Students make many errors in visual programming. In order to learn from these, it is important that students regulate their emotions and view errors as learning opportunities.
This study aimed to ...explore to what extent momentary emotions, specifically enjoyment, anxiety and boredom, as well as the error learning orientation of students, interacted during a 1-day course on visual programming in an out-of-school learning environment.
The sample consisted of 269 lower secondary school students (grades 7-9).
The data were collected in an intervention study, with questionnaires applied directly before and after the course, and with four measurements of state emotions during the course.
The results showed that error learning orientation had an expected effect on the students' emotions at the beginning of the course. The emotions changed positively over the course of the workshop, while the error learning orientation remained stable. No differences in error learning orientation were found between the control and intervention groups. An expected, reciprocal effect of students' emotions on their error learning orientation at the end of the course day could not be found.
Changes in error learning orientation are difficult to achieve during 1-day courses. Nevertheless, through targeted, pedagogical approaches, which aim to minimize the influence of unfavourable emotions that occur in problem-oriented learning situations, teachers could help students develop a positive error learning orientation in the long term, whereby errors are viewed as an opportunity for learning.
We provide experimental evidence from an education program in Brazil that empowers public school teachers, through a combination of technical assistance and earmarked funding, to design and introduce ...locally adapted pedagogical innovations. While the study encompasses grades 5, 6, and 10, we find consistent and pronounced impacts on learning and school progression in 6th grade, a critical transition year from primary to lower-secondary education. Positive effects are concentrated in schools where teachers are most affected and where the rate of in-school project implementation was highest. We argue that program components are likely complementary and that education projects designed to tackle multiple constraints simultaneously can improve service delivery and child outcomes.
Residential proximity to schools is a relatively unexplored topic, especially as concerns its link to socially disadvantaged and immigrant-origin students. Such students may be more likely to attend ...the nearest school to their home, since their (families') knowledge of school system is weak and school selection depends more on convenience than on evaluation of multiple schools' pros and cons. This paper examines if, and to what extent, home-school distance differentiates native and immigrant-origin students' educational experiences. Analyses - carried out in two Northern Italian cities (Milan and Bologna) and referring to students enrolled in the compulsory and comprehensive final year of lower secondary education in the 2014/15 school year - focus on minimum and actual home-school distances, the share of students engaging in 'flight' from the nearest school, and the appeal exerted by schools on culturally advantaged families. Results show that native and immigrant-origin students' school proximity is almost the same. Nonetheless, natives are more likely to attend schools that are farther from home; noteworthy differences are detectable in some disadvantaged areas. Native families, especially in Milan, are more likely to 'flee' towards non-state schools, which display a particularly strong appeal towards native families featuring high parental education status.
Globally, the COVID-19 pandemic forced teachers across all levels of education to adapt to distance learning. The overall purpose of this study is to provide insight into how agency was enacted by a ...teacher in this situation. Since such knowledge is highly limited, we designed a study where we observed how a lower secondary teacher taught his students (n = 49) remotely online across six synchronous lessons in Norwegian language arts. Based on the observation and an interview, we identify a teacher finding the situation demanding, but who responds by enacting transformative agency dealing with silent and invisible students online. The teacher experiments with various digital and social resources in his efforts to engage and interact with the classes, despite the distance. We identify that the institutional support dealing with changing educational landscapes was limited. In situations where transformative agency is needed, it is crucial that institutions support and acknowledge the complex process of explicating and envisioning new alternatives to traditional school practices.
Annette Lareau coined the term “concerted cultivation” to describe the cultural logic of a distinctive middle-class parenting pattern. I explore whether concerted cultivation as practiced in Japan ...exhibits unique patterns in response to distinctive characteristics of the nation's education system (i.e., standardized compulsory education with high-stakes educational selection in secondary education). Using nationally representative longitudinal data on third-to sixth-grade children (N = 30187) through growth curve models, I show that college educated parents shift their focus of parenting practices (measured by four aspects) from providing diverse experiences to narrower academic preparation as the time for lower secondary education approaches. Using multivariate analyses with an additional wave of data in seventh grade, I further demonstrate that “unequal childhoods,”––the accumulated disparities in adult-led structured experiences––lead to unequal success in the transition to junior high school education, a critical period of preparation before the mass educational selection (i.e., high school admissions).
