motivated behavior by using a questionnaire survey. The participants' ideal L2 self, ought-to L2 self, integrativeness, and instrumentality were examined and compared to identify which motivational factor had the most effect on their motivated L2 learning behavior. Among Korean secondary school students, the concept of integrativeness was replaced with the ideal L2 self as a more appropriate concept for understanding Korean secondary school students' L2 learning motivation. As for instrumentality, promotional aspects demonstrated a significant correlation with both the ideal and ought-to L2 selves, whereas preventional aspects showed a relatively high correlation with the ought-to L2 self. The ideal L2 self had the most impact on the motivated behavior, and the ideal L2 self and ought-to L2 self reflected the students' different motivational characteristics. It is suggested that D$\ddot{o}$rnyei's (2005, 2009) L2 motivational self system can be a better psychological model than Gardner's (1985) socio-educational model for understanding Korean secondary school students' L2 learning motivation.

• 한국데이터정보과학회:학술대회논문집
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• 2006.04a
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• pp.229-233
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• 2006

In teaching statistics in the secondary school, most math teachers do it and students enjoy it well before 11th grade. But, both of teachers and students feel statistics hard at 11th grade, which has been contained permutations, combinations, random variables, probability distributions, hypotheses and tests for normal distribution. In this study, we explore the efficient teaching methods of statistics for math teachers and also find many students enjoying it.