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The Determination of High School Students’ Attitudes Towards STEM 高中生对STEM态度的决定
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-05-15 DOI: 10.52634/MIER/2021/V11/I1/1755
T. Gok
{"title":"The Determination of High School Students’ Attitudes Towards STEM","authors":"T. Gok","doi":"10.52634/MIER/2021/V11/I1/1755","DOIUrl":"https://doi.org/10.52634/MIER/2021/V11/I1/1755","url":null,"abstract":"The study aims to determine the attitudes of high school students toward STEM. During the development of the survey, a pilot study and the main study was conducted. The pilot study was conducted primarily for the collection and statistical analysis of the research data. Exploratory and Confirmatory Factor Analysis was carried out for the pilot survey. The statistical results show that the pilot study was reliable and acceptable. The main study was conducted for the comparison and discussion of the research data. The sample of the study comprised 2118 high school students in 12 high schools during the academic year 2018-2019 in Izmir, Turkey. The results showed that the mean score of students’ attitudes on STEM decreased from 9th grade to 12th grade in both the metropolitan and suburban areas of the city. Results for gender differences show that the mean score of male high school students’ attitude towards STEM was higher than the mean score of female high school students in both metropolitan and suburban areas.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"62 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85183333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Need for Cognition and Trait Emotional Intelligence in Relation to Academic Achievement of Higher Secondary Students 高中生学习成绩与认知需求、特质情商的关系
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-05-15 DOI: 10.52634/MIER/2021/V11/I1/1753
N. K. Arasi
{"title":"Need for Cognition and Trait Emotional Intelligence in Relation to Academic Achievement of Higher Secondary Students","authors":"N. K. Arasi","doi":"10.52634/MIER/2021/V11/I1/1753","DOIUrl":"https://doi.org/10.52634/MIER/2021/V11/I1/1753","url":null,"abstract":"This study investigates the need for cognition and trait emotional intelligence of higher secondary students and their relationship to academic achievement. This study also examined the effect of some demographic variables like gender, locale, medium of instruction, order of birth of students on the chosen variables. The study employed a survey method for data collection. The sample comprised 313 (150 boys and 163 girls) higher secondary school students. The Trait Emotional Intelligence Questionnaire-short form (TEIQue–SF; Petrides, 2009) and Need for Cognition Scale (Cacioppo et al., 1984) were used for the study. The results revealed that boys and girls are similar in their need for cognition and trait emotional intelligence. Also, girls outperformed boys academically. Results also show that trait emotional intelligence has a significant effect on academic achievement. There is also a statistically significant relationship between the need for cognition and trait emotional intelligence.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"40 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72681799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Role of Instructional Scaffolding to Facilitate Problem Solving Skills in Music Improvisation 教学脚手架在音乐即兴创作中促进问题解决能力的作用
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-05-15 DOI: 10.52634/MIER/2021/V11/I1/1763
Farah Pauline Yong Abdullah, Ku Wing Cheong, Farideh Alizadeh, Chiew Hwa Poon
{"title":"The Role of Instructional Scaffolding to Facilitate Problem Solving Skills in Music Improvisation","authors":"Farah Pauline Yong Abdullah, Ku Wing Cheong, Farideh Alizadeh, Chiew Hwa Poon","doi":"10.52634/MIER/2021/V11/I1/1763","DOIUrl":"https://doi.org/10.52634/MIER/2021/V11/I1/1763","url":null,"abstract":"This study aims to investigate the role of instructional scaffolding in developing problem-solving skills in melodic improvisation among beginner piano students. Three action research cycles were implemented to identify the effectiveness of scaffolding instructions. The process of measuring students’ problem-solving skills in improvisation is audio-recorded and further transcribed onto music scores in the third action research cycle for data analysis. The findings showed a positive development and improvement in the students’ problem-solving skills and filled the knowledge void for music teachers to plan and teach music improvisation progressively. These findings were helpful for music teachers to implement future musical tasks in creative activities.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"56 1","pages":"103-117"},"PeriodicalIF":0.3,"publicationDate":"2021-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76066892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Self-Efficacy Perceptions of Science Teachers Regarding Content Knowledge 科学教师对内容知识的自我效能感
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-05-15 DOI: 10.52634/MIER/2021/V11/I1/1756
Berna A. Sari, S. A. Kiray
