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1 |
Shock Waves Oscillations in the Interaction of Supersonic Flows with the Head of the AircraftPavel V. Bulat & Konstantin N. Volkov
pp. 4976-4984 | Article Number: ijese.2016.369
Abstract In this article we reviewed the shock wave oscillation that occurs when supersonic flows interact with conic, blunt or flat nose of aircraft, taking into account the aerospike attached to it. The main attention was paid to the problem of numerical modeling of such oscillation, flow regime classification, and cases where aerospike attachment can lead to drag reduction. It is established that the effective computation methods, that allow acquisition and recreation of their oscillation, are based on either technique with pre-allocation on gas-dynamic discontinuities or high accuracy difference schemes. Moreover, the application of standard straight-through methods leads to appearance of non-physical artifacts in solution: solution’s oscillation on shock waves, weak rarefaction waves and instability streets of Kelvin-Helmholtz type. The practical value is that the research findings may be useful for future investigations on the problem of numerical modeling of shock wave oscillation. Keywords: Bow shock wave, shock wave structure, oscillation of shock wave structures, interaction of supersonic flows, aircraft’s nose cone References Albazarov, B. Sh. (1991). Numerical simulation of the interaction of a supersonic jet with an obstacle: PhD Thesis, Moscow, 16 p. Antonov, A. N., Elizarova, T. G., Pavlov, A. N. & Chetvertushkin, B. N. (1989). Mathematical modeling of oscillating regimes of the flow over the body with a needle. Mathematical modeling, 1(1), 14-23. Antonov, A. N., Kuptshov, V. M. & Komarov, V. V. (1990). Pulsations of Pressure in Jet and Separated Flows. Moscow: Publishing house “Mashinostroenie”, 341 p. Avduevsky, V. S. & Medvedev, K. I. (1967). Physical features of the flow in separation zone during three-dimensional interaction of the boundary layer with a shock wave. Journal of USSR Academy of Science. Fluid Dynamics, 1, 25-33. Azarova, O. A. (2008). Numerical Procedure and Modeling of Cylinder Pulse Flow with Instabilities of Contact Discontinuities. Proceedings of Int. Conference "Numerical geometry, grid generation and high performance computing", 106-112. Azarova, O. A., Grudnitskii, V. G. & Kolesnichenko, Yu. F. (2006). Stationary streamlining bodies by supersonic flow with an infinite thin low density channel. Matem. Mod, 18(1), 79-87. Babarykin, K. V., Kuzmina, V. E. & Zvetkov, A. I. (2001). Self-oscillations during the inleakage of uniform supersonic flow on a body with a protruding needle. Aerodynamics, 1, 128-49. Babarykin, K. V., Kuzmina, V. E., Matveev, V. E. & Zvetkov, A. I. (2003). Study of self-oscillating modes of supersonic flow around cylindrical obstacle with a blunt needle. Aerodynamics, 5, 204-219. Babarykin, K. V., Kuzmina, V. E., Ugrumov, E. A. & Zvetkov, A. I. (2000). Self-oscillations during the inleakage of uniform supersonic flow on a barrier “needle-cylinder with disk”. Vestnik of Saint-Petersburg State University, 1(4), 54-64. Bailey, W. H. Jr. & Calarese, W. (1981). Experimental Study of Self-Sustained Shock Oscillations on a Spike-Tipped Body at Mach 3. AFWAL TM, 81-53. Bulat, M. P. & Bulat, P. V. (2013). Comparison of turbulence models in the calculation of supersonic separated flows. World Applied Sciences Journal, 27(10), 1263-1266. Emery, A. F. (1968). An evaluation of several differencing methods for inviscid fuid flow problems. Journal of Computational Physics, 2(3), 306-331. Farnaz, F., Azarova, O., Kolesnichenko, Yu. & Knight, D. (2008). Interaction of microwave filament and blunt body in supersonic flow. Direct access: http://arc.aiaa.org/doi/abs/10.2514/6.2008-1356 Feszty, D., Richards, B. E., Badcock, K. J. & Woodgate, M. A. (2000). Numerical simulation of a pulsating flow arising over an axisymmetric spiked blunt body at Mach 2.21 and Mach 6.00. Shock Waves, 10(5), 323-331. Glotov, G. F. (1992). Management of turbulent separation zones in supersonic flows. In V.V. Struminskiy (Eds.). Scientific bases of turbulent flows. Moscow: Nauka, 79-89 Godunov, S. K. (1959). A difference method for numerical calculation of discontinuous solutions of the equations of hydrodynamics. Mathematical collection, 47(3), 271-306. Hankey, W. L. & Shang, J. (1980). Analysis of self-excited oscillations in fluid flows. Direct access: http://arc.aiaa.org/doi/abs/10.2514/6.1980-1346 Isaev, S. A. & Lysenko, D. A. (2004). Testing of the fluent package in calculation of supersonic flow in a step channel. Journal of Engineering Physics and Thermophysics, 77(4), 857-860. Kabelitz, Н. (1971). Zur Stabilitat Geschossener Grenzchichtablosegebiete an Konischen Drenkorpern bei Hyperschallausstromung, DLR FB, 71-77. Kavun, I. N., Chirkashenko, V. F. & Yudintsev, Yu. N. (1976). The flow structure of an underexpanded jet directed toward supersonic flow. Novosibirsk: ITAM press, 252 p. Krasnov, N. F., Koshevoy, V. N. & Kalugin, V. T. (1988). Aerodynamics of Separated Flows. Moscow: Publishing house “Vishaya Shkola”, 324 p. Maull, D. J. (1960). Hypersonic flow over axially symmetric spiked bodies. Journal of Fluid Mechanics, 8(4), 584-592. McMahon, H. M. (1958). An experimental study of the effect of mass injection at the stagnation point of a blunt body. California Institute of Technology, Memorandum 42, 132-141. Panaras, A. G. (1981). Pulsating flow around axisymmetric convex bodies. Rocketry and Astronautics, 19(8), 157-159. Shang, J. S. & Hankey, W. L. (1980). Flow Oscillations of Spike-Tipped Bodies. Journal AIAA, 80, 0062. Volkov, K. N. (2005). Difference schemes for calculating flows with increased resolution and their application to solving problems of gas dynamics. Numerical Methods and Programming, 6, 146-167. Volkov, K. N. (2006). Solution of time-dependant problems of gas and fluid mechanics on unstructured grids. Matem. Mod, 18(7), 3-23. Wolf, W. R. & Azevedo, J. L. (2007). High-order ENO and WENO schemes for unstructured grids. International Journal for Numerical Methods in Fluids, 55(10), 917-943. Wood, C. J. (1962). Hypersonic flow over spiked cones. Journal of Fluid Mechanics, 12(04), 614-624. Woodward, P. R. (1984). The numerical simulation of two-dimentional fluid flow with strong shocks. Journal of Computational Physics, 54(1), 115-173. Yudintsev, Yu. N. & Chirkashenko, V. F. (1979). Modes of interaction of counterpropagating jet with the oncoming jet supersonic flow. Novosibirsk: ITAM press, 363 p. Zapryagaev, V. I. & Mironov, S. G. (1991). Features of the mechanism of pulsations of separated flow before the cylinder with a sharp needle in supersonic flow. Journal of Applied Mechanics and Technical Physics, 6, 101-108. |
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Silicophosphate Sorbents, Based on Ore-Processing Plants’ Waste in KazakhstanSholpan N. Kubekova, Viktoria I. Kapralova & Shamil A. Telkov
pp. 4985-4996 | Article Number: ijese.2016.369
Abstract The problem of ore-processing plants’ waste and man-made mineral formations (MMF) disposal is very important for the Republic of Kazakhstan. The research of various ore types (gold, polymetallic, iron-bearing) MMF from a number of Kazakhstan’s deposits using a complex physical and chemical methods showed, that the waste’s main components are silicate and aluminosilicate compounds that can be used to produce adsorbents for fine purification of industrial and natural waters from heavy metals. According to the research, the only MMF of gold and polymetallic ores are environmentally safe for this purpose. Based on the samples, selected with thermal and acid methods, using phosphoric extraction acid, was synthesized a set of silicophosphate products. It was found, that under the optimum conditions, allowing to obtain insoluble porous products with high sorption activity, high the about 10-11 % of final product have the mechanical strength and a heat treatment temperature of 400°C. It is shown, that the dynamic adsorption capacity of synthesized silicophosphate sorbents to copper cations is 1,85 2,5 mg = Cu2+/g. This allows conditioning of water for domestic and drinking purposes, cleaning waste water of heavy metal cations from enterprises, reduce the MMF deposits, or use the latter for the concentration of heavy metals to the level of economically viable industrial processing in the future. Keywords: Ore-processing waste, silicophosphates, sorption materials References Deng, S. (2015). Sorbent Technology. Encyclopedia of Chemical Processing, 2825-2845. Developments in Mineral Processing. (2000),13 Proceedings of the XXI International Mineral Processing Congress. July 23-27. Rome, Italy. Elsevier Science, Amsterdam, 364-369. Dinamic Adbsorbents, Inc. (2015, March 15). DAI Products. More about Adsorption, Desiccants and Sorbents. Direct access: http://dynamicadsorbents.com/products2.htm Gelfman, M. I., Tarasov, Yu., Shevchenko, T. & Mandziy, M. R. (2002). The study of sorption characteristics of natural and modified sorbents based on silica-alumina raw material. Chemical Industry, 8, 50 – 56 Government Report. (1988). The inventory of resources and prospects of complex use of non-ferrous metal waste products. Almaty, Kazakhstan, 64 p. Government Report. (1989). The inventory of resources and prospects of complex use of ore and waste ferrous metals, Almaty, Kazakhstan, 54 p. Government Report. (2016). Plans for the development of the production of mineral fertilizers on the branches of LLP “Kazphosphate” 2016-2020, Almaty, Kazakhstan, 36 p. Gubaidulina, G. M., Fishbein, O., Kapralova, V. I., Zhakitova, G. U. & Zhusupova, L. A. (2005). Optimization of technological parameters and conditions of silico-aluminophosphate sorbents. Science News of Kazakhstan. Science & Technology Digest, 2(85), 66-71. Iler, R. K. (1979). The Chemistry of Silica: Solubility, Polymerization, Colloid and Surface Properties and Biochemistry of Silica. Wiley-Interscience. Marchenko, L. A., Bokovikova, T. N., Poluliakhov, N. N., & Privalov, N. M. (2002). Sorption extraction of heavy metal ions in filtering wastewater through the activated aluminosilicate adsorbent. Nature. and tehn. science, 2. 36-38. Matis, K. A., & Mavros, P. (1991). Froth Lotation Part II. Removal of Particulate Matter. Separation and Purification Methods, 20(2), 163-198. National report on the state of the environment and use of natural resources for the 2011 - 2014 years (2011). Direct access: http://hdr.undp.org/sites/default/files/reports/271/hdr_2011_en_complete.pdf Nevskaya, M. A & Marinina, O. A. (2015). Regulatory Aspects of Mining Waste Management in the Russian Federation. Biosci. Biotechnol. Res. Asia, 12(3), 174-184. Pat. 20050090390 US, A1. Pub.No 27.10.2003 , Pub.dat. Apr. 28. 2005 N. Venkatathri et al. Process for the preparation of porous crystalline silicoaluminophosphate molecular sieves. Pat. 2024430 Russia, A method of producing crystalline silico-aluminophosphates: 1994. IPC5 of 01 B 33/26 / S.P. Zhdanov, Feoktistov N.N., Smirnova E.I., Vasilyeva E.A.; Institute of Silicate Chemistry of the Academy of Sciences of the USSR. Ann. 26.06.91. Publ.15.12.94.№2 Pat. 6413492 USA, Method of forming high aluminum aluminosilicate zeolites : IPC7 C 01 B 39/02%C 01 B 39/14; Engilhard Corp., Kuznicki Steven M., Langner Tadeusz W., Curran Jacqueline S., Bell Valerie A. - N 09/533606; Ann. 23.03.2000; Publ. 02.07.2002; CIS 423/700. Pat. 6416732 USA, Method of forming aluminosilicate zeolites : IPC7 C 01 B 39/02%C 01 B 39/18; Engelhard Corp., Curran Jacqueline S., Bell Valerie A., Kuznicki Steven M., Langner Tadeusz W. - N 09/533707; Announced 23.03.2000; Published 09.07.2002; CIS 423/700. Shilina, A. S. & Milinchuk, V. K. (2010). The sorption purification of natural and industrial waters from cations of heavy metals and radionuclides, a new type of high temperature aluminosilicate adsorbent. Sorption and chromatographic processes, 10(2), 237-245 Su-Hsia, Lin, & Ruey-Shin, Juang. (2002). Heavy metal removal from water by sorption using surfactant-modified montmorillonite. Hazardous Mater, 92(3), 315-32 Sumer, O. & Yuda, Ju. (2001). Synthesis of crystalline ZSM-5 type zeolites utilizing primary monoalkylamines. 1. Characterization. Energy Sources, 23(5), 475-485. Uberoi, M., & Shadman, F. (1991). Fundamentals of Heavy Metal Removal with Dry Sorbents. New York. Symposium on Clean Energy, 1742-1749. Uddin, M. N., Shah, N. M., Hossain, M. A., & Islam, Md. M. (2014). Copper and Mercury in Food, Biological and Pharmaceutical Samples. American Journal of Analytical Chemistry, 5, 838-850 Yessirkepova, A. M., Missyul, E. E., & Sabdenova, Zh. O. (2015). The Level of Development of the Industrial Sector in Kazakhstan as a Major Source of Waste. The virtual project of the ІХ Astana Economic Forum, 114-120. |
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Legal Culture as the Determinant of Value Orientations in Youth in the Society of the Transition Period (Philosophical Analysis)Zhuldizay T. Kulzhanova & Gulbaram T. Kulzhanova
pp. 4997-5008 | Article Number: ijese.2016.370
Abstract This research is devoted to the philosophical analysis of legal culture as a determinant of value orientations in the transition period society. The purpose of the study is to discover the essence and specificity of legal culture as a determinant of value orientations in a transition society from the philosophical perspective. In accordance with this purpose, the following objectives were set: to conduct a comprehensive analysis of the accumulated material in social theory and practice, which is related to the subject at hand; to investigate the essence and specificity of legal culture as a social phenomenon; to substantiate theoretically the interaction between legal culture and moral culture. The main methodological principles of the research are unity of induction and deduction, the empirical and the theoretical, the historical and the logical, the abstract and the concrete, and comparative analysis. The conclusion is that value orientations develop when a person gains social experience and masters the social, political, moral, and ethical ideals and immutable regulatory requirements to him or her as a member of society. The development of legal culture requires neutralizing the effect of negative influence of the micro- and macro-environment on young people, achieving maximum correspondence of moral and legal values in society at all stages of their socializing functions, facilitating the synchronization of knowledge and personal convictions, enhancing the control of the mind over feelings and emotions, and making more important the regulatory role of such complex socio-psychological components as attitudes and value orientations. Keywords: Value orientations, legal status of an individual, transition society, social transformations, moral and humanistic guidelines References Absattarow, G. R. (2009). Legal consciousness in the state policy system of Kazakhstan. Bulletin of the Kazakh National Pedagogical University named after Abai. Sociological and political sciences, 1, 50-51. Absattarow, R., Rau, J. (2012). Sozialphilosophische, politische und rechtliche Aspekte der Modernisierung Kasachstancs. Berlin: Verlag Dr.Köster, 253 p. Alekseyev, S. S. (1994). Theory of law. Moscow: Vek, 354 p. Altynbekov, A. B. (2015). Youth's Work Values: Sociological Analysis of the Structure and Content. Asian Social Science, 11(14), 45-55. Arganovskaya, Ye. V. (1988). Legal culture and personal rights protection. Moscow: Legal Literature, 264 p. Asiya, K. (2014). Globalization and cultural attitudes of youth in Kazakhstan. Global Journal of Sociology, 4(2), 44-48. Bauyrzhanuly, A. A. (2015). Influence of Work Values on Almaty (Kazakhstan) Youth's Work Style and Work Strategies. Review of European Studies. 7(6), 152. Bayeva, L. V. (2013). Values of “changing times” youth: Russian perspective. Direct access: http://www.socioloskaluca.ac.me/PDF8/baeva2.pdf. Chuprov, V. I. (1991). The concept of youth policy: the search for cooperation, society, and youth. Sociopolitical sciences, 3, 34-35. Drobnivsky, O. G. (1977). Morality problems. Moscow: Nauka, 279 p. Golubeva, G. A. (1989). Interaction between moral and legal education in a socialist society. Moscow: Mysl', 376 p. Ilyasov, R. F. (2011). Changes over time in youth’s values of obligation: PhD Thesis. Yelabuga State University, Russia, 130 p. Ilyinsky, I. (2011). The past in the present. Collected works. Moscow University for the Humanities Press, 426 p. Karpishena, Ye. A. (2013). Value orientations of young people. The System of Values of a Modern Society, 28, 55-61. Kudryavtsev, V. N. (1978). Law and behavior. Moscow: Legal literature, 462 p. Modern dictionary of foreign words. (1992). Moscow: Rus. Yaz, 1532 p. Mustafaeva, N. S. (2014). The problem and the future of youth involvement in social and political life in Kazakhstan. Pensee, 76(3), 58-62. Novichenko, O. V. (2013). The specificity of youth’s value orientation formation in the modern society. Modern Research of Social Problems, 4(24), 121-132p. Spiritual life of society. (1980). Problems of research methodology. Moscow: Nauka, 374 p. Tolen, Z.. (2014). Formation of Civil and Patriotic Education of Youth in Kazakhstan. Procedia-Social and Behavioral Sciences, 116, 4859-4863. Universal human and national values change in the society. (1997). Almaty: Akyl kіtaby, 71 p. Uzakbayeva, S. A. (2015). The essence of formation of valuable orientations of the students by means of the Kazakh national culture. 5th International Conference on the political, technological, economic and social, 215-221. Zhansulu, M. (2013). Youth Policy of the Republic of Kazakhstan. European Scientific Journal, 7, 116-118 |
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4 |
Detonation Jet Engine. Part 1 – Thermodynamic CyclePavel V. Bulat & Konstantin N. Volkov
pp. 5009-5019 | Article Number: ijese.2016.371