Die Papierchromatographie ist ein einfaches und ungefährliches Experiment, das sich für die Unterstufe eignet. Neben der Vermittlung der fachlichen Inhalte ermöglicht die Papierchromatographie auch ...den Einsatz von Modellierung und Simulation, da sich die submikroskopischen Vorgänge so vereinfachen lassen, dass sie für Schülerinnen und Schüler am Anfang der Sekundarstufe nachvollziehbar sind. Hier wird über den Einsatz digitaler Methoden in Ergänzung zu der experimentellen Durchführung der Papierchromatographie in einem Wahlpflichtfach Naturwissenschaften in der Klassenstufe 6 berichtet. Im Anschluss an eine Reihe von Experimenten wurde die Chromatographie zunächst über ein Spiel und anschließend im Computer simuliert. Ein solches Simulationsprogramm erlaubt die Variation der Parameter, um das Modell zu erkunden sowie die Einführung des Teilchenmodells und der molekularen Wechselwirkung. Die Umsetzung in einer graphischen Programmierumgebung wie zum Beispiel Scratch erlaubt die Programmierung durch die Schülerinnen und Schüler in dieser Altersklasse. So können schon früh Modellierung und Simulation als wichtige Bestandteile des naturwissenschaftlichen Arbeitens eingeführt werden.
Translation
Paper chromatography is a simple and harmless experiment suitable for lower secondary education. Besides the training of subject‐specific contents, paper chromatography allows the application of modelling and simulation since the submicroscopic processes can be simplified in a way that they become understandable in lower secondary education. Here, the application of digital tools in addition to the experimental performance of paper chromatography in a compulsory STEM course in grade 6 is reported. Following a series of experiments, chromatography is at first simulated by a board game and then by computer simulations. Such simulation program allows the variation of the parameters in order to explore the model and to introduce the particle concept of matter and molecular interactions. The implementation with a graphical programming environment such as Scratch also allows the programming by pupils in this age group. In this way, it is possible to introduce modelling and simulation in an early stage as important contributions to scientific work in natural sciences.
The purpose of this article is to describe and analyse work experience placements in lower secondary education in Nordic countries. The article focuses on how and to what extent work experience ...placements in career education is formalised across the Nordic countries. It identifies similarities and differences among the countries and will provide a comparison of the key characteristics relating to work experience placement in lower secondary education in Nordic countries. The analysis is based on policy documents, curriculum and research concerning work experience placements in lower secondary schools in the respective countries. The comparison reveals that while there are some similarities there are also significant differences among the countries regarding the national guidelines, curriculum and general aim of the work experience placement in lower secondary education. The results show that further studies are needed to acquire more knowledge relating to work experience placements in Nordic countries.
Tämän artikkelin tarkoituksena on kuvata ja analysoida perusopetuksen työelämääntutustumisjaksoja Pohjoismaissa. Artikkeli keskittyy siihen, miten ja missä määrinperusopetuksen työelämään tutustumisjaksot on formalisoitu eri Pohjoismaissa.Artikkelissa tarkastellaan työelämään tutustumisjaksoihin sekä niiden järjestämiseenliittyviä yhteneväisyyksiä ja eroja. Tulokset osoittavat, että vaikka maiden välillä onjoitakin yhtäläisyyksiä, niiden välillä on myös merkittäviä eroja kansallisten linjausten,opetussuunnitelmien ja yleisten tavoitteiden osalta. Lisää tutkimuksia työelämääntutustumisjaksojen osalta tarvitaan pohjoismaissa.
•This study conducted a two-year-long experiment on a structured pedagogy program.•The program targeted mathematics for lower secondary education in El Salvador.•The one-year impact on math learning ...is estimated at 0.17 standard deviations.•The impact remained positive but became not statistically significant in year 2.•The interventions had positive impacts on math teaching and student study at home.
The learning crisis in lower secondary education is profound. Evidence suggests that a structured pedagogy program that combines the distribution of teaching and learning materials with different interventions is an effective approach. Given a variety of possible combinations of interventions in a program, this study conducted a two-year-long experiment on additional interventions in a program for mathematics in El Salvador. The distribution of mathematics tests and workbooks were included to a program to strengthen support of teachers for students. The average one-year impact on mathematics learning is estimated at 0.17 standard deviations. The impact remained positive but became not statistically significant in the second year of research when the difference of interventions between the treatment and control groups disappeared.
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