{"title":"Self-Efficacy Perceptions of Science Teachers Regarding Content Knowledge","authors":"Berna A. Sari, S. A. Kiray","doi":"10.52634/MIER/2021/V11/I1/1756","DOIUrl":"https://doi.org/10.52634/MIER/2021/V11/I1/1756","url":null,"abstract":"This study aims to determine the self-efficacy of science teachers regarding their content knowledge. The research was conducted using a multiple case study design. Three science teachers working in public schools were selected through purposive sampling. Personal interviews were used to collect the data for the study. The results showed that science teachers’ self-efficacy in physics, chemistry, biology, astronomy, earth sciences, scientific process skills and science-technology-society-environment (STSE) are different. The area where science teachers are weakest in terms of their content knowledge self-efficacy is STSE. Although sustainable development, socio-scientific issues, science and career awareness sub-dimensions in the STSE have taken place in the curriculum, the teachers were not aware of these dimensions. Based on the results, the researchers recommend that in-service training courses be organised to increase the self-efficacy of science teachers on content knowledge.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"206 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77057431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Creative Thoughts Are the Means to Bring About Innovations In Education 创新思维是实现教育创新的手段
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-02-04 DOI: 10.52634/MIER/2015/V5/I1/1511
Roopashree B.J
{"title":"Creative Thoughts Are the Means to Bring About Innovations In Education","authors":"Roopashree B.J","doi":"10.52634/MIER/2015/V5/I1/1511","DOIUrl":"https://doi.org/10.52634/MIER/2015/V5/I1/1511","url":null,"abstract":"Since the end of the 1990s, creativity has become a growing area of interest once more within the educational community and the society at large. Creativity is identified as a major aim of education throughout the world. Creativity and innovation are becoming increasingly important for the development of the 21st century knowledge society. They contribute to economic prosperity as well as to social and individual well-being and are essential factors for a more competitive and dynamic country. Education is seen as central in fostering creative and innovative skills. Creativity and innovation can play an important role in the knowledge society. Creativity is conceptualised as a skill for all. It is an ability that everyone can develop and it can therefore be fostered or, likewise, inhibited. Educational actors have the power to unlock the creative and innovative potential of the young. This article provides the theoretical grounding for creativity and innovation to thrive in a school environment, proposing a series of central factors, which can support the shift towards a more creative and innovative education.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"5 1","pages":"60-70"},"PeriodicalIF":0.3,"publicationDate":"2021-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42051642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Concept And Practices In Inclusive Education 全纳教育的概念与实践
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-02-03 DOI: 10.52634/MIER/2013/V3/I2/1537
Hemlata
{"title":"Concept And Practices In Inclusive Education","authors":"Hemlata","doi":"10.52634/MIER/2013/V3/I2/1537","DOIUrl":"https://doi.org/10.52634/MIER/2013/V3/I2/1537","url":null,"abstract":"The philosophy of inclusion is not new to India. It was very much there in the ancient times when all children were sent to ‘gurukuls’ for education. In today's context also, the emphasis is on providing education to all children in an inclusive environment. Inclusive education means education of all children, with and without disabilities together in regular schools. It is an approach, which takes into account unique characteristics, interests, abilities and learning needs of all children. It is an attempt to meet the unique needs of every child in a regular school setting where all children, includingthosewithdisability,trytoparticipateinallfacetsofschoollife. Thegoalis to provide accommodating and personalized education for all students within the context of a general educational classroom. The need of the hour is to develop a universal design of learning which makes learning joyful for all children.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"3 1","pages":"195-206"},"PeriodicalIF":0.3,"publicationDate":"2021-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48460753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Exploring the Patterns of Values Integration in Denominational School Discipline 论宗派学校学科的价值整合模式
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-02-01 DOI: 10.52634/MIER/2013/V3/I2/1515
Denis Sekiwu, Nonie M Botha
{"title":"Exploring the Patterns of Values Integration in Denominational School Discipline","authors":"Denis Sekiwu, Nonie M Botha","doi":"10.52634/MIER/2013/V3/I2/1515","DOIUrl":"https://doi.org/10.52634/MIER/2013/V3/I2/1515","url":null,"abstract":"In line with social justice education, this paper attempts to demystify the pattern of values integration in denominational school discipline by focusing on ways through which values are integrated and the sorts of values emphasized in the denominational school. The researchers evaluated secondary documents such as archival materials, dissertations and school reports with a view of identifying forms of values integration and the types of values widely used in primary and secondary schools of Kampala district. Using a grounded theory approach, it was found out that the roles of School Governing Bodies, the need to promote denominational school interests, the educators role, governments role and the socialization process are some of the ways in which values are imparted. The paper also examines that different values are emphasized by different denominations depending on the divergence of interests and founding philosophies. The paper concludes that in order to build positive discipline, citizenship and social justice education; values integration should be a collective educational responsibility. More so, school stakeholders should harmonize values for purpose of promoting universal education and not their personalized interests at the expense of the learner and the society that is going to take on that learner.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"3 1","pages":"130-153"},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48545235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Impact of Participatory Learning Technique on the Content Enrichment Of B.Ed . Trainees 参与式学习技术对博培生内容丰富的影响