Abstract We present the most relevant works on jet engine design that utilize thermodynamic cycle of detonative combustion. The efficiency advantages of thermodynamic detonative combustion cycle over Humphrey combustion cycle at constant volume and Brayton combustion cycle at constant pressure were demonstrated. An ideal Ficket-Jacobs detonation cycle, and the thermodynamic cycle of real detonation engine that utilizes over compressed detonation were discussed. Main trends in development of detonation engines were described. Relevant for nearest time problems and directions of research were formulated Keywords: Detonation, detonation wave, detonation engine, rotational detonation engine, pulse detonation engine References Adamson, T. C. & Olsson, G. R. (1967). Performance analysis of a rotating detonation wave rocket engine. Astronautica Acta, 13(4), 405–15. Bam-Zelikovich, G. M. (1949). Arbitrary discontinuity breakdown in the combustible mixture. Theoretical Hydromechanics, 4, 112–41. Bam-Zelikovich, G. M. (1952). On the oscillations during combustion of gas in pipes. Theoretical Hydromechanics, 2(9), 184–208. Bulat, P. V. (2014). About the detonation engine. American Journal of Applied Sciences, 11(8), 1357–64. Bulat, P. V., Ilina, E. E. (2013). The problem of creating detonation engine-current trends in aerospace engine manufacturing. Fundamental Research, 10(10), 2140–2142. Bulat, P. V. & Prodan, N. V. (2013a). Overview of projects detonation engines. Pulse ramjet engine. Fundamental Research, 10(8), 1667–71. Bulat, P. V. & Prodan, N. V. (2013b). Trends in the development of projects detonation engines. Rotating detonation engines. Fundamental Research, 10(8), 1672–75. Bulat, P. V. & Zasukhin, O. N., Prodan, N. V. (2012). Application features of turbulence models in the calculation of flows in supersonic tracts of advanced jet engines. Engine, 1(79), 20–23. Bussing, T., Hinkey J. & Kaye L. (1994). Pulse detonation engine preliminary design considerations. Proceedings of 30th Joint Propulsion Conference and Exhibit, 94–3220. Bykovsky, F. A. & Zhdan, S. A. (2013). Continuous spin detonation. Novosibirsk, Branch of the Russian Academy of Sciences, 413 p. Cherny, G. G. (1967). The asymptotic law of propagation of a plane detonation wave. USSR Academy of Science reports, 172(3), 558–60. Dabora, E. & Broda, J. C. (1993). Standing normal detonations and oblique detonations for propulsion. Proceedings of 29th Joint Propulsion Conference and Exhibit, 93–2325. Eidelman, S. & Grossman, W. (1992). Pulsed detonation engine: experimental and theoretical review. Proceedings of 28th Joint Propulsion Conference and Exhibit, 92–3168. Frolov, S. M. (2006). Pulse Detonation Engines: Introduction. Moscow, Torus press, 326 p. Hinkey, J., Bussing, T. & Kaye, L. (1995). Shock tube experiments for the development of a hydrogen-fueled pulse detonation engine. Proceedings of 31st Joint Propulsion Conference and Exhibit, 95–2578. Hishida, M., Fujiwara, T. & Wolanski, P. (2009). Fundamentals of rotating detonations. Shock Waves, 19(1), 1–10. Jianping, W., Yetao, S. & Meng, L. (2010). Continuous detonation engine and effects of different types of nozzle on its propulsion performance. Chinese Journal of Aeronautics, 23, 647–52. Korobeinikov, V. P., Levin, V. A., Markov, V. V. & Chernyi, G. G. (1972). Propagation of blast waves in a combustible gas. Acta Astronautica, 17(5), 529–37. Levin, V. A. & Cherny, G. G. (1967). Asymptotic laws of detonation waves behavior. Journal of Applied Mathematics and Mechanics, 31(3), 383–405. Lu, J., Zheng, L., Wang, Z., Peng, C. & Chen, X. (2014). Thrust measurement method verification and analytical studies on a liquid-fueled pulse detonation engine. Chinese Journal of Aeronautics, 27(3), 497–504. Markov, V. V. (1981). Numerical simulation of the formation of multi-front structure of the detonation wave. USSR Academy of Science reports, 258(2), 158–63. Mitrofanov, V. V. (1982). The Theory of Detonation. Novosibirsk State University press. 91 p. Nicholls, J. A. & Dabora, E. K. (1961). Recent results on standing detonation waves. Proceedings of the Combustion Institute, 8, 644–55. Phylippov, Yu. G., Dushin, V. R. & Nikitin, V. F. (2012). Fluid mechanics of pulse detonation thrusters. Acta Astronautica, 76, 115–26. Pukhnachov, V. V. (1963). On the Chapman-Jouget detonation stability. USSR Academy of Science reports, 149(4), 798–801. Remeev, N. H., Vlasenko, V. V., Rakhimov, R. A. & Ivanov, V. V. (2003). Numerical simulation and experimental study of the working process in the detonation combustion chamber. Russian Journal of Physical Chemistry B, 22(8), 45–56. Roy, G. D., Frolov, S. M., Borisov, A. A. & Netzer, D. W. (2004). Pulse detonation propulsion: challenges, current status, and future perspective. Progress in Energy and Combustion Science, 30(6), 545–672. Sehra, A. K. & Whitlow, W. Jr. (2004). Propulsion and power for 21st century aviation. Progress in Aerospace Sciences, 40(5), 199–235. Tangirala, V. & Dean, A. (2007). Performance on a pulse detonation engine under subsonic and supersonic flight conditions. Proceedings of 45th AIAA Aerospace Sciences Meeting and Exhibit, 2007–1245. Tarasov, A. I. & Shchipakov, V. A. (2011). Using pulse detonation technology to increase traction the efficacy engines. Aerospace technic and technology, 9, 46–50. Ting, J. M., Bussing, T. R. & Hinkey, J. B. (1995). Experimental characterization of the detonation properties of hydrocarbon fuels for the development of a Pulse Detonation Engine. Proceedings of 31st Joint Propulsion Conference and Exhibit (AIAA, San Diego), 95–3154. Vasilev, A. A. (2013). The Principal Aspects of Application of Detonation in Propulsion Systems. Journal of Combustion, 1, 1-15. Westbrook, C. K., Mizobuchi, Y., Poinsot, T. J. & Smith, P. J. (2005). Computational combustion. Proceedings of the Combustion Institute, 30(1), 125–57. Wintenberger, E., Shepherd, J. E. (2006). Thermodynamic cycle analysis for propagating detonations. Journal of Propulsion and Power, 22(3), 694–98. Wolanski, P. (2013). Detonative propulsion. Proceedings of the Combustion Institute, 34(1), 125–58. Wolanski, P., Kindracki J., Fujiwara T., Oka Y. & Shimauchi K. (2005). An Experimental Study of Rotating Detonation Engine. Proceedings of 20th International Colloquium on the Dynamics of Explosions and Reactive Systems. Montreal, 40-44. Zeldovich, Ya. B. (1940). On the energy use of detonation combustion. Technical Physics, 1(17), 1453–61. |
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Detonation Jet Engine. Part II – Construction FeaturesPavel V. Bulat & Konstantin N. Volkov
pp. 5020-5033 | Article Number: ijese.2016.372
Abstract We present the most relevant works on jet engine design that utilize thermodynamic cycle of detonative combustion. Detonation engines of various concepts, pulse detonation, rotational and engine with stationary detonation wave, are reviewed. Main trends in detonation engine development are discussed. The most important works that carried out theoretical, experimental and computational research and their parametrical optimization are described. Relevant for nearest time problems and directions of research are formulated Keywords: Detonation, detonation wave, detonation engine, rotational detonation engine, pulse detonation engine References Alexandrov, V. G., Kraiko, A. N. & Reent, K. S.. (2001). "Mathematical model of a supersonic pulsed detonation Ramjet engine. High Speed Deflagration and Detonation: Fundamentals and Control, ELEX-KM Publ, Moscow, 333-344. Bulat, M. P. & Ilina, T. E. (2013). The problem of creating detonation engine – current trends in aerospace egine manufacturing. Fundamental Research, 10(10), 2140-2142. Bulat, P. V. (2014). About the detonation engine. American Journal of Applied Sciences, 11(8), 1357-1364. Bulat, P. V. & Prodan, N. V. (2013). Overview of projects detonation engines. Pulse ramjet engine. Fundamental Research, 10(8), 1667–71. Bykovsky, F. A., Zhdan, S. A. & Vedernikov, E. F. (2006). Continuous spin detonation of the fuel-air mixtures. Combustion, Explosion and Shock Waves, 4, 107–15. Bykovsky, F. A., Zhdan, S. A. & Vedernikov, E. F. (2010). Continuous spin detonation of hydrogen-air mixture with the addition of air in the mixing zone and products. Combustion, Explosion and Shock Waves, 1, 60–68. Bykovsky, F. A., Zhdan, S. A. & Vedernikov, E. F. (2013). Reactive thrust during continuous detonation in the mode of air ejection. Combustion, Explosion and Shock Waves, 2, 71–79. Cambier, J. L., Adelman, H. & Menees, G. P. (1990). Numerical simulations of an oblique detonation wave engine. Journal of Propulsion and Power, 6(3), 315–23. Davidenko, D., Gökalp, I. & Falempin, F. (2011). Theoretical performance of rocket and turbojet engines operating in the continuous detonation mode. Proceedings of 4th European Conference for Aerospace Sciences, 8 p. Davidenko, D., Gökalp, I. & Kudryavtsev, A. (2008). Numerical study of the continuous detonation wave rocket engine. Proceedings of 15th AIAA international space planes and hypersonic systems and technologies conference. AIAA Paper, 2668-2680. Dunlap, R., Brehm, R. L. & Nicholls, J. A. (1958). A preliminary study of the application of steady-state detonative combustion to a reaction engine. Jet Propulsion, 28, 451–56. Eidelman, S. & Grossman, W. (1992). Pulsed detonation engine: experimental and theoretical review. Proceedings of 28th Joint Propulsion Conference and Exhibit. AIAA Paper, 92–3168. Falempin, F., Daniau, E., Getin, N., Bykovskii, F. & Zhdan, S. (2006). Toward a continuous detonation wave rocket engine demonstrator. Proceedings of 4th AIAA/AHI Space Planes and Hypersonic Systems and Technologies Conference. AIAA Paper, 7938-7956. Helman, D., Shreeve, R. P. & Eidelman, S. (1986). Detonation pulse engine. AIAA Paper, 86, 1683. Hishida, M., Fujiwara, T. & Wolanski, P. (2009). Fundamentals of rotating detonations. Shock Waves, 19(1), 1–10. Ivanov, M. S., Kudryavtsev, A. N., Trocyk, A. V. & Fomin, V. M. (2006). A way of detonation combustion regime organizing in the combustion chamber of a supersonic ramjet engine. ITPM. Russian Federation patent, 2285143. Jeung, I. S., Choi, J. Y. & Yoon, Y. (1998). Numerical study of scram accelerator starting characteristics. AIAA Journal, 36(6), 1029–38. Kawane, K., Shimada, S., Kasahara, J. & Matsuo, A. (2011). The influence of heat transfer and friction on the impulse of a detonation tube. Combustion and Flame, 158(10), 2023–36. Kindracki, J., Wolański, P. & Gut, Z. (2011). Experimental research on the rotating detonation in gaseous fuels–oxygen mixtures. Shock Waves, 21(2), 75–84. Larionov, S. Yu., Nechaev, Yu. N. & Mokhov, A. A. (2007). Research and analysis of the “cold” purging of high frequency pulse detonation engine traction unit. Bulletin of the Moscow Aviation Institute, 14(4), 36–41. Lee, S., Cho, D. R. & Choi J. Y. (2008). Effect of curvature on the detonation wave propagation characteristics in annular channels. Proceedings of 46th AIAA Aerospace Sciences Meeting and Exhibit, AIAA Paper, 2008–2988. Levin, V. A., Nechaev, Yu. I. & Tarasov, A. I. (2001). A new approach to organization of pulse detonation engine working process. Russian Journal of Physical Chemistry, 20(6), 90–98. Levin, V. A., Smekhov, G. D., Tarasov, A. I. & Khmelevsky, A. N. (1998). Calculated and experimental study of pulsing detonation in engine model. Moscow: Moscow State University, 358. Mitrofanov, V. V. & Zhdan, S. A. (2004). Thrust Performance of an Ideal Pulse Detonation Engine. Combustion, Explosion and Shock Waves, 40(4), 380–85. Nakayama, H., Moriya, T., Kasahara, J. & Matsuo, A. (2012). Stable detonation wave propagation in rectangular-cross-section curved channels. Combustion and Flame, 159(2), 859–69. Nicholls, J. A., Wilkmson, H. R. & Morrison, R. В. (1957). Intermittent detonation as a thrust-producing mechanism. Jet Propulsion, 21, 534–41. Pan, Z., Fan, B., Zhang, X., Gui, M. & Dong, G. (2011). Wavelet pattern and self-sustained mechanism of gaseous detonation rotating in a coaxial cylinder. Combustion and Flame, 158(11), 2220–28. Schauer, F., Stutrud, J. & Bradley, R. (2001). Detonation initiation studies and performance results for pulsed detonation engine applications. Proceedings of 39th Aerospace Sciences Meeting and Exhibit (Reno). AIAA Paper, 2001–1129. Schauer, F. R., Miser, C. L., Tucker, K. C., Bradley, R. P. & Hoke, J. L. (2005). Detonation initiation of hydrocarbon-air mixtures in a pulsed detonation engine. Proceedings of 43rd AIAA Aerospace Sciences Meeting and Exhibit. AIAA Paper, 2005–1343. Schwer D., Kailasanath K. (2010). Numerical Investigation of Rotating Detonation Engines. Proceedings of 46th AIAA/ASME/SAE/ASEE Joint Propulsion Conference, 15. Schwer D., Kailasanath K. (2011). Numerical investigation of the physics of rotating-detonation-engines. Proceedings of the Combustion Institute, 33(2), 2195–2202. Schwer, D. & Kailasanath, K. (2013). Fluid dynamics of rotating detonation engines with hydrogen and hydrocarbon fuels. Proceedings of the Combustion Institute, 34(2), 1991–98. Shaoa, Y. T., Liua, M. & Wang, J. P. (2010). Numerical investigation of rotating detonation engine propulsive performance. Combustion Science and Technology, 182(12), 1586–97. Ting, J. M., Bussing, T. R. & Hinkey, J. B. (1995). Experimental characterization of the detonation properties of hydrocarbon fuels for the development of a Pulse Detonation Engine. Proceedings of 31st Joint Propulsion Conference and Exhibit, AIAA Paper, 3095–3154. Tsuboi, N., Eto, K. & Hayashi, A. K. (2007). Detailed structure of spinning detonation in a circular tube. Combustion and Flame, 149(2), 144–61. Uemura, Y., Hayashi, A. K. & Asahara, M. (2013). Transverse wave generation mechanism in rotating detonation. Proceedings of the Combustion Institute, 34(2), 1981–89. Voitsekhovsky, B. V., Mitrofanov, V. V. & Topchiyan, M. E. (1963). The Structure of the Detonation Front in Gases. Novosibirsk. USSR Academy of Science press, 167 p. Yageta, J., Shimada, S. & Matsuoka, A. (2011). Combustion wave propagation and detonation initiation in the vicinity of closed-tube end walls. Proceedings of the Combustion Institute, 33(2), 2303–10. Zhou, R. & Wang, J. (2012). Numerical investigation of flow particle paths and thermodynamic performance of continuously rotating detonation engines. Combustion and Flame, 159(12), 3632–3645. Zhou, R., Wang, J. & Wu, D. (2012). Three-dimensional Phenomenon of Continuously Rotating Detonation Engines. Proceedings of 7th International Conference on Computational Fluid Dynamics, 6-10. Zhou, R. & Wang, J. P. (2013). Numerical investigation of shock wave reflections near the head ends of rotating detonation engines. Shock Waves, 23(5), 461–72. Zhukov, V. P. & Starikovskii, A. Yu. (2005). Deflagration-to-detonation control by non-equilibrium gas discharges and its applications for pulsed detonation engine. Proceedings of 43rd AIAA Aerospace Sciences Meeting and Exhibit, 11-16. |
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Tolerance Issue in Kazakh CultureSaltanat S. Aubakirova, Zukhra N. Ismagambetova, Aliya G. Karabayeva, Shamshiya S. Rysbekova, and Alma Sh. Mirzabekova
pp. 5034-5048 | Article Number: ijese.2016.373
Abstract In this article the authors reveal the basic cultural mechanisms that influence the formation of the tolerance strategy in Kazakh and Kazakhstan society, show its basic directions, as well as its importance for the modern Kazakhstan society and the formation of intercultural communication with foreign countries. Tolerance is a necessary element of intercultural communication; is the ability to understand the important thing not only in own, but in a different culture, to see value starts in the other, alien faith, to isolate the grounds that do not contradict the spiritual and moral values. The purpose of this article is to study cultural and philosophical place and role of the tolerance strategy in Kazakh culture, analyze the cultural mechanisms of Kazakh culture, which not only form the tolerance in Kazakh culture, but also implement it in society. The main methods used in this research are the structural-functional, institutional, and phenomenological approaches. The phenomenon of “tolerance” is defined as a human quality that is an integrative characteristic with a cognitive, emotional-evaluative, and behavioural component. The latter determines the active moral stance in interaction with people, regardless of their cultural or social setting, ethnic origin, religion, education, age, occupation or opinion. Keywords: Tolerance strategy, youth society, tolerance development program, multicultural environment, interethnic relations References Abaev, N. V. (1983). Chan Buddhism in the culture of mental activity in medieval China. Novosibirsk: Nauka. Abdikerova, G. O. (2011). The roles and functions of social institutions in the modernization of Kazakhstan society. Post-Soviet model of social transformation: the experience of the twentieth. Proceedings of the international scientific-theoretical conference (pp. 19-21). Karaganda: KSU. Asmolov, A. G. (2000). On the way to tolerance. Moscow: Meaning. Asmolov, A., Soldatova, G. & Shaygerova, L. (2001). About the meaning of the concept “tolerance". The Century of tolerance, 1-2, 8-19. Aydin, H. (2013). Educational reform in Nigeria: the case of Multicultural Education for Peace, Love, and Tolerance. South African Journal of Education, 33(1), 1-19. Garadzha, V. I. (2005). Sociology of Religion. Moscow: INFRA-M. Gumilev, L. N. (1967). The term "ethnicity". Report. department and the Commission. GO, No 3 1967 Ethnicity as a phenomenon. - Report. department and the Commission. GO, No 3, 1967. Guseynov, A. A. (2012). Morality as Limits of Rational. Voprosy filosofii, 5, 4-17. Ismagambetova, Z. N., Karabaeva, A. G. & Gabitov, T. H. (2014). Tolerance as a social and cultural phenomenon. Almaty: Kazakh University. Kadyrzhanov, R. (2013). Ethnic stability and national unity in Kazakhstan. National unity of Kazakhstan. The collection of materials of the round table. Almaty: IFPRI KH MES RK. Kant, I. (2013). Introduction to the Metaphysics of Morals. Start Publishing LLC. Karabaeva, A. G. & Ismagambetova, Z. N. (2012). Social aspects of tolerance and some educational strategies in society. Modernization of Kazakhstan's education in contemporary sociological discourse. The 1st Azhenovsk’s reading. International Scientific Conference (pp. 25-32). Almaty. Matskovsky, M. S. (2004). Tolerance as an object of sociological research. In G. U. Soldatova, T. Y. Prokofevoy, T. L. Lyutoy (Eds.) Intercultural Dialogue: Research and Practice (p. 143-145). Moscow: Center for Media MSU. University. Mendus, S. (1999). My brother’s keeper: The politics of intolerance. In S. Mendus, The Politics of Toleration, 1, 1-12. Murphy, B. C. & Dillon, C. (2014). Interviewing in action in a multicultural world. Nelson Education. Nazarbayev, N. A. (2008). The policy of peace and harmony. Astana: Elorda. Nysanbaev, A. N. (2004). Globalization and problems of intercultural dialogue, Vol. 4. Almaty. Reardon, B. E. (2001). Tolerance - the road to peace. Moscow: Bonefes. Takaki, R. (1993). A Different Mirror: A History of Multicultural America. New York: Back Bay Books Telebayev, G. T. (2003). Religious identification of the population and the religious situation in the Republic of Kazakhstan. Sociological researches, 3, 101-105. UNESCO. (1995). Declaration of Principles on Tolerance. Adopted by the General Conference of Unesco at its twenty eight session. Paris. Weber, M. (2015). On the methodology of the social sciences. Lulu Press, Inc. Williams, Cf. B. (1999). Tolerating the intolerable. In S. Mendus (ed.), The Politics of Toleration: Tolerance and Intolerance in Modern Life (pp. 65–75). (Edinburgh: Edinburgh University Press, 1999); and more generally many of the contributions in D. Heyd (ed.), Toleration: An Elusive Virtue (Princeton, NJ: Princeton University Press, 1996). |
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Cognitive and Perceptual Selectivity and Target Regulation of Mental Activity in Personal Evaluation Situations of Social Anxiety DisorderOlga A. Sagalakova, Dmitry V. Truevtsev and Anatoly M. Sagalakov
pp. 5049-5057 | Article Number: ijese.2016.374