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-02-01 DOI: 10.52634/MIER/2015/V5/I2/1501
Kaneez Fatima, Shaikh Tahemina Naaz
{"title":"Impact of Participatory Learning Technique on the Content Enrichment Of B.Ed . Trainees","authors":"Kaneez Fatima, Shaikh Tahemina Naaz","doi":"10.52634/MIER/2015/V5/I2/1501","DOIUrl":"https://doi.org/10.52634/MIER/2015/V5/I2/1501","url":null,"abstract":"The present study is an effort to study the impact of participatory learning technique on the achievement level and content enrichment in Geography subject among B.Ed. trainees. The objectives were to find out a significant difference in the achievement of the mean score of B.Ed. trainees in the content test of experimental and control group and male and female trainees. The study was experimental in nature and a “two group post test design” was adopted for the study. The sample was selected through purposive sampling technique. Out of 130 B.Ed. trainees admitted in Geography subject course 70 trainees were assigned to experimental treatment. The experimental group was exposed to treatment to understand and enrich the content whereas the control group was taught through the traditional method. According to the result of this study, it was suggested that participatory learning technique proved more effective in improving the content knowledge and achievement level of B.Ed. trainees.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"5 1","pages":"180-187"},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47442840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
BURDEN OF THE SCHOOL BAG: IS ANYBODY LISTENING? 书包的负担:有人在听吗?
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-02-01 DOI: 10.52634/MIER/2015/V5/I1/1679
S. Ojha
{"title":"BURDEN OF THE SCHOOL BAG: IS ANYBODY LISTENING?","authors":"S. Ojha","doi":"10.52634/MIER/2015/V5/I1/1679","DOIUrl":"https://doi.org/10.52634/MIER/2015/V5/I1/1679","url":null,"abstract":"In recent years, the weight of students' school bag has become an increasing concern to people with an interest or involvement in education at primary and secondary level. Parents, in particular, have given voice to this concern both as individuals and through their representative organisations. In addition, school authorities and teachers, health professionals and, indeed students themselves have increasingly voiced their unease regarding the heavy loads, which must be carried to and from school on a daily basis. Heavy school bags can be a burden, which tire students unnecessarily. There are also many researches, which have revealed strong correlation between school bag weight and physical problems among all students that can result in serious consequences in the future. So what are the factors, which contribute to the increased burden and weight on school children? Is it the number of textbooks, workbooks and copies , the size and weight of individual textbooks, the additional content and weight of the school bags or some other factors which have an indirect influence on the weight of school bags? These could be the provision of storage facilities, the lack of coordination of homework by teachers, students' lack of organisational skills and awareness in the school authorities of the possible health problems posed by excessively heavy school bags. This paper seeks to address these issues.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"279 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76419877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Compulsory Science Policy: Enhancing Gender Equality In Education? A Case Study Of Academic Achievement In Uganda 义务科学政策：加强教育中的性别平等？乌干达学术成就个案研究
IF 0.3
MIER-Journal of Educational Studies Trends and Practices Pub Date : 2021-02-01 DOI: 10.52634/MIER/2013/V3/I2/1518
J. A. Asiimwe
{"title":"Compulsory Science Policy: Enhancing Gender Equality In Education? A Case Study Of Academic Achievement In Uganda","authors":"J. A. Asiimwe","doi":"10.52634/MIER/2013/V3/I2/1518","DOIUrl":"https://doi.org/10.52634/MIER/2013/V3/I2/1518","url":null,"abstract":"This paper communicates the results of a diagnostic evaluation of the performance of boys and girls in physical sciences at Ordinary level in Uganda after the adoption of the compulsory science policy. The objectives of the study were twofold: to examine the academic performance of boys and girls in the Uganda National Examinations from 2007 to 2010, and to highlight key factors that continue to influence the achievement of students, especially girls in sciences. Data was obtained from five co-educational secondary schools using documentary reviews, in-depth interviews and focus group discussions. The results revealed that the performance of both boys and girls have further declined after the implementation of the compulsory science policy. However, in comparison to the boys, girls in co-educational schools were still more likely to be among the poorest performers in sciences. This was attributed to a number of factors, key among them being girls' self-concept in sciences, and teachers' perception of girls' abilities in sciences. These findings reiterate the need to mainstream gender into both policy design and implementation.","PeriodicalId":52024,"journal":{"name":"MIER-Journal of Educational Studies Trends and Practices","volume":"3 1","pages":"183-194"},"PeriodicalIF":0.3,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41448590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
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