Abstract This article analyzes modern theoretical and conceptual models of social anxiety disorder (SAD) (cognitive, metacognitive, psychopathological) with a view to determine specific features of psychological mechanisms of disorders studied in various approaches, to identify similarities and differences in conceptual SAD models, their heuristic specifics and efficiency in the diagnostics and practice of psychological intervention. The authors demonstrated psychopathological mechanisms related to SAD origin and development shows the effectiveness of psycho-pathological approach to diagnostics and therapy. Analyzing the psychopathological approach, the authors revealed that the key mechanisms, which cause SAD, are specific disturbances of target regulation of mental activity and mediation of anxiety during evaluation, changes in the "motive-goal-means" system, social behavior aberrations and distortion of selectivity in mental activity. The comparative analysis revealed that maximum diagnostic and therapeutic efficacy is achieved during combined application of the models in the psychological practice. Keywords: Social anxiety disorder, theoretical and conceptual SAD models, attention selectivity, attention self-focus, assessment situation References Acarturk, C., Cuijpers, P., van Straten, A., & de Graaf, R. (2009). Psychological Treatment of Social Anxiety Disorder. Psychological Medicine, 39, 241-254. Bo¨gels, S. M., Alden, L., Beidel, D. C., Clark L. A., Pine, D. S., Stein, M. B. & Voncken, M. (2010). Social Anxiety Disorder. Depression and Anxiety, 27(2), 168-189. Bratus, B. S. & Pavlenko, V. N. (1986). The Correlation of Self-esteem Structure and Target Activity Regulation in Normal and Abnormal Development. Questions of Psychology, 4, 146-155. Clark, D. M. & Wells, A. (1995). A Cognitive Model of Social Phobia. In R. G. Heimberg, M. R. Liebowitz, D. A. Hope, & F. R. Schneier (Eds.), Social phobia: Diagnosis, assessment, and treatment. New York: Guilford Press, 69-93 DSM-5 (2013). Diagnostic and Statistical Manual of Mental Disorders. American Psychiatric Association, 78 p. Hofmann, S. G. (2000). Self-focused Attention Before and after Treatment of Social Phobia. Behaviour Research and Therapy, 38, 717-725. Hope, D. A., Gansler, D. A. & Heimberg, R. G. (1989). Attentional Focus and Causal Attributions in Social Phobia: Implications from Social Psychology. Clinical Psychology Review, 9, 49-60. ICD-10 (1992). Classification of Mental and Behavioural Disorders. World Health Organization, 109 p.. Luria, A. R. (2002). The Nature of Human Conflict. Moscow: Kogito Center, 253 p. Rapee, R. M. & Heimberg, R. G. (1997). A Cognitive-Behavioral Model of Anxiety in Social Phobia. Behavior Research and Therapy, 35(8), 741-756. Rapee, R. M., Heimberg, R. G. & Brozovich, F. A. (2010). A Cognitive Behavioral Model of Social Anxiety Disorder: Update and Extension. In S. Hofmann & P. DiBartolo (Eds.), Social anxiety: clinical, developmental and social perspectives. San Diego: Academic Press, 395-422 Regier, D. A., Kuhl, E. A. & Kupfer, D. J. (2013). The DSM-5 Classification and Criteria Changes. World Psychiatry, 12(2), 92-98. Sagalakova, O. A. & Truyevtsev, D. V. (2014). Structural Equation Modeling of Cognitive Disturbances of Affect Regulation during Estimation of Anti-vital Behavior. Universum: Psychology and Education, 12(11), 36-41. Sagalakova, O. A., Stoyanova, I. Y. & Truyevtsev, D. V. (2014). Social Anxiety – a Marker of Anti-vital Behavior in Adolescence and Early Adulthood. Clinical and Health Psychology: Research, Teaching, Practice, 4(6), 6-18. Spokas, M. E., Rodebaugh, T. L., Heimberg, R. G. (2004). Cognitive Biases in Sosial Phobia. Psychiatry, 3(5), 51-55. Stein, D. J. & Nesse, R. M. (2015). Normal and Abnormal Anxiety in the Age of DSM-5 and ICD-11. Emotional Review, 7, 223-229. Stopa, L. & Clark, D. M. (2000). Social Phobia and Interpretation of Social Events. Behaviour Research and Therapy, 38(3), 273-283. Wells, A. (2007). Cognition about Cognition: Metacognitive Therapy and Change in Generalized Anxiety and Social Phobia. Cognitive and Behavioral Practice, 14, 18-25. Wells, A. & Matthews, G. (1996). Modelling cognition in emotional disorder: the S-REF model. Behaviour Research and Therapy, 32, 867-870. Zeigarnik, B. V., Nikolaeva, V. V. & Lebedinsky, V. V. (1987). Workshop on Abnormal Psychology. Moscow: Publishing House of Moscow University, 352 p. |
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The Solutions of the Agricultural Land Use Monitoring ProblemsValentin V. Vershinin, Alla A. Murasheva, Vera A. Shirokova, Alla O. Khutorova, Dmitriy A. Shapovalov & Vladimir A. Tarbaev
pp. 5058-5069 | Article Number: ijese.2016.375
Abstract Modern landscape – it’s a holistic system of interconnected and interacting components. To questions of primary importance belongs evaluation of stability of modern landscape (including agrarian) and it’s optimization. As a main complex characteristic and landscape inhomogeneity in a process of agricultural usage serves materials of quantitative and qualitative analysis of agro ecosystems. For this ones use different methods of remote sondage of soils, analysis of soil for agricultural purpose, GIS-technology and other. Usage of modern technologies for space imagery will allow to actualize information of agricultural lands monitoring and effectively solve arising tasks. Article is devoted to definition of indicators of lands condition of agricultural purpose. Accomplished analiys of methodical approaches to analysis of agricultural lands condition, that allows to determine the most prospective ways of usage, gives propositions about application of modern technologies. It is proposed to create a centralized governmental informational resources about lands of agricultural purpose and about these lands as a part of lands of other categories. Keywords: Agriculturalland, land-usechange, geographicalinformationsystem, RussianFederation, systematic land monitoring References Akinci, H., Özalp, A. Y. & Turgut, B. (2013). Agricultural Land Use Suitability Analysis Using GIS and AHP Technique. Computers and Electronics in Agriculture, 97, 71–82. Armand, D. L. (1985). Qualitative Analysis of Lands and Cadastre of Land Holdings. Geography Questions, 43, 59-85. Bader, M. & Van Ham, C. (2015). What Explains Regional Variation in Election Fraud? Evidence from Russia: A Research note. Post-Soviet Affairs, 31(6), 514–528: Bateman, I. J., Jones, A. P., Lovett, A. A., Lake, I. R. & Day, B. H. (2002). Applying Geographical Information Systems (GIS) to Environmental and Resource Economics. Environmental and Resource Economics, 22, 219–269. 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Pomelov, A., Pasko, O. & Baranova, A. (2015). Comparative Analysis of Land Management in the World. In IOP Conference Series: Earth and Environmental Science, 27, 56-67. Prishchepov, V. A., Müller, D., Dubinin, M., Baumann, M. & Radeloff, V. C. (2013). Determinants of Agricultural Land Abandonment in post-Soviet European Russia. Land Use Policy, 30(1), 873–884. Ratnikov, A. N., Sapozhnikov, P. M., Sanzharova, N I., Sviridenko, D. G., Zhigareva, T. L., Popova, G. I. & Kozlova, I. Y. (2016). Cadastral Valuation of Land Contaminated with Radionuclides. Eurasian Soil Science, 49(1), 116–124. Rezk, H., Tyukhov, I. & Raupov, A. (2015). Experimental Implementation of Meteorological Data and Photovoltaic Solar Radiation Monitoring System. International Transactions on Electrical Energy Systems, 25(12), 3573–3585. Rudenko, D. (2015). Geographic Information Systems Potential for Poverty Alliviation in the Tyumen region, Russia. 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Rural Areas Management on the Basis of Actual Data of the State Immovable Property Cadastre of Russia. Modern Applied Science, 9(5), 279–286. Simonov, Yu. G. (1956). Distribution of Solar Energy Upon Slopes of Different Abruptness and Exposition in Plain Conditions on 50p. Scientific Notes Of Moskow Governmental University, 182, 195. Simoonga, C., Utzinger, J., Brooker, S., Vounatsou, P., Appleton, C. C., Stensgaard, A. S. & Kristensen, T. K. (2009). Remote Sensing, Geographical Information System and Spatial Analysis for Schistosomiasis Epidemiology and Ecology in Africa. Parasitology, 136(13), 1683–1693. Stepovaya, O. Yu. (2001). Dimensional Distribution of Elements of Hermal and Aquatic Balance in Landscapes: Methods of Analysis with GIS Usage. Tavric National University, Series Geography, 14(1), 117-120. Svetlitchnyi, A. A., Plotnitskiy, S. V & Stepovaya, O. Y. (2003). Spatial Distribution of Soil Moisture Content Within Catchments and its Modelling on the Basis of Topographic Data. Journal of Hydrology, 277, 50–60. Theodoridou, I., Karteris, M., Mallinis, G., Papadopoulos, A.M. & Hegger, M. (2012). Assessment of Retrofitting Measures and Solar Systems’ Potential in Urban Areas Using Geographical Information System. Application to a Mediterranean city, 56-66. Urusov, V. M., Mayorov, I. S. & Chipizubova M. N. (2010). Analysis of Climate Similarity as a Basis of Introduction Success. News of Far Eastern Federal University. Economy and Management, 1. 46-56. Ushachev, I. G. (2015). Agrogrosery Sector of Russia Under Sanctions: Problems and Importances. Economy of Agricultural and Processing Enterprises, (5), 2-8. Yakovlev, A. S., Molchanov, E. N., Makarov, O. A., Savin, I. Y., Krasilnikov, P. V, Chukov, S. N. & Evdokimova, M. V. (2015). Regulatory and Legislative Aspects of the Ecological Evaluation and Control of Soil Degradation in Russia on the Basis of the Assessment of soil Ecological Functions. Eurasian Soil Science, 48(9), 991–996. Zinchenkou, V. E., Lokhmanova, O. I., Kalinichenko, V. P., Glukhov, A. I., Povkh, V. I. & Shljakhova, L. A. (2013). Space Monitoring of Agricultural Lands in Southern Russia. Izvestiya - Atmospheric and Ocean Physics, 49(9), 1036–1046. |
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Theoretical and Practical Issues of the Implementation of International Norms on Human Rights to the National Legislation (the Example of the Republic of Azerbaijan)Subhan F. Aliyev
pp. 5070-5085 | Article Number: ijese.2016.376
Abstract The purpose of the study is to analyze the features of the implementation of international norms on human rights to the national law system of the Republic of Azerbaijan. Using the method of the critical analysis of national legislative framework on human rights, the authors argue that there are some certain problems connected with the application and execution of the European Court resolutions in our Republic, with the improving the legislation according to the modern legal conditions and social challenges and the extension of enlightenment in the proper sphere in law enforcement authorities. The practical value is that the submissions can be used by lawmakers as a basis not only for facilitating the practical realization of the treaties on human rights, but also for development the supplemental legal guarantees for the maintenance of the conformity to natural laws of this activity. Keywords: The Republic of Azerbaijan, international norms on human rights, protection of human rights, the international treaty, judicial authorities References Bentwich, N. & Martin, A. (1950). A Commentary on the Charter of the United Nations. London: Routledge & Kegan Paul Ltd. Brownlie, I. (1990). Principles of Public International Law. Fourth edition. Oxford: Clarendon Press. Brysk, A. (Ed.). (2013). Globalization of Law and Human Rights: From Norms to Fulfillment. Routledge. Current international law. (2007). In Y. M. Kolosov, E. S. Krivchikova (Eds.). (V.1, p. 11-15; 36-42; 47). Moscow. Delbez, L. (1964). Les principes généraux du droit international public. Paris: Libr. générale de droit et de jurisprudence. Dixon, M. (1993). Textbook on International Law. Second edition. London: Blackstone Press Limited. Donnelly, J. (2013). Universal human rights in theory and practice. Cornell University Press. Goodrich, L. M. & Hambro, E. (1949). Charter of the United Nations: Commentary and Documents. Second and revised edition. Boston: World Peace Foundation. Gordan, L. P. (2011). The Evolution of International Human Rights. Vision Seen. Third Edition. Philadelphia. University of Pennsylvania Press. Jinks, D., Maogoto, J. N. & Solomon, S. (Eds.). (2014). Applying International Humanitarian Law in Judicial and Quasi-judicial Bodies: International and Domestic Aspects. Springer. Khalilov, Y. (2008). Preamble to the Constitution of the Republic of Azerbaijan, general provisions and description. Baku, Law Press. Kiss, A. (1988). The Role of the Universal Declaration of Human Rights in the Development of International Law”, In Bulletin of Human Rights. Special Issue: Fortieth Anniversary of the Universal Declaration of Human Rights (p. 47–49). New York: United Nations. Litvinova, I. & Glushkova, S. I. (2016). Human rights in Russia and the world: Development Strategies, Problems, Solutions. The review of the Liberal Arts University, (1), 134. Martin, F. F., Schnably, S. J., Wilson, R. J., Simon, S. J., & Tushnet, V. M. (2006). International Human Rights and Humanitarian Law. Treaties, Cases and Analysis. Cambridge University Press. Omarkadieva, M. H. (2007). International legal aspects of the implementation of the right to judicial protection. "Black holes" of the Russian legislation, 4, 170. Robertson, A. H. & Merrills, J. G. (1992). Human Rights in the World: An Introduction tothe Study of the International Protection of Human Rights. Third edition. Manchester: Manchester University Press. Shelton, D. (2015). Remedies in international human rights law. Oxford University Press, USA. Smith, R. K. (2016). Textbook on international human rights. Oxford University Press. Direct access: https://treaties.un.org/Pages/ViewDetails.aspx?src=TREATY&mtdsg_no=IV-4&chapter=4&lang=en Solis, G. D. (2016). The law of armed conflict: international humanitarian law in war. Cambridge University Press. The Law of the Republic of Azerbaijan (1992). № 582-IQ of 11 December 1992 on Joining to the Second Optional Protocol to the International Covenant on Civil and Political Rights, aiming at the abolition of the death penalty. Tihomirov, Y. A. (2002). Globalization: mutual domestic and international law. Journal of Russian law, 11, 3. Tomuschat, C. (2014). Human rights: between idealism and realism. OUP Oxford. Von Glahn, G. & Taulbee, J. L. (2015). Law among nations: an introduction to public international law. Routledge. Webster’s Encyclopedic Unabridged Dictionary of the English Language. (1996). New York: Webster. |
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The Pharmaceutical Sector of Kazakhstan’s Economy: Trends and ProblemsBorankul G. Nurpeisov, Erboz N. Nabiev, Temirbay A. Mukashev, Serik S. Daribekov, Bagdat Kh. Raimbekov, Maral K. Asanova & Leila M. Bazarbaeva
pp. 5086-5093 | Article Number: ijese.2016.377
Abstract This research is devoted to the investigation of the general trends in the development of the pharmaceutical industry in the current conditions of economical socialization. The determination of the economic specificity of the modern operation of the pharmaceutical industry is the purpose of the research. It was found that pharmacy is a profitable sphere of investment in spite of the economic crisis. Furthermore, it was found that national pharmaceutical markets of developing countries contributed significantly to the national economies (since the job of locating pharmaceutical manufacturing facilities is being vacated by developed countries), while the markets of developed countries facilitated the prospering of the economies of their countries (since new ways of making manufacturing cheaper provides for comfortable business). In addition, the correlation of data on export and import of pharmaceutical products gives an idea of the leaders of the pharmaceutical market and the peculiarities of their work. The research also found that the manufacturing of generic drugs was a promising branch of pharmacy. The novelty of this research is determined by the necessity of a comprehensive analysis of rapidly changed trends, which can serve as the basis from relevant economic planning. Keywords: Pharmaceutical sector, pharmaceutical industry, world pharmaceutical branch, pharmaceutical production, directions of development References Adriaenssens, N. (2015). Systemic Antimycotic and Antifungal Use in Eastern Europe. Journal of Antimicrobial Chemotherapy, 5, 54-64. Bettiol, E. (2015). Challenges and Solutions for Clinical Development of New Antibacterial Agents: Results of a Survey Among Pharmaceutical Industry Professionals. Antimicrobial Agents and Chemotherapy, 59(7), 95-99. Blanc, L. (2015). The European Pharmaceutical Industry in a Global Economy: What Drives EU Exports of Pharmaceuticals? Bruges European Economic Research Papers, 31, 28-34. Chen, Y. & Fu, F. Q. (2015). The Behavioral Consequences of Service Quality: An Empirical Study in the Chinese Retail Pharmacy Industry. Health Marketing Quarterly, 32(1), 14-30. Diestre L., Rajagopalan N. & Dutta S. (2015). Constraints in Acquiring and Utilizing Directors' Experience: An Empirical Study of New‐Market Entry in the Pharmaceutical Industry. Strategic Management Journal, 36(3), 339-359. Dixit, M. R, & Yadav, S. (2015). Motivations, Capability Handicaps, and Firm Responses in the Early Phase of Internationalization: A Study in the Indian Pharmaceutical Industry. Journal of Global Marketing, 28(1), 1-18. Dogramatzis, D. (2015). Pharmaceutical Marketing. New York: Taylor & Francis, 403 p. Dong, J. Q. & Yang, C. H. (2015). Information Technology and Organizational Learning in Knowledge Alliances and Networks: Evidence from US Pharmaceutical Industry. Information & Management, 52(1), 111-122. Gautam, A. & Pan, X. (2016). The Changing Model of Big Pharma: Impact of Key Trends. Drug Discovery Today, 21(3), 379-384. Hartung, D. M. (2015). The Cost of Multiple Sclerosis Drugs in the US and the Pharmaceutical Industry Too Big to Fail? Neurology, 84(21), 85-92. Liu, M. & La Croix, S. (2015). A Cross-country Index of Intellectual Property Rights in Pharmaceutical Inventions. Research Policy, 44(1), 206-216. Norazmi, M. N. & Lim, L. S. (2015). Halal Pharmaceutical Industry: Opportunities and Challenges. Trends in Pharmacological Sciences, 36(8), 496-497. O'Brien, S. (2015). Meeting the Societal Need for New Antibiotics: the Challenges for the Pharmaceutical Industry. British Journal of Clinical Pharmacology, 79(2), 168-172. Ogorodova, L. M. (2016). Model Breakthrough Technologies as a Tool to Support Import Substitution in the Pharmaceutical Industry. International Review of Management and Marketing, 6, 56-67. Pan, H. Q. (2016). Chinese Manufacturing Industry Development Strategy from the Financial Perspective: Grey Modeling and Analysis of Data from the Listing Corporation China Pharmaceutical Manufacturing Enterprises. Grey Systems: Theory and Application, 6(2), 45-56. Paolucci, V. (2015). The Role of Collective Bargaining in Addressing Flexibility and Security. Warwick: University of Warwick, 356 p. Roschangar, F., Sheldon, R. A. & Senanayake, C.H. (2015). Overcoming Barriers to Green Chemistry in the Pharmaceutical Industry–the Green Aspiration Level™ Concept. Green Chemistry, 17(2), 752-768. Suri, F. K. & Banerji, A. (2016). Super Generics—First Step of Indian Pharmaceutical Industry in the Innovative Space in US Market. Journal of Health Management, 6, 133 -145. Talassov, G. & Abdrakhmanova, G. (2015). Actual Problems and Prospects of the Pharmaceutical Market. Asian Social Science, 11(19), 264 p. Whiteman, J., Mc.Veigh, O., & Watters, M. (2016). Hospital Pharmacy and the Pharmaceutical Industry Collaborate to Reduce Waste of Biologic Medicine. Rheumatology, 55(1), 192 p. |
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Methodological Aspects of Strategic Development of Regional Socio-Economic System (Following the Example of Radio-Electronic Industry Enterprises in the Republic of Tatarstan)Nikolay N. Uraev, Gaziz F. Mingaleev, Aleksandr T. Kushimov & Nikolay A. Kolesov
pp. 5094-5108 | Article Number: ijese.2016.378
Abstract This paper considers the methodological aspects of forming a development strategy for the regional socioeconomic system (by the example of radio-electronic enterprises in the Republic of Tatarstan). The paper suggests a conceptual scheme of the macro- and micro-factors’ influence on the regional socioeconomic system. This scheme is based on the study of the market power of enterprise’s contact persons (suppliers, competitors, and consumers) and subjects that have an indirect impact (government, markets, financial institutions, insurance companies, etc.). It has a hierarchic structure and allows coordinating the terms of cooperation for different elements of the socioeconomic system. The paper builds a formation algorithm for the manufacturing program of radio-electronic enterprises. A peculiar feature of this algorithm is its focus on involving resources of the enterprise’s external environment on terms that are acceptable to an economic entity. The paper also suggests stages of the development strategy for the regional socioeconomic system that are based on the principles of lean production, which assume the determination and market substantiation of the regional resource intensity limit of separate productions. This allows plotting an evolutionary vector for the transformation of the socioeconomic system into an adaptive structure with such properties as self-organization and self-regulation. Keywords: Radio-electronic industry, socioeconomic system, strategic plans, regional development factors, operating efficiency References Akulov, V.B. (2012). The theory of economic organization. Textbook. Moscow: Flinta, MPSI. Ansoff, I. (2008). The new corporate strategy. St. Petersburg: St. Petersburg. Archibugi, D. & Michie, J. (1997). Technological globalization and national systems of innovation. Future, 25(2), 23-29. Beerel, A. (1998). Leadership through Strategic Planning. Thomson Publishing Inc. Bowman, K. (2007). Strategic management bases. Moscow: UNITY-DANA. Cherkasov, V.V. (2014). Industrial modernization methodology, based on the development of Russian enterprises’ scientific and technological potential. State University of Management bulletin, 21, 71-81. Cherkasov, V.V. (2014). Investment Limitations on the Road of Russian Industrial Enterprises’ Diversification Under Modern Conditions. Economic Integration bulletin, 1, 80-84. Clemons, E.K. (1995). Using scenario analysis to manage the strategic risks of reengineering. Sloan Management Review, 36(4), 14-26. Dooris, M.J., Kelley, J.M. & Trainer, J.F. (2004). Successful Strategic Planning. Wiley Periodicals, Inc. Fatkhutdinov, R.A. (2009). Development of managerial decisions. Moscow: Intel synthesis.. Fatkhutdinov, R.A. (2008). Strategic management. Moscow: ZAO "Business School" Intel-Synthesis ". Garifullin, I. (2014). The main trends of the innovation potential development in the Russian economy. Proceedings of International Conference on Applied Economics (ICOAE), WSEAS. Greece: NAUN International Conferences. Goodstein, L., Nolan, T. & Pfeiffer, J.W. (1993). Applied Strategic Planning. Mc.Graw Hill. Inc. Gorbunov, S.V. (2010). Strategic Management. Textbook. Nizhniy Novgorod: NSABU. Goryushkin, A.A. & Novitskiy, N.I. (2010). Organization of production. Moscow: KNORUS. Gromova, O.N., Latfullin, G.R. & Raichenko, A.V. (2014). Organizational theory and organizational behavior. Textbook for M.A. graduates. M.: Yurayt. Hill, C.W.L. & Jones, G.R. (1992). Strategic Management. Boston: Houghton Mifflin Coю Hutt, M.D., Walker, B. A. & Frankwick, G. L. (1995). Hurdle the cross-functional barriers to strategic change. Sloan Management Review, 36(3). Kleiner, G.B. (2008). Strategy of the Enterprise. Belgorod: Delo. Kolesov, N.A. & Uraev, N.N. (2012). Problems and limitations of the production systems of domestic enterprises. Bulletin of AN Tupolev KSTU, 4, 20-23. Liker, J. К. (1997). Becoming Lean: Inside Stories of U.S. Manufacturers. Portland, OR: Productivity Press. Liker, J. К. Dao (2005). Toyota: 14 management principles from the world’s greatest manufacturer. Business Books. Oveshnikova, L.V. (2013). Strategic planning system for entrepreneurial activity. Lib.: Industrial policy at the macro- and macro-levels: multi-author monograph. Voronezh: “Scientific Book” publishing and printing house. Piercy, N.F., Harris, L.C., Peters, L.D. & Lane, N. (1997). Marketing management, market strategy and strategic management: domain realignment and redefinition. Journal of Strategic Marketing, 5, 263-274. Porter, M. (2011). Competitive Strategy: Methodology of Analyzing Industries and Competitors. 4th ed. Moscow: Alpina Publisher. Porter, M. (2010). The competitive advantage of nations. L. Basingstoke: McMillan press. Raizberg, B.A. (2014). The course of economics. Textbook. Moscow: INFRA-M. Reading, C. (2002). Strategic Business Planning. A Dynamic System for Improving Performance & Competitive Advantage. Kogan Page Ltd. Schoemaker, P.J.H. (1995). Scenario planning: a tool for strategic thinking. Sloan Management Review, 36(2). Strickland, A. & Thompson, A. (2007). Strategic Management. Concepts and situations for analysis. Moscow: Dialectics. The Cabinet of Ministers of the Republic of Tatarstan (2010). The Decree No. 524-R dated 05.04.2010. Uraev, N.N. (2014). Economic content of the development strategy for the radio-electronic industry. Proceedings of the Vth All-Russia (full and part-time) Scientific and Practical Conference "The Evolution of Russia's economic model: the experience of the past as the basis for the future", 345 - 350. Uraev, N.N. (2014a). Methodology of strategic development of manufacturing processes for a provident enterprise. Journal of economics, law and sociology, 2, 65 - 68. Vershigora, E.E. (2007). Management: Textbook. 2nd eds., Rev. and enlarged. Moscow: INFRA-M. Vikhansky, O.S. (2008). Strategic management. Moscow: Gardarika. |
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Development of the System of Investment Support of Projects in the Industrial - Innovative Development of KazakhstanBayan B. Doskaliyeva, Yerkenazym D. Orynbassarova, Zhibek M. Omarkhanovа, Yerkebulan S. Karibaev & Ayagul S. Baimukhametova
pp. 5109-5127 | Article Number: ijese.2016.378
Abstract The purpose of this study is to determine specific features of investment regulation mechanism aimed at providing effective implementation of projects in the context of industrial-innovative development of Kazakhstan. There the used the system of general scientific and special research methods providing the possibility to disclose processes and phenomena in their interconnection and development. In particular, these methods included assessment, theoretical modeling, classification, grouping and logical generalization graphical method, formalization, structural and logical analysis. The study concludes that Kazakhstan needs to focus on further development of innovative infrastructure and venture capital, that is, to build a complete chain on innovation support. The article identifies ways of venture capital development (domestic venture capital investments, investing abroad, investing in the country and abroad through public and / or private corporations, as well as the creation of technology companies). The authors proposed to consider financing the technology outside the country (by the example of Singapore), which will give the possibility to obtain venture funding experience to implement the transfer of relevant technologies to Kazakhstan and to attract more foreign investment to the country. Keywords: Investment support, innovative development, investment process, venture investment, economic environment References Berg, A. et al. (2015). Some Misconceptions about Public Investment Efficiency and Growth. IMF Working Paper, 15(272), 3-33. Bleda, M. & del Rio, P. (2013). The market failure and the systemic failure rationales in technological innovation systems. Research Policy, 42, 1039-1052. Blind, K. (2012). The Impact of Regulation on Innovation. Nesta Working Paper, 12(02). www.nesta.org.uk/wp12‐02. Bloch, C. & Bugge, M. (2013). Public sector innovation — From theory to measurement. Structural Change and Economic Dynamics. Elsevier, 27(C), 133-145. Bocharov, V.V. (2008). Investments. SPb: Peter. Chetyrkin, E.M. (2001). Financial analysis of industrial investments. Moscow: Delo. Engel, E., Fisher, R. & Galetovic A. (2014). The Economics of Public-Private Infrastructure PPPs: A Basic Guide. Cambridge: Cambridge University Press. Fainboim, I., Last, D. & Tandberg, E. (2013). Managing Public Investment, in Public Financial Management and Its Emerging Architecture. Cangiano, M., Curristine, T., & Lazare, M. (eds.). Washington: International Monetary Fund. Geels, F.W. (2013). The Impact of the Financial-Economic Crisis on Sustainability Transitions: Financial Investment, Governance and Public Discourse. Environmental Innovation and Societal Transitions, 6, 67-95 Grigoli, F. & Kapsoli, J. (2013). Waste Not, Want Not: The Efficiency of Health Expenditure in Emerging and Developing Economies. IMF Working Paper 13/187. Washington: International Monetary Fund. Gupta, S. (2014). Efficiency-Adjusted Public Capital and Growth. World Economic Development, 57(C), 164–78. Hekkert, M. (2013). Sustainable Transition Policy and Innovation Policy an Innovation System Perspective. Universiteit Utrecht, Copernicus Institute of Sustainable Development. Hemming, R. (2006). Public-Private Partnerships, Government Guarantees, and Fiscal Risk. Washington: International Monetary Fund. Igoshin, N.V. (2001). Investments. Organization of management and financing. World Scientific. Institute of International Finance. (2014). Business Investment in the G7: Coming out of the Doldrums ?. Institute of International Finance, Research Note. On investments. (2013). The law of the Republic of Kazakhstan approved on January 8. Manaenko, J.H. (2013). Investment Maintenance of Innovative Development of Electric Power Industry Enterprises: Theoretical and Methodological Aspect. Scientific-Methodical Journal "New Economy, 2(62), 343-349. Marenkov, N.L. (2003). Investments. Rostov-on-Don: Phoenix. Meissner, D. (2013). Foresight and Science, Technology and Innovation Indicators. Handbook Of Innovation Indicators And Measurement, Northampton, 16, 381-402. Meissner, D., Gokhberg, L. & Sokolov, A. (2013). The Meaning of Foresight in Science Technology and Innovation Policy, in: Science, Technology and Innovation Policy for the Future — Potentials and Limits of Foresight Studies. Meissner, D., Gokhberg, L.,& Sokolov, A. (Eds.). Heidelberg: New York. Dordrecht. London: Springer. Meissner, D. (2014). Approaches for developing national STI strategies. STI Policy Review, 5(1), 34-56. Nurlanova, N.K. (1998). Formation and use of investments in the Kazakhstan's economy: strategies and mechanisms. Almaty: Gylym. Orynbasarova, E.D. (2015). Assessment of the current state of the investment climate and foreign direct investment in Kazakhstan. Journal of Economics: strategy and practice number 2(30), 3-29. Ospanov, M.T. & Mukhambetov, T.I. (1997). Foreign Capital and Investments: Theory, practice, attraction and use. Foreign Direct Investment for Development. Almaty. Ramundo, J. (2013). Challenges of financing innovation. Presentation for the Minds’ Conference on Financial Institutions for Innovation and Development. The Future of Financial Services. Samuelson, P. & Nordhaus, B. (2003). Economics, Sixteenth edition. Moscow: SPb.; Kyiv Sergeev, I.V. & Veretennikova, I.I. (2001). The organization and financing of investments. Moscow: Finance and Statistics. Sun, Y., Mitra, P. & Simone, A. (2013). The Driving Force Behind the Boom and Bust in Construction in Europe. IMF Working Paper, 13 (181). Warner, A. (2014). Public Investment as an Engine of Growth. IMF Working Paper, 14(148). Weber, M. & Rohracher, H. (2012). Legitimizing Research, Technology and Innovation Policies for Transformative Change: Combining Insights from Innovation Systems and Multi-Level Perspective in a Comprehensive ‘Failures’ Framework”. Research Policy, 41, 1037-1047. Zhuravleva, G.P. & Malyshev, I.Y. (1997). Theoretical Economics. Moscow: UNITY. |
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Developing a Mobile Application "Educational Process Remote Management System" on the Android Operating SystemGulmira M. Abildinova, Aitugan K. Alzhanov, Nazira N. Ospanova, Zhymatay Taybaldieva, Dametken S. Baigojanova & Nikita O. Pashovkin
pp. 5128-5145 | Article Number: ijese.2016.379
Abstract Nowadays, when there is a need to introduce various innovations into the educational process, most efforts are aimed at simplifying the learning process. To that end, electronic textbooks, testing systems and other software is being developed. Most of them are intended to run on personal computers with limited mobility. Smart education is currently very relevant. Therefore, it is necessary to develop a software package that would simplify the learning process in secondary and high schools. The mobile application under consideration was developed on the Android operating system, given the extensive use of mobile devices and a convenient application development toolkit. This mobile application can simplify the students’ acquisition of information that is required for an effective educational process. The mobile application reaches a wide audience that includes both students and teachers of various disciplines. A pedagogical experiment was conducted as part of this research at the S. Toraighyrov Pavlodar State University; the experiment proved the need for and effectiveness of the developed mobile application in the field of education. The software can be used in educational institutions; it can simplify the organization of the educational process significantly. Keywords: Educational process, distance education, mobile learning, mobile application, remote access References Charushnikov, V. (2007). E-Learning: Pros and Cons. Higher Education in Russia, 12, 55-62. Cheona, J., Lee, S., Steven, M. Crooks & Jaeki, S. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Computers & Education, 59, 1054–1064. Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. In Z. L. Berge & L. Y. Muilenburg (Eds.), Handbook of mobile learning. Florence, New York: Routledge, 253 p. Darcey, L., & Conder, Sh. (2012). Android Application Development in 24 Hours, Sams Teach Yourself. New York: Sams Publishing, 253 p. Deitel, P., Deitel, H., Deitel, A., & Morgano, M. (2012). Android for Programmers: An App-Driven Approach. St. Petersburg: Piter, 275 p. Emmanouilidis, Ch., Koutsiamanis, R.-A., & Tasidou, A. (2013). Mobile guides: Taxonomy of architectures, context awareness, technologies and applications. Journal of Network and Computer Applications. 36, 103–125. Fulantelli, G., Taibi, D., & Arrigo, M. (2015). A framework to support educational decision making in mobile learning. Computers in Human Behavior, 47, 50–59. Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. Internet and Higher Education, 19, 18–26. Goloshchapov, A. L. (2012). Google Android: System Components and Network Communication. St. Petersburg: BHV, 353 p. Hashimi, S., Komatineni, S., & MacLean D. (2011). Pro Android. St. Petersburg: Piter. Hellman, E. (2013). Android Programming: Pushing the Limits. Wiley Press. Kearney, M., Burden, K., & Rai, T. (2015). Investigating teachers adoption of signature mobile pedagogies. Computers & Education, 80, 48-57. Kolisnichenko, D. N. (2013). Android for Users. Useful Programs and Advice. St. Petersburg: BHV. Ledford, J., Zimmerly, B., & Amirthalingam, P. (2009). Web Geek's Guide to the Android-Enabled Phone. Que Press. Murphy, M. (2011). Beginning Android. London: Apress, 242 p. Pashovkin, N. O. (2014). Android Operating System Advantages and Peculiarities of Developing Mobile Applications for It. Proceedings of the IX International Scientific Conference of Students and Young Ccientists “Science and Education – 2014”. Astana, 2793-2796. Plaza, I., Martin, L., Martin, S., & Medrano, C. (2011). Mobile applications in an aging society: Status and trends. Journal of Systems and Software, 84(11), 1977-1988. Roudaki, A., Kong, J., & Yu, N. (2015). A classification of web browsing on mobile devices. Journal of Visual Languages and Computing, 26, 82-98. Shuiba, L., Shamshirbandb, Sh., & Ismai, Mohammad Hafiz. (2015). A review of mobile pervasive learning: Applications and issues. Computers in Human Behavior, 46, 239–244. Simkova, M., Tomaskova, H., & Nemcova, Z. (2012). Mobile education in tools. Procedia - Social and Behavioral Sciences, 47, 10-13. Simon, J. (2011). Head First Android Development. London: O'Reilly Media, 185 p. Stark, J. (2008). Building Android Apps with HTML, CSS, and JavaScript. London: O'Reilly Media, 253 p. |
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Axiological Role of English Adjectives in English Language TeachingNatalya N. Zerkina, Nataliia N. Kostina, Nailya R. Urazayeva, Yekaterina A. Lomakina, Tatiana V. Emets, Maria S. Gallyamova, Elena P. Melnikova, Alexey Yu. Trutnev & Oksana A. Lukina
pp. 5146-5154 | Article Number: ijese.2016.380
Abstract The article focuses on peculiarities of English adjective teaching as one of main and important lexicological basis. As the English language nowadays is important and universal as a native language of worldwide society, exactly that’s why process of learning must include wide range of techniques not only as a process of learning theories but also formation of human values. The reviewed adjectives as one of main and basic parts of speaking forms certain associations for a human worldview and perception. Their role is in objective evaluation of the world and its phenomena. The represented classification of adjectives includes 2 classes: empirical and rational. The role of English adjectives axiology is considered as a method of language valuation, representation of linguistic worldview by a human that allows us to determine reality and verity. Peculiarities of lexemes and their semantic variants are shown and also common lexicon of adjectives allows verbalization of universal notion in different variants. This research is important in language learning and in accuracy of its teaching. The stress is done upon the adjective as a part of speech as far as it represents a vast layer of vocabulary which forms linguistic worldview and represents in the cognition practice. Importance of the problem is huge both in theoretical and practical aspects and thus it is pragmatically significant. Keywords: Axiological category, English, adjectives in English, Teaching English References Arnold, I. V. (1986). Lexicology of modern English. Moscow: Higher school, 342 p. Chusavitina, G. & Zerkina, N. (2015) Informational Ethics Teaching for Future Information Technology. Conference Proceedings, 1(2), 515-522. Cirlot, J. E. (1973). A Dictionary of Symbols. London: Routledge, 1643 p. Eiser, J. R. (1975). Attitudes and the use of evaluative language: a two-way process. Journal for the Theory of Social Behaviour, 5, 235-248. Gray, S. L. (1999). Mastering idiomatic English: Adjective Phrases. Мoscow: National Textbook Company, 363 p. Hornby, A. S. (1989). Oxford Advanced Learner’s Dictionary of Current English. Oxford University Press, 843 p. Jespersen, O. (1933). Essentials of English Grammar. London: George Allen and Unwin, 255 p. Matthew, D. & Russell, H. (2014). The Evaluative Lexicon: Adjective use as a means of assessing and distinguishing attitude valence, extremity, and emotionality. Journal of Experimental Social Psychology, 56, 214–227. Stankiewicz, E. (1964). Problems of Emotive Language. London. Routledge, 613 p. Stevenson, H. (1985). Some pragmatic aspects of values. Moscow: Nauka, 356 p. Struton, R. (1990). Philosopher on Dover Beach. Manchester: Carcanet Press, 466 p. Valeev, A. A. & Kondrat’eva I. G. (2015). Axiological Approach to the Development of Students’ Intercultural Competences by Foreign Language Means. Procedia - Social and Behavioral Sciences, 191, 361–365. Wolf, E. M. (1978). Grammar and semantics of romance lang. Moscow: Nauka. Zerkina, N., Lomakina, Ye. & Kostina, N. (2015) Axiological Linguistics and Foreign Language Teaching. Procedia - Social and Behavioral Sciences, 199, 254–260. Zerkina, N., (2011). Explicit and implicit representation of the concept WHITE in English. Cognitive Studies of Language, 8, 405-406. |
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The Ethno-Cultural Concept of Classical EurasianismAndrey V. Ivanov, Irina V. Fotieva, Michail Yu. Shishin & Sofja M. Belokurova
pp. 5155-5163 | Article Number: ijese.2016.381
Abstract The purpose of this study is to analyze of Eurasianism, which began during the Russian scientific and philosophical emigration and has generated sharp discussion over the last century. Within the framework of Eurasianism, extensive research has been conducted on a wide range of interrelated topics, much of whose theoretical and practical significance is just beginning to be realized. The main objective of the article is the identification of various aspects of the national question, and its many issues which form the basis of Eurasian ethnosociology. Eurasianism has re-examined, among other issues, the inequality of national communities and the ways to eliminate this inequality, the conditions for fruitful interaction between ethnic groups, the nature of nationalism, and many more. Eurasianists have proposed a systemic and holistic approach to the national question, as an alternative to the prevailing ideas of today and, in the authors’ opinion, an appropriate heuristic, especially given the deepening of many national problems in the modern world. Keywords: Eurasianism, the national question, nationalism, ethnosociology, common values References Alekseev, N. N. (1998). Russian people and the state. Moscow: Agraf. Bahtin, M. M. (2013). Epistemology of social and historical knowledge (models of history and philosophical-anthropological representation). Moscow: VNIIgeosistem. Bassin, M. (1991). Russia between Europe and Asia: The Ideological Construction of Geographical Space. Slavic Review, 50(1), 1-17. Berdyaev, N. A. (1925). The Eurasianists. Path, 1, 134—139. Direct access: http://royallib.com/book/berdyaev_nikolay/evraziytsi.html. Böss, O. (1961). Die Lehre der Eurasier. Ein Beitrag zur russischen Ideengeschichte des 20. Wiesbaden: Jahr-hunderts. Farmer, K. C. (2012). Ukrainian nationalism in the post-Stalin era: myth, symbols and ideology in Soviet nationalities policy. Vol 4. Springer Science & Business Media. Florovskiy, G. V. (1998). From past Russian thought. Moscow: Agraf. Gumilev, L. N. (1990). Geography of ethnicity in the historical period. St. Petersburg: Nauka. Halperin, Ch. (1982). George Vernadsky, Eurasianism, the Mongols, and Russia. Slavic Review, 41(3), 477-493. Hantington, S. (1996). The Clash of Civilizations and the Remaking of World Order. New-York: Rockefeller Center. Horuzhiy, S. S. (1994). After the break. Ways of Russian philosophy. St Petersburg: Aleteiya. Laruelle, M. (2006). The Eurasianist Ideology and the Eurasian history: Empire as the Natural Solution for the Post-Soviet Space?, 6th Annual International Young Researchers Conference “Orienting the Russian Empire”, Havighurst Center, Oxford-Miami University, Ohio, October 26-28, 2006. Liberman, A. (1990). Trubetzkoy as a literary scholar. In N. S. Trubetzkoy. Writings on literature. Minneapolis: Univ. of Minnesota Press. Panarin, A. S. (2002). Orthodox civilization in a global world. Moscow: Algoritm. Riasanovsky, N. V. (1964). Prince N. S. Trubetskoy’s “Europe and Mankind”. Jahrbücher für Geschichte Osteuropas, 12. Savitsky, P. N. (1997). Continent Eurasia. Moscow: Agraf. Trubetskoy, N. S. (1995). Europe and humanity. Moscow: Progress. Trubetskoy, N. S. (1995a). On True and False Nationalism. Moscow: Progress. Vernadsky, G. V. (1997). History of Russia. Mongolia and Russia. Moscow: Agraf. Williams, R. C. (1972). Culture in Exile. Russian Emigres in Germany, 1881–1941. London: Ithaca. |
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Innovative Problems of Improving the Quality of Life of the Welfare StateValery D. Panachev
pp. 5164-5170 | Article Number: ijese.2016.382
Abstract Improvement of the population quality of life should be based on promoting healthy lifestyle, active physical exercises and sports activities as one of its main priorities. In order to facilitate the achievement of this priority, the author proposes management technique of complicated coordination movements in space in the development of professional competencies by using physical training methods during independent physical training and sports. This article provides a system of special exercises aimed at physical and psychological training of students. Physical and psychological stability in the professional activity training is defined as a complex system consisting of two components (fine muscle activities coordination of students and management of receptors by means of targeted scientific methodology of special training, as well as the competitive experience of each student). The author proposed inclusion of special control actions in the teaching and learning process aimed at the development of physical and psychological stability, active exercises and other means providing a significant increase in physical preparedness of students. Improving spatial coordination ability of students provides the possibility to strengthen their healthy lifestyle attitudes and contributes to the improvement of student quality of life. Keywords: Quality of life, the problems of health promotion, sports, innovative methods of physical culture References Akhmerova, S. G. (2001). Healthy Lifestyle and its Formation in the Learning Process. Disease Prevention and Health Promotion, 2, 37-40. Albitsky, V. Y. & Makeev, N .I. (2010). Health-Saving Behavior of Adolescents. Problems of Social Hygiene, Health and History of Medicine, 2, 21-24. Blum, R. W., McNeely, C. A., & Rinehart, P. M. (2002). Improving the odds: The Untapped Power of Schools to Improve the Health of Teens. Minneapolis: University of Minnesota, Center for Adolescent Health and Development, 231 p. Dobrotvorskaya, S. G. (2001). Orientation of school and college students on healthy lifestyle. Kazan: KSU, 156 p. Donskoy, D. D. (1994). Motor tasks in sports activities. Theory and Practice of Physical Culture, 5, 40-43. Eime, R., Harvey, J., & Payne, W. (2014). Dose-Response of Women’s Health-Related Quality of Life (HRQoL) and Life Satisfaction to Physical Activity. Journal of Physical Activity and Health, 11, 330-338. Fox, C.K., Barr-Anderson, D., Neumark-Sztainer, D. & Wall, M. (2010). Physical Activity and Sports Team Participation: Associations with Academic Outcomes in Middle School and High School Students. Journal of School Health, 80, 31-37. Haskell, W. L., Lee, I. M., Pate, R., Powell, K., Blair, S., Franklin, B. A., Macera, C. A., Heath, G. W., Thompson, P. D. & Bauman, A. (2007). Physical Activity and Public Health: Updated Recommendation for Adults from the American College of Sports Medicine and the American Heart Association. Medicine and Science in Sports and Exercise, 39(8), 1423-1434. Ivanov, G. D. (1999). Formation of a Healthy Way of Life of the Younger Generation and Youth by means of physical training. Strengthening the Nation's Health by Means of Physical Culture, 134-142 Joseph, R. P., Royse, K. E., Benitez, T. J. & Pekmezi, D. W. (2014). Physical Activity and Quality of Life among University Students. Quality of Life Research, 23(2), 659–667. Karelina, M. Y. (2014). Some aspects of Humanitarization of the Professional of Students at a Technical University. Austrian Journal of Humanities and Social Sciences, 9, 117-120. Kozlova, V. A. (2011). Problems of student motivation of to health preservation. Psychology, psychological and medical-biological problems of physical training and sports, 4, 84-87. Mc.Queen, D. V., & Jones, C. M. (2007). Global Perspectives on Health Promotion Effectiveness: An introduction. In D.V.Mc.Queen, & M.C.Jones (Eds.). Global Perspectives on Health Promotion Effectiveness. NewYork: Springer, 3–11 Panachev, V. D. & Chaliapina, M. A. (2010). Technique aiming at the development of coordination abilities and motor qualities in students. Bulletin of South Ural State University. Series: Education. Pedagogical Sciences, 36, 104-108. Pate, R. R., Trost, S. G., Levin, S. & Dowda, M. (2000). Sports Participation and Health-Related Behaviors аmong US Youth. Archives of Pediatric and Adolescence Medicine, 154(9), 904-911. Proskuryakova, L. A. (2006). Some aspects of the health status of university students in a major industrial center. Health of the Russian Federation, 5, 41-44 Stewart-Brown, S. (2006). What is the Evidence on School Health Promotion in Improving Health or Preventing Disease and Specifically. Direct access: http://www.euro.who. int/document/e88185.pdf. Udalova, A. A. (2015). Efficient assessment of coordination abilities by using shooting SCATT simulator. Scientific notes of P.F. Lesgaft University, 2(120), 176-181. Vella, S. A., Cliff, D. P., Magee, C. A., & Okely, A. D. (2014). Sports Participation and Parent-reported Health-related Quality of Life in Children: Longitudinal Associations. Journal of Pediatrics, 164(6), 1469-1474. Weiner, E. N. (2004). Formation of health environments in general education. Valeology, 1, 21-26. |
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Music as the Representative of the World Picture, the Phenomenon of CultureAigul Sh. Kossanova, Zhanat R. Yermanov, Aizhan S. Bekenova, Aizhan A. Julmukhamedova, Roza Ph. Takezhanova & Saule S. Zhussupova
pp. 5171-5181 | Article Number: ijese.2016.383
Abstract The purpose of this article is to the study of music as a representative of the picture of the world nomadic culture. With a systemic organization, rich expressive means, music reflects the diversity of the world in its complex, subtle and profound manifestations being the artistic value, key world modeling element. Music can satisfy the aesthetic needs of the ethnic group, determine the picture of the world. This research used a set of methods that indicate the aim of the study: systems analysis, dialectic method, conceptual, structural semiotic, and structural-functional analysis, which enable studying music culture as a holistic conceptual and symbolic system. The definition of music is given as a result: it is a dynamic phenomenon that is in constant evolution, the creative process, the product of activity, woven from spiritual identity of the nation; the product of national creative intellectual power; the method of expressing the world of sounds; a way of understanding culture; a potential model of cultural action. The complexity of the ethnic and historical processes on the way of formation and development of the nation generated the originality of its culture. Music, representing the picture of the world, is directly present in it, determines its characteristics. Keywords: Music of nomads, national instruments, worldview through music, national treasure, musical perception References Amanov, B. (1985). Compositional terminology of dombra kuis. Alma-Ata: Oner, 463 p. Amanzhol, B.Т. (2011). Principles of teaching musical subjects in the aspect of aesthetics of the Kazakh culture. The source book, 2, 3-39. Apte, A.. (2004). Music and Sahaja yoga. India: Pune, 352 p. Ayazbekova, S. Sh. (2011). World picture of the ethnos: Korkut-ata and philosophy of Kazakh music. Astana: Alast, 284. Blades, J. & Montag, J. (2007). The base philosophy of music. Oxford: Oxford Universitу Press, 77 p. Combarien, J. (2008). La musigue et la magie. Paris: Delagrave, 400 p. Deutsch, D. (2013). Psychology of music. Amsterdam: Elsevier, 502 p Douglas, S. P. (1987). The myths of the world nations. Мoscow: AST, 536 p. Karakulov, B. I. (2003). A symmetric approach to rhythmic structure of monothematic song. Alma-Ata: Mir, 253 p. Kepler J. (1990). Stimme des Planeten in der Harmonie der Welt. Zurich-Berlin. Berlin: UNST, 437 p. Kholopov, Y. N. & Kholopova, V. N. (2013). Anton Webern. Life and creativity, 22, 112-122. Kuhn W.E., 2009. The Music and Musical Instruments of Southern India and Dessan. NewYork. London: Rutledge, 637 p. Levin, T. C., Daukeeva, S. D., & Kochumkulova, E. (2016). The Music of Central Asia. Indiana University Press, 238 p. Matsievsky, I. V. (2007). Folk instrumental music as a cultural phenomenon. Almaty: Dyke-Press, 518 p. Merrian, A. P. (2009). Problems of the relationship of the geographical environment and the specificity of sound ideas. Norhwestern: Norhwestern Universit Press, 242 p. Mukhambetova, А. I. (2002). Calendar and time peculiarities in Kazakh culture. Kazakh traditional music and XX century. Almaty: Dyke Press, 564 p. Serebrennikov, B. А. (2001). The Role of Human Factor in Language. Мoscow: Nauka, 242 p. Sheikin, Y. (2012). Practice of ude traditional music making with one-string bowed instrument. Folk musical instrument sand instrumental music, 2, 146-147. Shetnikov, А. I. (2005). The Pythagorean algorithm for computing the lateral and diagonal numbers and the concept of seed logo. Historical and mathematical researches, 10(45), 153 -166. Toporov, V. N. (1997). The model of the world. The myths of the world nations. Мoscow: Publishing house “Bolshaya Rossiyskaya entsiklopediya”, 161p. Utegalieva, S. (2013). Musical instruments of the nomadic Turkic peoples. Nomadic culture at the turn of the centuries. Genesis and transformation: Abstracts of the reports of international conference, 78-80. Zemtsovsky, I. (1988). Music and ethno genesis. Soviet Ethnography, 2, 16. Сhianis, S. (2011). Aspects of Melodic Ornametation in the Folk Music. Selected Reports. Universitу of California, 89, 119. |
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Traditional Ceremonies and Rituals of Kazakh People as the Reflection of the Spiritual Culture in the Kazakh CinematographAigul Sh. Tuyakbaeva
pp. 5182-5197 | Article Number: ijese.2016.384
Abstract This paper covers the folklore and traditional nature of Kazakh cinematograph. A flexible manner was used for analysis of the specifics of cinematizing of ethnic and cultural values, and also, the cinematization of traditions and customs as the factor of spiritual development was studied. Systematical and scientific analysis of peculiarities and factors of national identity and culture in Kazakh movies was conducted. The paper is dedicated to the discussion of ancient traditions and rituals of Kazakh people which have a great importance for the traditional Kazakh society, for their spiritual development, for the formation of personality in the society and behavioral education. It was demonstrated that the very ancient traditions, as well as quips by predecessors, according to which the traditional Kazakh society lives, play the main role, can influence and give a good example of the development and formation of a sound society in the 21st century according to unchangeable, previously established rules, national traditions and other values. Results of the study can contribute to the development of the methodology for both certain sections of cultural history and the study of socio-cultural significance of Kazakh cinematograph of the 20th century and of the beginning of the 21st century. Keywords: National traditions, ancient ceremonies, history of culture, ancient cults, modern cinematography References Adzhi, M. (2004). Europe, Turkic, the great steppe. Moscow: Mysl'. Aitzhanova, A. (2014). Kazakhstan 2050: Toward a modern society for all. Oxford University Press. Akatayev, S. (1993). Nomads. Esthetics: About the specifics of the culture of nomadism. Almaty: Gylym. Bennett, T. (2013). Making culture, changing society. Routledge. Bezertinov, R. N. (2000). Tengriism, religion of Turkomen and Mongols. Naberezhnyie chelny: Ayaz. Celli, C. (2016). National identity in global cinema: How movies explain the world. Springer. Geertz, C. (1973). The interpretation of cultures. New York: Basic. Gumilev, L. (2009). Searches for an Imaginary Kingdom. Moscow: Airis-Press. Isaacs, R. (2016). Cinema and Nation-Building in Kazakhstan. In R. Issac & A. Polese (Eds.) Nation-Building and Identity in the Post-Soviet Space: New tools and Approaches. Routledge.138. Karatayev, M. (1973). Nomads. Esthetics: The nature of the esthetic in Kazakh heroic epos. Almaty: Gylym. Kaskabasov, S. A. (1992). The cradle of art. Alma-Ata: Oner. Kenzheakhmetuly, S. (2002). Kazakh folk traditions and rites. Almaty: Nauka. Kokumbayeba, B. D. (2012). Culturology of Tengrian art: a study guide. Pavlodar Musorin, Ye. D. (2014). The Social Functions of Cinematography in the Modern Society. Bulletin of Medical Internet Conferences. "Science and Innovation LLC, 4(11), 2-7. Nogerbek, B. R. (2008). Filmic-folkloric traditions in Kazakh cinema. Almaty: RUAN. Rouland, M., Abikeyeva, G. & Beumers, B. (ed.). (2013). Cinema in Central Asia: rewriting cultural histories. NY: Tauris. Shin, B. (2015). Cinema in Central Asia: rewriting cultural histories. Historical Journal of Film, Radio and Television, 35(1), 210-212. Siranov, K. (1980). Sketches and stories of Kazakh cinema. Almaty: Nauka publishers. Toleubayev, A.T. (1991). Relics of pre-Islamic beliefs in the family rituals of Kazakhs. Almaty: Nauka. Tursunov, E. D. (2001). Old Turkic folklore: genesis and establishment. Almaty: Daik-Press. Tursunov, E. D. (2004a). History of the genesis of the zhirau type. Almaty: Daik-press. Tursunov, E. D. (2004b). The genesis of bearers of Kazakh folklore. Almaty: Daik-Press, 2004 Waller, G. A. (2012). National cinema and film culture in Kazakhstan. Asian Cinema, 8(1), 39-49. Wong, S. L. (2015). Who am i? the cultural identity of teenages. In Regional Conference East Asia and The Chinese Overseas, 27 May - 01 June 2015, Seoul, South Korea. Yesenova, S. (2004). Distance between two journeys: Kazakh social organization and migration of villagers to cities. Almaty: Nauka. |
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The Role of the Character Structure in Performer’s Psychological Preparation to Concert PerformanceYermek M. Kurmanaev
pp. 5198-5208 | Article Number: ijese.2016.385
Abstract The purpose of the research is to examine the correlation between performer’s personal characteristics and the features of his/her artistic activity. The authors analyze various interpretations, proving that the character and temperament influence the properties of the performed musical material, including: the nature of sound; an attitude to the author's text from literal repetition of the author’s text to prevalence of own performance vision etc. It is established that the musician is required to have an ability to clearly and lucidly convey the content of compositions being performed to the listener, to tell about them in layman's terms, to find an approach to any audience. The practical value of the research is that developed methodological guidelines open up prospects for scientific comprehension of a musician as a subject of performing activity, contributing to the improvement of the system of performer’s preparation in terms of the formation of musical thinking to study the mechanisms of interaction of interpreting personality, in particular, his psychology and established typology of performance interpretation. Keywords: Performing Activity, Psychological Types Of Personality, Temperament And Character, Musician’s Psychological Preparation, Emotional Expressivity Of Performing Activity References Akhmanova, О. S. & Veselitsky, V. V. (2001). On modern linguistic terminology. Lexicographical collection. 4, 53-76. Barenboim, L. А. (1969). Issues of piano pedagogy and performance. Leningrad: Muzyka, 289 p. Briggs, K. & Briggs Myers I. (1985). Classification of personality types. Psychological Types, 5, 150-154. Chaffin, R. & Logan, T. (2006). Practicing perfection: How concert soloists prepare for performance. Advances in cognitive psychology, 2(3), 113-130. Connolly, C. & Williamon, A. (2004). Mental skills training. Musical excellence: Strategies and techniques to enhance performance, 5(1), 221-245. Deliege, I. (2004). Musical activity Psychology Beginnings. London: Oxford University Press, 153 p. Dewey, D. (1997). Psychology and Pedagogy of Thinking. Мoscow: Sovershenstvo, 7(1), 43-65. Friedman, L. M. (1969). Legal Culture and Social Development. Law and Society Review, 3, 29-44. Galkina-Fedoruk, Е. М. (1990). On Expressivity and Emotionality in Language. Collection of articles on linguistics, 11, 136 -150. Galperin, I. R. (1970). Essays on Stylistics of Sound. Moscow: High School, 459 p. Hegel, G. (1999). Aesthetics. Мoscow: Iskusstvo, 667 p. Jung, К. G. (2001). Psychological Types. St. Petersburg: Azbuka, 350 p. Losev, А. F. (1982). Sign, Symbol and Myth: Works on Linguistics. Мoscow: Publishing house of Moscow university, 478 p. Mc. Pherson, G. E. & Mc. Cormick, J. (2006). Self-efficacy and Music Performance. Psychology of music, 34(3), 322-336. Perezman, L. S. (1978). The Formation and Development of German Music Terminology and its Expressive-stylistic Features: on the Material of German Musical Theoretical Terminology and Musical-terminological Remarks: PhD Thesis. Tashkent, 222 p. Platonov, К. К. (2008). A Concise Dictionary of the System of Psychological Concepts. Moscow: Publisher "High School", 166 p. Popov, А. D. (2014). The Issue of an Image in the Stage Art. VTO, 4(54), 111-123. Shuter-Dyson, R. & Gabriel, С. (2012). The Psychology of Musical Ability. London: Methuen, 542 p. Squire, L. (2010). Mental and Emotional Activity. New York: Oxford University Press, 206 p. Stanislavski, К. S. (1957). Collected Works in Eight volumes. Iskusstvo, 2(18), 75-88. Stevens, C. & Latimer, C. (2012). Psychology Special Abilities. Psychology of Music, 25, 161-185. Vinogradov, V. V. (1988). Word Formation in its Relation to Grammar and Lexicology. The Issues of the Theory and History of Language, 11, 97 -152. Vygotsky, L. S. (1980). Mind in society. Harvard: Harvard university press, 54 p. Wundt, K. V. (1978). Theory of emotions. Мoscow: Prosvesheniye, 153 p. Zvegintsev, V. А. (1962). Essays on general linguistics. Мoscow: The publishing house of MSU, 384 p. |
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The Role of Discourse in Teaching Intercultural Professional CommunicationAyana A. Kartabayeva, Altynai A. Zhaitapova
pp. 5209-5220 | Article Number: ijese.2016.386
Abstract With Kazakhstan's accession to the Bologna Process, particular importance is attached to the professionally-oriented approach of teaching foreign languages to students, which facilitates formation of their foreign language communicative ability. The article deals with the problem of teaching English to students for the purpose of formation of international communicative competence of the future experts with the aid of professional discourse, which is defined as a verbal communication aimed at solving theoretical and practical problems that requires training and experience in a definite sphere of activity. The paper considers “discourse” from the perspectives of different theories and authors, it describes the main characteristics and types of discourse, differentiated the terms “discourse” and the term “text”, examined the peculiarities of them and it also lists specific features of “discursive competence” and accentuates its importance in the process of teaching foreign language communication within the new paradigm of Kazakh education system. Keywords: discursive competence, foreign lingual discourse, intercultural communication, text, the subject of intercultural communication References Abelen E., Redecker G., Thompson S. A. (1993). The rhetorical structure of US-American and Dutch fund-raising letters. Text, 13, № 3, 323-350. Astafurova, T. N. (1997). Linguistic aspects of intercultural business communication. Volgograd: VSU. 107 p. Astafurova, T. N. (1997). Strategy of communicative behavior in professionally significant situations of intercultural communication PhD Thesis. Summary. Moscow: Moscow State Linguistic University. 32 p. Bhatia, V. K. (1993). Analysing genre: Language use in professional settings. Leningrad. 265 p. Burkitbayeva, G. G. (2004). The role of context with discourse analysis. Bulletin of the Gumilev Eurasian National University, 7, 43- 50). Business Culture of the Russian society (1994). Moscow: Phoeniks. 388 p. Dijk, T. van. (1989). Language. Cognition. Communication. Moscow: Progress. 307 p. Eluhina, N. V. (2002). The role of discourse in intercultural communication and methods of formation of discursive competence. Foreign languages at school, 3, 9-13. Evdokimova, M. G. (2008). On principles of teaching English in high school. Teaching professionalized English and translation in high school: Proceedings of the 2008 international conference (11-21). Moscow: RUDN. Folomkina, S. K. (2005). Learning to read in a foreign language in a non-language high school. Moscow: Higher School. 255 p. Galskova, N. D., Gez, N. I. (2006). The theory of teaching a foreign language: principles and techniques. Moscow: Academy. 366 p. Globalization and education (2004). The Bologna Process: proceedings of the “round table”. Research Seminars. Round tables. Discussions. 2 (17), 45-66. Gural, S. K. (2009). Learning foreign language discourse as a highly complex self-developing system. PhD Thesis. Summary. Tambov. 47 p. Igbayeva, J. T. (2010). Formation of discourse competence of students in journalism during practical lessons of the English language. PhD Thesis. Almaty, 24 p. In the space of language and culture. Sound, sign, symbol. (2010). Ed. by V. Z Demyankov. Moscow: Languages Slavic Cultures. 864 p. Khaleeva, I. I. (1989). Fundamentals of the theory of teaching foreign speech understanding (translation training). Moscow: Higher School. 238 p. Kunanbayeva, S. S. (2005). Modern foreign lingual education: theory and methodology. Almaty, KAKUIRWL. 264 p. Kunanbayeva, S. S. (2010). Theory and practice of modern foreign lingual education. Almaty, KAKUIRWL. 344 p. Linde Ch. (1997). Discourse analyses, structuralism, and the description of social practice. Towards a social science of language, 1 (3-30). Amsterdam. Makarov, M. L. (2003). Fundamentals of theory of discourse. Moscow: Gnosis, 280 p. Ozerova, M. (2000). The content of teaching professionalized foreign language in a non-language high school. Professional communication as the goal of teaching foreign language in a non-language high school (26-30). Moscow. Proschyants, N. A. (2010). Formation of the foreign language linguistic competence in professional discourse. Pedagogу Journal 6, 34-38. Safonova V.V. (2004). Communicative competence: modern approaches to multi-level description in for the didactic purposes. Moscow: Euroschool. 236 p. Serova, T. S., Kovaleva, T. A. (2006). Education decision of communicatively-informative problems in the practice of foreign language informative reading. Perm: Publishing House of Perm State. Technical University. 74 p. Shatilova, S. F. (1990). On the establishment of rational methods of teaching foreign languages in high school. Foreign languages at school, 2, 46-50. Shaturnaya, E. A. (2009). Methods of teaching professional foreign language oral discourse by means of educational and speech situations and role-playing games. PhD Thesis. Tambov. 307 p. Suleimenova, E. D. (2006). The discourse in Kazakh linguistics. Modern problems of discourse theory and practice: Proceedings of the 2006 conference (101-125). Almaty: KAKUIRWL. Telia, V. H. (1999). The role of the figurative language resources in the national cultural color worldview. Ethnopsycho-linguistic aspects of teaching foreign languages (82-89). Moscow. Ter-Minasova, S. G. (2009). Foreign Language for non-language universities and faculties. Sample program. Moscow. 23 p. Wierzbicka, A. (1991). Cross-cultural pragmatics: The semantics of human interaction. Berlin. 502 p. |
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Section Height Determination Methods of the Isotopographic Surface in a Complex Terrain ReliefGuldana D. Syzdykova & Azimhan K. Kurmankozhaev
pp. 5221-5236 | Article Number: ijese.2016.387
Abstract A new method for determining the vertical interval of isotopographic surfaces on rugged terrain was developed. The method is based on the concept of determining the differentiated size of the vertical interval using spatial-statistical properties inherent in the modal characteristic, the degree of variability of apical heights and the chosen map scale. It was found that the morphometric characteristics of the terrain are highly informative, can serve as geoindicators, and have applied value; their calculation formulas were provided. An analytical assessment of the determination of differentiated sizes of the vertical interval was made. Its initial parameters are as follows: modal height, scale and variability of apical heights. The vertical intervals are differentiated by dividing the morphometric field of the terrain into two parts, the height in the contours whereof is lower (hi < hmo) and higher (hi > hmo) than the modal height, respectively; the reasoning behind the analytical assessment of the calculation of apical height variability and vertical intervals, which takes into account the peculiarities of terrain formation, was given; the main contour is drawn through the modal value of apical heights and then drawn through other contour systems based on the calculated vertical interval values, differentiated by the divided parts of the morphometric field Keywords: Geodesy, vertical interval of the terrain, isotopographic surface, morphometric fields, isogeometric analysis References Azbel, Ye. I. (1976). The Peculiarities of Studying the Statistical Structure of Variability of Ore Quality in Deposits. Mine Survey and Geodesy, 3, 95-107. Blogov, I. F. & Belopasov, A. A. (1974). On Topographic Survey Scales for Design and Construction. Problems of Engineering Geodesy in Construction, 3, 17-20. Chentsov, V. N. (1956). Vertical intervals on foreign topographic maps. Geodesy and Cartography, 3, 59-63. Chung, C. J. & Fabbri, A. G. (1999). Probabilistic Prediction Models for Landslide Hazard Mapping. Photogrammetric Engineering and Remote Sensing, 65(12), 1389-1399. CIM Standards on Mineral Resources and Reserves – Definitions and Guidelines. (2000). Prepared by the CIM Standing Committee on Reserve Definitions, October. CIM Bulletin, 93(1044), 53-61 David, M. (1997). Geostatistical Ore Reserve Estimation. Amsterdam: Elsevier Scientific Publishing, 364 p. de Leeuw, E. D. (2008). International Handbook of Survey Methodology. New York: Taylor & Francis, 558 p. Dominy, S. C., Annels, A. E., Camm, G. S., Wheeler, P. & Barr, S. P. (1997). Geology in the Resource and Reserve Estimation of Narrow Vein Deposits. Exploration and Mining Geology, 6, 317–333. Exploration Best Practice Guidelines. (2000). Prepared by the CIM Standing Committee on Reserve Definitions. CIM Bulletin, 93(1044), 53-61. Fundamental Principles for Drawing and Updating Topographic Maps at a scale of 1:10000, 1:25000, 1:50000, 1:100000, 1:200000, 1:500000, 1:1000000. (2005). GCIRR-02-006-05 Agency for Land Resource Management of the Republic of Kazakhstan. Astana, Kazakshtan: Geodesic, Cartographic Instructions, Regulations and Rules, 46 p. Gudkov, V. M. (1979). Study of Variability and Distribution of the Main Attributes of Minerals: PhD Abstract. Moscow, 32 p. Kamorny, V. M. & Koscheva, A. I. (1981). Determining the Parameters and Assessing the Accuracy and Location of Contours when Conducting a Topographic Survey of Continental Shelves. Works of the Central Research Institute of Geodesy, Aerial Surveying and Cartography, 277, 22-28. Kneissl, J. E. (1957). Handbuch der Vermessungskunde. Wichmann Verlag, Heidelberg, 3, 53-60. Kurmankozhaev, A. (2013). Theory of Regulation of Stabilization of Quality of ore Products During Production. Asia-Pacific Congress for Computational Mechanics (APCOM 2013). Singapore, December. Liisclmer, H. (1953). Zeitschrift rur Vermessungswesen. Herausgeber und Verleger, 12(1903), 143-154. Linnik, Yu. V. & Khusu, A. P. (1958). Some Considerations Regarding Statistical Analysis of the Surfaces of Ground Profile. Interchangeability and Measurement Equipment in Machine Building. M.: Machine Building, 65-69. Manual for Topographic Surveys at a scale of 1:5000, 1:2000, 1:1000, 1:500. (1985). Moscow: Nedra, 160 p. Manual of Instructions for the Survey of Canada Lands. (1996). Natural Resources Canada Geomatics Canada, 3(1), 445 p. National Instrument 43-101 – Standards of Disclosure for Mineral Projects. (2000). Ontario Securities Commission Bulletin 7815, 134-142. Neumyvakin, Yu. K. (1976). Substantiation of the Accuracy of Topographic Surveys for Design. Moscow: Nedra, 159 p. Singer, D. A. & Menzie, W. D. (2010). Quantitative Mineral Resource Assessments. Oxford: Oxford University Press, 219 p. Song, J., Rubert, P., Zheng, A., & Vorburger, T. V. (2008). Topography Measurements for Determining the Decay Factors in Surface Replication. Measurement Science and Technology, 19(8), 084005. Tomlin, C. D. (2013). GIS and Cartographic Modeling, London: Esri Press, 324 p. Triebel, R., Pfaff, P. & Burgard, W. (2006). Multi-level Surface Maps for Outdoor Terrain Mapping and Loop Closing. In 2006 IEEE/RSJ International Conference on Intelligent Robots and Systems, 2276-2282. U.S. Department of the Interior. (2009). Manual of Surveying Instructions: For the Survey of the Public Lands of the United States. Bureau of Land Management. Denver, CO: Government Printing Office, 175 p. Vallée, M. & Sinclair, A. J. (1998). Quality Assurance, Continuous Quality Improvement and Standards in Mineral Resource Estimation. Exploration and Mining Geology, 7, 11-22. Viduyev, N. G. & Polischuk, Yu. V. (1973). Vertical Interval and Topographic Map Scale. Engineering Geodesy, 14, 131-137. Vilesov, G. I. (1973). Deposit Geometrizing Techniques. Moscow: Nedra, 184 p. |
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Constitutional Law Fundamentals of the State Administration of the Social Sphere in the Republic of KazakhstanAmangeldy Sh. Khamzin, Zhanna A. Khamzina, Zhambyl K. Oryntayev, Raushan A. Alshurazova, Gulbanu D. Sherimkulova & Saulegul R. Yermukhametova
pp. 5237-5249 | Article Number: ijese.2016.388
Abstract The study deals with a comprehensive analysis of constitutional fundamentals of state administration of the social sphere in the Republic of Kazakhstan. The content of the constitutional law social sphere institution is unfolded by means of the inter-sectoral analysis of legal regulations of which it consists and the inter-disciplinary study of the elements of its structure. The essence and the content of state administration of the social sphere in the contemporary environment of the Republic of Kazakhstan is presented in correlation with related areas of administration. The authors studied the organization of public authorities in the social sphere and examined the specifics of activities of appropriate public authorities. A special attention was paid to the issues of efficient realization of the administrative and legal and social reforms in this area of social relations. The practical value is that the submissions can be useful for the improvement of the provisions of the effective legislation of the Republic of Kazakhstan and of practices of applying the law in the context of the process of the progressive formation of the Republic of Kazakhstan as a social welfare state Keywords: The Republic of Kazakhstan (RK), constitutional regulation mechanisms, social sphere administration, social reforms, social welfare state References Axinn, J., & Stern, M. J. (2011). Social Welfare: A History of the American Response to Need. New York: Pearson Higher, 438 p. Baldwin, P. (1990). The Politics of Social Solidarity. Cambridge: Cambridge University Press, 368 p. Box, R. C. (2004). Chapter 4. Critical Theory & The Paradox of Discourse. New York: M.E. Sharpe, 352 p. Calhoun, C. (1996). Social Theory and the Public Sphere. Canada: Wiley, 192 p. Constitution of the Republic of Kazakhstan. (1995). Dated August 30. Kazakhstan Pravda, 82, 132. Dahrendorf, R. (2011). The Modern Social Conflict: the Politics of Liberty. New Jersey: Transaction Publishers, 219 p. Erhard, L. (1992). Deutsche Wirtschaftspolitik: Der Weg der Sozialen Marktwirtschaft. Frankfurt: Econ, 864 p. Estevez-Abe, M., Iversen, T. & Soskice, D. (2001). Social Protection and the Formation of Skills. Oxford: The Institutional Foundations of Comparative Advantage, 145 p. Gilbert, N., & Terrell, P. (2013). Dimensions of Social Welfare Policy. New York: Pearson Higher, 312 p. Gunther Teubner Societal Constitutionalism (2003). Alternatives to State-centred Constitutional Theory Storrs Lectures. Direct access: http://www.jura.uni-frankfurt.de/42852793/societal-_constitutionalism.pdf Hacker, J. S. (2002). The Divided Welfare State: The Battle Over Public and Private Social Benefits in the United States. Cambridge: Cambridge University Press, 466 p. Huber, E., Ragin, C. & Stephens, J. D. (1993). Social democracy, Christian democracy, constitutional structure, and the welfare state. American Journal of Sociology, 5, 711-749. Khamzin, A. S. & Khamzina, Z. A. (2015). International Legal Maintenance of Guarantee Mechanisms for Social and Labor Rights. ISJ Theoretical & Applied Science, 2(22), 65-74. Khamzina, Z. A. & Buribayev, Y. A. (2015a). Evaluation of the Reform Efficiency in Public Social Sector Management of the Republic of Kazakhstan. Mediterranean Journal of Social Sciences, 6, 43-55. Khamzina, Z. A. & Buribayev, Y. A. (2015b). Problems of Overcoming Poverty in the Republic of Kazakhstan. Mediterranean Journal of Social Sciences, 6, 3-5. Khamzina, Z. A., Buribayev, Y. A. & Oryntayev Z. K. (2015). Problems of Social Support for Large Families. ISJ Theoretical & Applied Science, 3(23), 109-114. Lampert, H. L. (1993). The Economic and Social Order of the Federal Republic of Germany. London: Konrad-Adenauer-Stiftung, 188 p. Mironova, T. K. (2007). Correlation of the Notions “Social Protection” and “Social Welfare” in ILO Conventions and Recommendations. Law: Theory and Practice, 7(96), 37-42 Pascall, G. & Manning, N. (2000). Gender and Social Policy: Comparing Welfare States in Central and Eastern Europe and the former Soviet Union. Journal of European Social Policy, 10(3), 240-266. Pierson, P. (2001). The New Politics of the Welfare State. Oxford: Oxford University Press on Demand, 254 p. Raadschelders, J. C. (2008). Understanding Government. Four Intellectual Traditions in the Study of Public Administration, Public Administration, 86(4), 925-949 Rosanvallon, P. (2015). La Nouvelle Question Sociale. California: Seuil, 228 p. Shaipova, G. R. (2013). Correlation of the Constitutional Law Category “Social Protection” and “Social Welfare”. Publishing House of P. A. Stolypin Povolzhye Management Institute, 6, 149-151 Spicer, M. W. (2005). Public Administration Enquiry and Social Science in the Postmodern Condition. Some Implications of Value Pluralism, Administrative Theory & Praxis, 27(4), 669-688 Steiner, U. (2010). Social Welfare State without Social Rights. Comparative Constitutional Review, 4(77), 118-129 Stillman II, R. J. (2010). Concepts & Cases. International edition. Boston: Houghton Mifflin, 544 p. Tanchev, E. (2014). The Social (Welfare) State in Modern Constitutionalism. The Law and the State, 3(64), 36-41. |
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Typological Features of the Kazakh Ethnic Picture of the WorldArman A. Tleubergenov, Raushan K. Jumaniyazova, Galiya Z. Begembetova, Aizada S. Nussupova, Alima G. Kairbekova & Dinara Ye. Keshubayeva
pp. 5250-5260 | Article Number: ijese.2016.389
Abstract This research investigates the problems of self-identification of the Kazakh ethnic group in the post-totalitarian period, which are based on the values of traditional nomadic life of Kazakhs. The research shows the mechanisms of evolution of the ethnic group’s worldview paradigms and their typology. The purpose of the research is to investigate the national image of Kazakhs’ world through the structure of their artistic thinking, based on the assumption that art plays a significant role in the formation of an ethnic group’s worldview. The research found that the significant factors in the structure of the ethnic worldview are traditional art, mythopoethic notions, language, and peculiarities of the national psychology and ethics. The features of mythopoethic reflection of reality in the artistic and spiritual practice of the nation, which are recorded in monuments of national art, were studied in detail. The research analyzed the typical features of the worldview of Ancient Turks as a prototype of the ethnic worldview of Kazakhs, which had a considerable effect on the structure of the Kazakh space-and-time continuum; the cults of ancestor, life and, death worshiping, which are relevant for the Kazakh mentality, were investigated. Special attention was paid to the main worldview cult of Ancient Turks – Tengri, which has numerous manifestation in the Kazakh culture: in cosmology, artistic thinking, ornamental, music, and epic art. The analysis allowed defining the ethnic worldview and concluding that the modern Kazakh culture is a synthesis of numerous elements of various cultures, which predetermines the exogenous nature of the traditional Kazakh worldview. Keywords: Worldview of an ethnic group, mythopoetic model, image of the universe, artistic thinking, Kazakh ethnic group References Ayazbekova, S. Sh. (1999a). The Ethnic Worldview: Korkut Ata and the Philosophy of Kazakh Music. Almaty: BASPA – AS, 253 p. Ayazbekova, S. Sh. (1999b). Cultural and Philosophical Analysis of Music in the Kazakh Worldview: PhD Abstract. Almaty, 16 p. Bierlien, J. F. (1997). Parallel Myths. Moscow: KRON-PRESS, 212 p. Dzhakupov, S. M. & Nigay, N. V. (2005). The Interconnection of Ethnic Prejudices and Personal Ethnic Identification. Kaynar, Kz: Kaynar University press, 169p. Egorova, L. (2013). The Mithological Basis of the Word “Tangara (Tengri)” in the Context of Enviromental Ethics. Karadeniz: Black Sea, 166 p. Frazer, J. (2001). The Golden Bough: A Study in Comparative Religion. Moscow: TERRA-Book Club, 267 p. Gumilyov, L. N. (1990). Ethnogenesis and the Earth Biosphere. Leningrad: Leningrad University Publishing House, 188 p. Levi-Strauss, C. (1985). Structural Anthropology. Moscow: Nauka, 369 p. Levy-Bruhl, L. (2012). Primitive Mentality. Moscow: Nauka, 426 p. Lvova, E., Oktyabrskaya, I., Salagayev, A. & Usmanova, M. (1989). Traditional World Outlook of South Siberian Turks. The Human Being. Society. Novosibirsk: Nauka, 300 p. Mbiti, J. S. (1969) African Religions and Philosophy. New York: Praeger, 220 p. Omuraliyev, M. B. (1995). The Worldview in Monuments of the Artistic Culture of Kyrgyz Nomads in the Sixteenth-Nineteenth Centuries: PhD Abstract. St. Petersburg, 20 p. Rakhmatullin, R. Yu. & Khamzina, D. Z. (2013). The Correlation of the Concepts of “World Outlook”, “Worldview”, and “Ontology”. Tambov: Gramota. 343 p. Smith, А. (1991). National identity. New York: Penguin books, 245 p. Sokolov, K. B. (1996). Subcultures and Ethnic Groups in Artistic Life. St. Petersburg: Peter, 325 p. Soldatova, G. U. (1998). The Psychology of Interethnic Tension. Moscow: Nauka, 353 p. Tatsumura, A. (1991). Understanding music as «other»: toward an aesthetic of intercultural reception of music. Osaka: Mita Press, 286 p. Tishkov, V. A. (2010). Ethnicity. New Philosophical Encyclopedia. Moscow: Thought, 363 p. Walikhanov, S. (1968). Collection of Works (in Five Volumes. Alma-Ata, 242 p. Walikhanov, S. (1986). The Kyrgyz Genealogy. Selected Works. Moscow: Nauka, 322 p. Yeremeyev, D. Ye. (1990). Islam: a Way of Life and a Style of Thinking. Moscow: Nauka, 275 p. Zherebilo, T. V. (2011). Ethnos. Linguistic Terms and Concepts: General Linguistic. Sociolinguistics. Glossary. Nazran: Pilgrim LLC, 296 p. |
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The Methodological Framework of Occupational Training in Culture and Art High Schools of KazakhstanАigul K. Kulbekova, Balzhan S.Tleubayeva, Seraly Sh. Tleubayev, Yulduz A. Saparova, Gulmira R. Dildebayeva, Raushan D. Daribayeva & Esen O. Omar
pp. 5261-5272 | Article Number: ijese.2016.390
Abstract The purpose of this study is to examine specific features of the traditional Kazakh dances as the methodological foundation of training specialists in the culture and art universities. The article describes the main typologies of Kazakh dances, such as ritual and ceremonial, combative-hunting, work dances, household-imitative dances, festive and ceremonial dances, mass-thematic dances. National dance performs cultural, historical, aesthetic and semantic functions. Relevance of this problem is determined by the fact that in the present globalized world, national culture and traditions are oppressed by the multicultural environment; consequently, there is a need to train high-quality specialists in the field of cultural studies, who will be able to teach national culture. The authors used structural-functional, institutional and phenomenological approaches as well as methods of typological, historical, logical analysis. Research results show theoretical ways to address this problem. These include improvement of teaching and learning technologies, introduction of uniform terminological apparatus of the Kazakh dance, as well as various proven and advanced training technologies, in-depth study of the national dance, traditional culture, and heritage of the Kazakh dance art. This work can be used as a theoretical basis to develop the methodology of training future specialists in the field of cultural studies. Keywords: National dances, aesthetic function, nomadic culture, dance forms, folk art References Brenner, A. (2014). Auguste Comte. Oeuvres. Paris: Hermann, 253 p. Chazin-Bennahum, J. (2016). Teaching dance studies. London: Routledge, 326 p. Divaev, A.A. (1958). Soviet ethnography. Moscow: Nauka, 255 p. Edelbay, S. (2012). Traditional Kazakh Culture and Islam. International Journal of Business and Social Science, 11, 43-46. Ismagulov, O. (1970). The population of Kazakhstan from the Bronze Age to the present days. Almaty: Nauka, 292 p. Itemgenova, B. U. & Raimbergenov A. I. (2014). Basic development trends of modern Kazakh art in the twentieth century. The world of science, culture and education, 45(2),311-312. Janibekov, U. (1990). Echo in the footsteps of the legends of the golden dombra. Alma-Ata: Oner, 292 p. Kagan, M. S. (1979). Culture as an object of philosophical studies. The role of spiritual culture in personality development. St. Petersburg: VGIK, 186 p. Kulbekova, A. K. (2014). Theoretical foundations of choreographic art and choreographic education. Astana: Kazakh national University of Arts, 230 p. Kuznetsova, E. V. (2015). Culture and civilization: the problem of relationship. Historical and theoretical and methodological aspects. Perm University Bulletin. Series Philosophy. Psychology. Sociology. Perm, 251 p. Lymer, K. (2014). Nomads and networks: the ancient art and culture of Kazakhstan. New-Jersey: Princeton University Press, 305 p. Plekhanov, G. V. (1958). Literature and esthetics. Moscow: Goslitizdat, 315 p. Saitova, G. Y. & Moldakhmetova A. T. (2014). Kazakh choreography-the phenomenon of open world view expression of the turkic people. Astana: Alka, 354 p. Saparova, J. A., Gabitov, T. H., Kadyraliyeva, A. M., Begalyiev, N. & Tleubayev, S. S. (2014) Mental and psychological roots of Kazakhstan multiculturalism. Life Science Journal, 11(6), 556-559. Sarynova, L. P. (1976). Ballet art of Kazakhstan. Alma-Ata: Science, 265 p. Thakur, S. K. (2016). Pithora: a view on traditional art & culture of gujarat. International journal of recent advances in multidiscliplinary research, 3(3), 1318-1320. Tleubaeva, B. S. (2013). The role of national dance culture in choreographic education. Moscow: State University of Culture and Arts, 164 p. Tleubayev, S., Tleubayeva, B., Saparova, Y., Shagitova, G., Zhiyenbekova, A. & Kamalova, N. (2015). Ethnocultural features of culture game elements. Mediterranean Journal of Social Sciences. 6(1), 9-13. Vygotsky, L. S. (1965). Art Psychology. Moscow: Nauka, 355 p. |
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The Role of Women in Military Organization of NomadsGaukhar Z. Balgabayeva, Sergey V. Samarkin, Elizaveta V. Yarochkina, Aigul B. Taskuzhina, Aigul B. Amantaeva & Svetlana V. Nazarova
pp. 5273-5281 | Article Number: ijese.2016.391
Abstract The purpose of this study is to examine the role of women in the nomadic environment, particularly in the military structure. Using the method of comparative historical analysis as well as archaeological research data, the authors found that dual organization was typical for most nomads. Moreover, women in the Scythian and Sarmatian societies were equal to men in the ability to work and opportunities to lead the tribes and to perform priestly functions. The study also found that women of the steppe could participate in the fateful decisions of their people. Practical significance of this research is determined by the fact that that its findings can be used in further studies of women’s role in the life organization of the nomads, as well as in the gender equality studies. Keywords: Nomads, nomadic social system, Scythians and Sarmatians, gender equality, women in nomadic culture References Andreski, S. (1968). Military Organization and Society. Univ of California Press, 238 p. Balonov, F. R. (1996). The Cult of the Horse and the Chariot in the Scythian-Sarmatian Era of the Peoples of the Eurasian Steppes and Foothills. Thesis Synopsis. Zlnat PRESS, 228 p. Batchaev, V. M. (1985). Antiquities of the Scythian and Scythian periods. Archaeological Research on New Buildings in Kabardino-Balkaria. Nalchik, 2, 10 -19. Bunatyan, E. P. (1997). Methods of social reconstruction in archeology. Kyiv: Naukova Dumka, 146 p. Carpini, P. (1957). History of the Mongols. Moscow: State Publishing House of geographic literature, 312 p. Davis-Kimball, J. (1997). Warrior Women in the Eurasian Steppes. Archaeology, 50(1), 112-125. Deleuze, G. & Guattari, F. (2007). Capitalism and Schizophrenia. Thousands of aspects, 2(1), 84. Dumanov, J. M. & Pershytz, A. I. (2000). Matriarchy: a New Look at an Old Problem. Bulletin of the Academy of Sciences, 70(7), 621-627. Dyson-Hudson, R., & Dyson-Hudson, N. (1980). Nomadic pastoralism. Annual review of anthropology, 3, 15-61. Gulyaev, V. I. (1995). "Amazons" of the Middle Don. Nature, 5, 32-42. Gulyaev, V. I. & Savchenko, E. I. (1995). Ternovoye 1– the new Scythian burial mound in the Middle Don. Russian archeology, 4, 60 - 69. Gumilyov, L. N. (1997). Ancient Turks in the VI-VIII centuries. Moscow: Nauka, 560 p. Herodotus. (2002). History: Translation and Notes. Moscow: Ladomir, 752 p. Kosven, M. O. (1947). Amazons: the Story of the legend. Soviet ethnography, 1(2), 53-62. Kozlovskaya, M. A. (1996). Anthropological Characteristics of Skeletal Material from Scythian Burial Mounds in the Middle Don. Russian archeology, 4, 37-45 Kradin, N. (2001). The social system of the nomads: discussion and problems. Questions of history, 4, 21-32. Levshin, A. I. (1996). Description Kirghiz-Cossack or Kirghiz-Kaisak, hordes and steppes. Almaty: Sanat, 656 p. Lomsky-Feder, E. & Sasson-Levy, O. (2016). 8 The effects of military service on women's lives from the narrative perspective. Researching the Military, 14(1), 94-109. Makhortykh, S. V. (1994). The Scythians in the North Caucasus. Kiev: Naukova Dumka, 302 p. Miroshina, T .V. (1990). Amazons in the Sarmatians and the Problem of Matriarchy. Moscow: Nauka, 159-176. Mishukova, A. (2012). Gender roles of Women in the Traditional Nomadic Culture. Bulletin of VP Astafiev Krasnoyarsk State Pedagogical University, 3, 37-48. Morgan, L. H. (1907). Ancient Society or, Researches in the Lines of Human Progress from Savagery, through barbarism to civilization. Chicago: C.H. Kerr, 570 p. Ospanula, N. (1999). Turkic World Experience: the Fusion of Horizons. Tamyr, 1(1), 79-87. Pushkareva, N. L. (1998). Gender Approach in Historical Research. Questions of history, 6, 3-20. Zuev, V. Y. (1996). Scientific Myth of the "Sarmatian priestesses". Priesthood and Shamanism in the Scythian Period. St.Petersburg: Science, 346 p. |
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The Process of Pedagogical Culture Formation in the Future Social WorkerNurlan A. Minzhanov & Gaukhar N. Ertysbaeva
pp. 5282-5289 | Article Number: ijese.2016.392
Abstract The paper is aimed at studying the features of pedagogical culture formation in future social workers and developing methods to improve the professional and pedagogical preparation quality of students in the "Social work" specialty. In the study, a survey of students in the "Social work" specialty (n=400), and a standardized interview with the teachers of educational institutions of the Republic of Kazakhstan (n=150) was conducted. Data of the empirical part of the research suggest that in schools’ practice the standard curricula and programs are used that do not take into account peculiarities of professional activity of social workers, are not aimed at developing practical skills and are not contiguous with the principles of modern personality-oriented educational technologies. The monitoring results became the basis for the development of a model to improve the quality of professional and pedagogical preparation of students in the "Social work" specialty. Keywords: Pedagogical culture, practical orientation of the pedagogical culture, professional and pedagogical training of future social worker, personal-oriented training, the principles of social work References Abrams, L. S. & Moio, J. A. (2009). Critical Race Theory and the Cultural Competence Dilemma in Social Work Education. Journal of Social Work Education, 45(2), 245-261. Adams, M. (2016). Pedagogical Foundations for Social Justice Education. Teaching for Diversity and Social Justice, 27, 118-121. Adams, R., Dominelli, L., & Payne, M. (1998). Social Work: Themes, Issues and Critical Debates. London: Palgrave Macmillan, 416 p. Arrow, K. J. (2012). Social Choice and Individual Values. Canada: Yale University Press, 274 p. Baldwin, M. (2016). Social Work, Critical Reflection and the Learning Organization. New York: Routledge, 220 p. Buck, P. W., Fletcher, P. & Bradley, J. (2016). Decision-making in Social Work Field Education. Social Work Education, 35(4), 402-413. Constable, R. (2009). The Role of the School Social Worker. School Social Work: Practice, Policy, and Research, 3, 18-29. Flexner, A. (2001). Is Social Work a Profession? Research on Social Work Practice, 11(2), 152-165. Forrester, D., Westlake, D. & Glynn, G. (2012). Parental Resistance and Social Worker Skills: Towards a Theory of Motivational Social Work. Child & Family Social Work, 17(2), 118-129. Gaysina, G. I. (2015). Content and Methods of Teacher Professional Culture Forming. Review of European Studies, 7(1), 18. Godlevska, D. M. (2007). Developing Professional Communicative Competence in Prospective Social Workers in a Pedagogical University. International Education Studies, 8(6), 253-264. Hare, I. (2004). Defining Social Work for the 21st Century the International Federation of Social Workers' Revised Definition of Social Work. International Social Work, 47(3), 407-424. Hepworth, D., Rooney, R., Rooney, G. D. & Strom-Gottfried, K. (2016). Empowerment Series: Direct Social Work Practice. Boston: Cole Cengage Learning, 704 p. Kholostova, Ye. I. (2006). Professionalism in Social Work: Study Guide. Moscow: Dashkov & Co. Publishing and Trade Corporation, 236 p. Kilburn, D., Nind, M. & Wiles, R. (2014). Learning as researchers and teachers: The development of a pedagogical culture for social science research methods? British Journal of Educational Studies, 62(2), 191-207. Law of the Republic of Kazakhstan dated July 27. (2007). About education. Direct access: http://cis-legislation.com/document.fwx?rgn=18150 Marsh, P. & Triseliotis, J. P. (1996). Ready to Practise? Social Workers and Probation Officers: Their Training and First Year In Work. London: Avebury, 241 p. Mc.Donald, K. L., Benish-Weisman, M., O’Brien, C. T. & Ungvary, S. (2015). The Social Values of Aggressive–Prosocial Youth. Journal of Youth and Adolescence, 44(12), 2245-2256. Miley, K. K., O'Melia, M. W. & Du Bois, B. L. (2016). Generalist Social Work Practice: An Empowering Approach. Cambridge: Pearson, 528 p. Rengasamy, S. (2005). Social Work. Introduction to Professional Activity. Moscow: Knorus, 368 p. Saleebey, D. (2012). The Strengths Perspective in Social Work Practice. Journal of the National Association of Social Workers, 41(3), 296-305. Seyteshev, A. P. & Abdyrkarimov, B. A. (1993). The Scientific Framework of Professional and Technical Pedagogy. Almaty: Alma-Ata, 431 p Sue, D. W., Rasheed, M. N. & Rasheed, J. M. (2015). Multicultural Social Work Practice: A Competency-Based Approach to Diversity and Social Justice. Hoboken: John Wiley & Sons, 552 p. Teleuyev, G., Isaev, I. F., Eroshenkova, E. I., Krolevetskaya, E. N., Peresypkin, A. P. & Shumakova, I.A. (2015). Formation and Development of a Teacher Professional Pedagogical Culture at a High School in Russia. The Social Sciences, 10(6), 1486-1489. Walker, S.H. (1928). Social Work and the Training of Social Workers. Carolina: University of North Carolina Press, 241 p. White, S. J. (2003). The Social Worker as Moral Judge: Blame, Responsibility and Case Formulation. London: Jessica Kingsley, 272 P. Zastrow, C. (2003). The Practice of Social Work: Applications of Generalist and Advanced Content. Boston: Wadsworth Publishing Company, 548 p. |
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Problems of Pedagogical Creativity DevelopmentShynar Ibragimkyzy, Tolkyn S. Slambekova, Yerlan E. Saylaubay & Nazymgul Albytova
pp. 5290-5298 | Article Number: ijese.2016.393
Abstract This article provides analysis of research papers by different scholars, dedicated to topical issues of pedagogical creativity development in the educational process. The authors determined that pedagogical creativity could be considered at five levels: information-reproducing, adaptive-prognostic, innovative, research and creative-prognostic. In addition, this study highlights the main features of teachers’ creativity and describes the psychological and pedagogical factors that negatively influence creativity development in students of professional-pedagogical specialties. Practical significance of this paper is determined by the fact that the authors offered a pedagogical model describing creative potential development of the personality in the course of research activities. Keywords: Educational process, pedagogical creativity, creative potential, research activity of the future teachers, creativity development References Abulkhanova-Slavskaya, K. A. (1983). Personality Activity and Psychology. Moscow: Nauka, 335 p. Andreev, V. I. (1988). The Dialectic of Education and Self-education of Creative Personality. Basics of Pedagogy Work. Kazan: Kazan University, 229 p. Bekhterev, V. M. (1924). Creativity From the Standpoint of Reflexology. Leningrad: The Genius and Creativity, 280 p. Csikszentmihalyi, M. & Wolfe, R. (2014). New Conceptions and Research Approaches to Creativity: Implications of a Systems Perspective for Creativity in Education. In The Systems Model of Creativity, 161-184. Springer Netherlands. Giglio, M. (2015). Flexible and Creative Pedagogical Sequences. London: Palgrave Macmillan UK, 264 p. Ibryanova, O. V. (2003). Preparation of Pedagogical Higher School Students for Research Activity Under the Multilevel System of Higher Education: PhD Thesis. Barnaul, Russia, 230 p. Ilyin, E. P. (2009). Psychology of Creative Work, Creativity and Talent. St.Petersburg: Peter, 434 p. Ismuratova, S. I. (2016). Formation of the Future Specialists' Pedagogical Creativity. Indian Journal of Science and Technology, 9(22), 48-56. Kadirbaeva, R. I. (2010). Scientific and Pedagogical Bases of Professional Training of the Future Teachers for the Development of Creative Abilities in Schoolchildren: PhD Thesis. Almary, 315 p. Kan-Kalik, V. A. (1976). Educational Activity as a Creative Process. Grozny: Chechen-Ingush book Publishing, 286 p. Kan-Kalik, V. A. & Nikandrov, N. D. (1990). Teacher Creativity. Moscow: Education, 144 p. Karpenko, L. A. (1985). Short Psychological Dictionary. Moscow: Politizdat, 165 p. Kaufman, J. C., Beghetto, R. A. & Dilley, A. (2016). Understanding Creativity in the Schools. In Psychosocial Skills and School Systems in the 21st Century, New York: Springer International Publishing, 401 p. Kazakhstan, Z. R. (2007). On Education. Kazakhstanskaya Pravda, 15, 8-10. Kemerova, L. V. (20020. Development of Teacher Professional Creativity: PhD Thesis. Ekaterinburg: Russia, 201 p. Koldina, M. I. (2009). Preparing for the Research Activity of Future Teachers of Professional Training in Higher School: PhD Thesis, Nizhny Novgorod, Russia, 156 p. Kulikova, L. N. (2005). Pedagogical conditions of creativity development in the future teachers by means of research activities: PhD Thesis. Moscow, Russia, 201 p. Kuzmina, N. V. (1990). Professionalism of the Teacher Personality and the Master of Industrial Training. Moscow: Higher School, 225 p. Levko, A. I. (2004). Pedagogical Work and its Socio-cultural Foundations. Education and Training, 9, 33- 44. Ponomarev, J. A. (1976). Psychology of Creativity. The Science, 5, 33-35. Ramsky, Y. S. (2005). Changes in Professional Activity of Teachers in the Context of Informatization. Bulletin of Russian Peoples Friendship University, 3, 121-133. Runco, M. A. (2003). Education for Creative Potential. Scandinavian Journal of Educational Research, 47(3), 317-324. Savic, V. V. (1923). Creativity in Terms of Physiology. Creativity, 1, 257-264. Shumilova, N. S. (2006). Research Activity as Means of Creative Potential Development of the Future Teachers of Technology and Business: PhD Thesis. Armavir, 213 p. The State Program for Education Development of the Republic of Kazakhstan for 2011-2020. (2010). Approved by the decree of the President of the Republic of Kazakhstan dated December 7, No 1118. Astana, 34 p. Torgashina, T .I. (1999). Research Work of Pedagogical High School Students as Means of their Creative Potential Development: PhD Thesis. Volgograd, Russia, 299 p. Turgynbaeva, B. A. (2006). Formation of Creative Potential of Teachers In System of Improvement of Professional Skill (Doctoral dissertation). Almaty, Kazakhstan, 320 p. Uzakbaeva, S., Baimukhanbetov, B., Berkimbaev, K., Mukhamedzhanov, B. & Pralieva, R. (2013). To the Problem of Forming Creative Competence of Future Teachers. Creative Education, 4(3), 234. Zagvyazinsky, V. I. (1987). Pedagogical Work of the Teacher. Moscow. Pedagogy, 317 p. |
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Myth and Historical Facts About Rome and the Huns Leader AttilaAnar T. Sadyrova, Muratbek M. Imangazinov, Saylauhan K. Kozhagulov, Gulmira S. Suleimenova & Arailym A. Amanzholova
pp. 5299-5310 | Article Number: ijese.2016.394
Abstract The article reviewed the history of Rome and Attila, their influence on the political and social situation in Europe. The aim of the article is to study the origins of Rome, its crisis and destruction. It also considers the impact on the collapse of the Empire, the impact that Attila had on the destruction of Rome and the analysis of Attila as a political and military leader, his history, heritage and influence on the cultures of European and Turkic people. The article also tells about the life of the Huns. The principles of historicism, objectivism, dialectical unity of the historical and logical are applied in the article, as well as the comparative-historical and historical-analytical methods. Abstraction and generalization were applied from the general methods of scientific knowledge. The analysis of foreign and domestic historians is undertaken, and the folklore of European countries, in particular the North German and Norse tribes is considered in the article. The results of the article show social, economic and political factors that influenced the emergence and decline of Rome, describe Attila's personality as a prudent and cruel leader, and the motives that drove him like a lust for power and expansionist views. The formation of Attila as a legend contributed to European militarized tribes, as well as his pursued policy of cult of personality. The Romans endowed him with exceptional abilities to explain their own military setbacks; the church cultivated the image of Attila in order to strengthen its influence. Article supplements the historical chronology of Europe, the history of the Turkic people. The study of folklore related to Attila allows us to look into the development of literary tendencies in medieval Europe Keywords: Birth of the Eternal City, Ancient empire, biography of Attila, empire of nomads, military companies References Adzhi, M. (1994). Wormwood of Polovtsian field. Moscow: Ltd "Peak-Kotekst, 254 p. Alfoldy, G. (2014). The Social History of Rome. London: Routledge, 255 p. Averincev, S. S., Alekseev, V. P. & Ardzinba, V. G. (1989). Ancient Civilizations. Moscow: Thought, 322 p. Bauman, R. (2012). Human rights in ancient Rome. London: Routledge, 275 p. Bäuml, F. H. (1993). Attila: the man and his image. Budapest: Corvina, 244 p. Bunson, M. (1994). Encyclopedia of the Roman Empire. New York: Facts On File, Inc, 364 p. Dubs, H.H. (1941). An Ancient Military Contact Between Romans and Chinese. American Journal of Philology 42, 322-30. Fields, N. & Noon, S. (2015). Attila the Hun. Oxford: Osprey Publishing Limited, 264 p. Gregorovius, F. (1895). The History of Rome in the Middle Ages. George Bell & Sons. Direct access: http://static.my-shop.ru/product/pdf/90/897797.pdf Holloway, R. R. (2014). The archaeology of early Rome and Latium. London: Routledge, 266 p. Kelly, Christopher. (2008). Attila the Hun: Barbarian Terror and the Fall of the Roman Empire. London: Bodley Head, 204 p. Livius, T. (2013). The History of Rome since the city's founding. Moscow: Ripol Classic, 186 p. Livy, O. J. (2014). History of Rome. Harvard: Harvard University Press, 366 p. Louis, P. (2013). Ancient Rome at Work: an Economic History of Rome From the Origins to the Empire. London: Routledge, 276 p. Marácz, L. (2015). The Huns in Western Consciousness: Images, Stereotypes and Civilization. Bulletin of the Tomsk State University. Cultural and art history, 1(17), 16-33. Margulan. A. (1985). Research articles, written by R. Berdіbaev. Almaty: Zhazushy, 425 p. Mitchell, S. (2014). A History of the Later Roman Empire. New York: John Wiley & Sons, 641 p. Mommsen, T. (2015). A History of Rome. Aegitas, 353 p. Oteniyaz, S. (2000). Attila. Almaty: Arys, 264 p. Roberts, W. (1993). Victory Secrets of Attila the Hun. Eastbourne: Gardners Books, 254 p. Shtaerman, E. (1957). The Crisis of Slavery in the Western Provinces of the Roman Empire. Moscow: Nauka, 208 p. Suleimenov, Olzhas. (2000). Turks in prehistory: the origin of the ancient Turkic languages and scripts. Almaty: Atamūra, 314 p. Thompson, E. A. (1999). The Huns. Chichester: Wiley-Blackwell, 256 p. |
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Actualization of Competencies of Graduates-Engineers in RussiaValentina A. Ivashova, Galina V. Dub, Diana S. Kenina, Yulia F. Kosintseva, Marina V. Migatcheva
pp. 5311-5319 | Article Number: ijese.2016.395
Abstract The article presents the results of the empirical research relevant to the labor market competencies of graduates with the major in engineering. Subjective preferences of employers shape requirements for the personal and professional characteristics of a graduate. In authors’ opinion, the professional competences of engineers stated in educational standards in sufficient detail and require updating in order of importance for the modern employer. The theoretical search and empirical test are due to determine the set of personal characteristics of graduates, which will affect the successful employment of young professionals and ultimately their competitiveness in the labor market. In the course of the expert survey we identified key competencies of graduates with the major in "Agro-engineering" (Bachelors) and "Operation of transport and technological machines and systems" (Bachelors); ideas of specialists about demanded in current professional work knowledge and skills were studied; grouping of the key functional responsibilities of professionals working in positions of the chief engineer and mechanical engineer was held. Information obtained during the survey of experts can be used to improve the matrix of competencies, content of workshops, updating set of competencies within the University. Keywords: Professional competencies; personal qualities of a specialist; position responsibilities of an engineer; graduates-engineers; socio-economic conditions References Abbas, A.A., Choudhary, M.A., Khan, N. (2013). An assessment of competency requirements of design engineers in Pakistan and development of a framework for improvement. 2013 Proceedings of PICMET 2013: Technology Management in the IT-Driven Services, 1723-1737. Abdulwahed, M., Balid, W., Hasna, M.O., Pokharel, S. (2013). Skills of engineers in knowledge based economies: A comprehensive literature review, and model development. Proceedings of 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering, Kuta, Indonesia, 759-765. Ahn, B., Cox, M.F., London, J., Cekic, O., Zhu, J. (2014). Creating an instrument to measure leadership, change, and synthesis in engineering undergraduates. Journal of Engineering Education, 103(1), 115-136. Andreev, V.I. (1996). Pedagogies of the creative self-development. Kazan: Science Publ., 268 p. Firouzian, S., Ismail, Z., Rahman, R.A., Yusof, Y.M., Kashefi, H., Firouzian, F. (2014). Mathematical competency of engineers and engineering students. Proceedings of 2014 International Conference on Teaching and Learning in Computing and Engineering, 216-219. Flynn, K., Wahnstrom, E., Popa, M., Ruiz-Bejarano, B., Quintas, M.A.C. (2013). Ideal skills for European food scientists and technologists: Identifying the most desired knowledge, skills and competencies. Innovative Food Science and Emerging Technologies, 18(1), 246-255. Goncharuk, N.A. (2013). The development of future engineers' intellectual competence. 2013 International Conference on Interactive Collaborative Learning, Kazan, Russian Federation, 198-202. Gustafson, R.J., Simon, M.R. (2013). Assessing engineering global competencies: Importance and preparation. ASEE Annual Conference and Exposition Conference Proceedings, 652 p. Hundley, S., Brown, L.G., Fox, P., Didion, C., Sayre, D.R. (2013). The attributes of a global engineer: Purpose, perspectives, and progress. ASEE Annual Conference and Exposition Conference Proceedings, 910 p. Ivashova, V.A., Dukhina, T.N., Tarasova, S.I., Kalugina, E.N., Taranova, E.V. (2014). The views of employers on the maturity of universal professional skills of young specialists of the Russia’s agricultural sector (an example of Stavropol Territory). Life Science Journal, 11(9s), 326-329. Ivashova, V.A., Gallev, Е.V. (2011). Regional research of the professional competency of young specialists of the agrarian sector of economy. Stavropol APC Bulletin, 2(2), 98-102. Leuro, J., Kruger, T. (2013). The successful implementation of a competency program in a large global organization: A case study. Society of Petroleum Engineers - SPE Offshore Europe Conference and Exhibition, 789-801. Lobeyko, Y.А., Rozova, Т.N., Tarasova, S.I. (2006). Pedagogies and psychology of professional education. Stavropol: AGRUS, 343 p. Lunev, A., Petrova, I., Zaripova, V. (2013). Competency-based models of learning for engineers: a comparison. European Journal of Engineering Education, 38(5), 543-555. Montjoye, Y.A., Stopczynski, A., Shmueli, E., Pentland, A., Lehmann, S. (2014). The strength of the strongest ties in collaborative problem solving. Scientific Reports, 4(20), 5277. Nieman, T.L., Schuyler, J., Ford, B.J. (2013). Value of competency and value of competency assessment. Proceedings of SPE Annual Technical Conference and Exhibition, New Orleans, Louisiana, USA, 2741-2758. Parigin, B.D. (2000). Practical work on the social-psychological. Saint-Petersburg: SP Publ, 431 p. Sharaf, M., Alsadaawi, A., Elmadany, M., Al-Zahrani, S., Ajbar, A. (2013). Identification of top competencies required from engineering graduates: A case study of Saudi Arabia. International Journal of Engineering Education, 29(4), 967-973. Souza, M.J., Rodrigues, P. (2015). Extreme pedagogy: An agile teaching-learning methodology for engineering education. Indian Journal of Science and Technology, 8(9), 828-833. Szewczyk-Zakrzewska, A., Romek, B. (2013). Searching for alternative methods of training for engineers. World Transactions on Engineering and Technology Education, 11(3), 339-343. Zaripova, I.M., Shaidullina, A.R., Upshinskaya, A.E., Sayfutdinova, G.B., Drovnikov, A.S. (2014). Modeling of petroleum engineers design-technological competence forming in physical-mathematical disciplines studying process. American Journal of Applied Sciences, 11(7), 1049-1053. |
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GLOBAL FOOD SECURITY PROBLEMS IN THE MODERN WORLD ECONOMYMadina A. Abdulkadyrova, Andzor H. Dikinov , Hassan È. Tajmashanov, Lomali A. Shidaev & Eliza A. Shidaeva
pp. 5320-5330 | Article Number: ijese.2016.396
Abstract Importance: Food problem at the present stage of development of mankind is that due to improper and overly intensive use of natural resources, increasing demand for livestock products, increasing per capita food consumption and other factors, there has been a steady rise in food prices, represents a threat to food security in the countries with the lowest levels of development, as well as for the poorest segments of the population in developed and developing countries. It should again be emphasized that food will only grow in the future, therefore, from the point of view of attempts to address the global food problem, it can go about creating economic and technological preconditions for curbing price growth. Objectives: The purpose of this article is research of global food security problems in the modern world economy. Methods: In this article by means of methods of the analysis, logical generalization, scientific abstraction global food security problems in the modern world economy are investigated. Results: The main task in the context of a global food problem is control of increase in prices for food which decision lays down on shoulders developed and developing countries. Keywords: food resources, food security, global financial-economic crisis, sustainable development, use of natural resources of the territories, the import and export of agricultural products. References Abbott, Р.С., Hurt С. (2011) What’s Driving Food-prices in 2011? Issue Report. Oak Brook, 111., Farm Foundation. p. 288.
Adaeva, Kh.N., Sadueva, M.A., Dikinov, A.Kh., Abitov, M.M. (2015) Forecasting of quantitative parameters and requirement of use of food resources of the region. In the collection: Mathematical methods and models in research of the public and corporate finances and the financial markets the Collection of materials of the All-Russian youth scientific and practical conference. р. 151-157.
Arkhestov, A.YU., Dikinov, A.Kh., Dikinova, A.A. (2016) Modern format of development of regional AIC under sanctions and system crisis conditions: an innovative prerequisite. News of Kabardin-Balkar Scientific Center of Russian Academy Sciences. № 1 (69). p. 66-72.
Behnassi, М, Draggan, S., Yaya, S. (2011) Global food insecurity. Dordrecht, New York, Heidelberg, London, Springer. p. 127.
Devereux, S. (2007) The new famines. Why famines persist in an era of globalization. London: Routledge, p. 188.
Dikinov A.Kh., Dikinova A.A., Eleeva D.O., Zakaeva D.O., Sadueva M.A., Abdurakhmanova M.M. (2015) Forecasting of quantitative parameters of food resources of the region. In the collection: A modern view on problems of economy and management the Collection of scientific works following the results of the international scientific and practical conference. р. 103-106.
Herdt, R.W. (2004) Food Shortages and International Agricultural Programs. Critical Reviews in Plant Sciences, Vol. 23, No. 6. p. 505.
Holt-Gimenez, E., Peabody, L. (2008) Llamado urgente para reparar el destruido sistema alimentario. America Latina en Movimiento, №5. р. 193-199.
Horrigan, L., Lawrens, R.S., Walker, P. (2002) How sustainable agriculture can address the environmental and human health harms of insudtrialagroculture. Environmental health prospectives, Vol. 110, №5, p. 155-159.
Коtenko, А.А. (2010) Ensuring food security of Russia in modern conditions. The Baltic economic magazine, №1(3). р. 126-132.
Lantier, A. (2008) The world food crisis and the capitalist market. WSWS, June. p. 217.
Lifset, R. (2009) Beyond the Green Bubble. Journal of Industrial Ecology, Vol. 13. p. 1-3.
Naylor, R., Falcon, W. (2012) World food economy. Stanford. p. 216.
Scarcity and degradation of land and water: growing threat to food security. (2011) FAO. p. 392.
Vanhaute, E. (2011) From famine to food crisis: what history can teach us about local and global subsistence crises. Journal of Peasant Studies, Vol. 38, No. 1. p. 50. |
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Teachers’ Perspectives on Contributions of a Prairie Restoration Project to Elementary Students’ Environmental LiteracyTeresa Shume
pp. 5331-5348 | Article Number: ijese.2016.397
Abstract Place-based environmental education draws on childhood experiences in nature that foster place-conscious connections to the local bioregion, and intentionally cultivate children’s relationships with nature on a trajectory toward increased environmental literacy. Even though opportunities for children to bond with the local natural environment are paramount for developing responsible environmental behavior and ultimately an environmentally literate citizenry, few elementary schools prioritize such experiences. The present study focused on a place-based approach to developing environmental literacy through elementary students’ participation in a prairie restoration project. The purpose of this study was to examine teachers’ perspectives on how a prairie restoration project impacted elementary students’ environmental literacy. Based in an interpretive paradigm, this qualitative case study involved seven teacher-participants from two schools, and drew on data collected from field trip observations, classroom observations, interviews, and artifacts over a span of one academic year. Findings indicated that teachers’ fostered six components of environmental literacy through the prairie restoration project: feeling at ease in nature, appreciation and respect for nature, wonder and curiosity, awareness of ecological interdependence, sense of agency to restore nature, and responsibility and service toward environmental protection. Two or three of these empirically-derived themes corresponded with each stage of David Sobel’s three-stage model for the development of place-based relationships between children and nature. The correspondence between Sobel’s model and the study’s six themes resulted in a promising framework to support curriculum design by providing focal points for particular dimensions of each stage of Sobel’s model. Placed-based approaches like the prairie restoration project can foster valuable components of children’s relationships with nature on a trajectory toward increased environmental literacy. Keywords: Environmental Literacy, place-based pedagogy, elementary science, in-service elementary teachers, Nature Education References Abuhmaid, Allen, J. & Ferrand, J. (1991). Environmental locus of control, sympathy, and pro-environmental behavior, Environment and Behavior, 31 (3), 338-353. Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147. Bowers, C. A. (1993). Education, cultural myths, and the ecological crisis: Towards deep change. Albany, NY: State University of New York Press. Bowers, C. A. (2006). Revitalizing the commons: Cultural and educational sites of resistance and affirmation. Lanham, MD: Lexington Books. Bunting, T. E., & Cousins, L. R. (1985). Environmental dispositions among school-age children: A preliminary investigation. Environment and Behavior, 17, 725–768. Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage. Chawla, L. (2006). Learning to love the natural world enough to protect it. Barn, 2, 57-78 Chawla, L. (2002). Spots of time: Manifold ways of being in nature in childhood. In P. H. Kahn Jr., & S. R. Kellert (Eds.), Children and nature: Psychological, sociocultural and evolutionary investigations (pp. 199–225). Cambridge, MA: The MIT Press. Chawla, L. (1999). Life paths into effective environmental action. Journal of Environmental Education, 31(1), 15-27. Cheng, J. & Munroe, M. (2012). Connection to nature: Children’s affective attitude toward nature, Environmental and Behavior, 44(1), 31-49. Chepesiuk. R. (2007). Environmental literacy: Knowledge for a healthier public. Environmental Health Perspective, 115(10), 494–499. Eberbach, C. & Crowley, K. (2009). From everyday to scientific observation: How children learn to observe in the biologist’s world. Review of Educational Research, 79(1), 39-68. Ewert, A., Place, G., & Sibthorp, J. (2005). Early-life outdoor experiences and an individual’s environmental attitudes. Leisure Sciences, 27(3), 225-239. Farmer J., Knapp D., Benton, G. (2007). An elementary school environmental education field trip: Long-term effects on ecological and environmental knowledge and attitude development. The Journal of Environmental Education. 38(3), 33-42 Geller, E. (1995). Actively caring for the environment: An integration of behaviorism and humanism, Environment and Behavior, 27(2) 184-195. Finger, M. (1993). Does environmental learning translate into more responsible behavior? Nature Herald, 4, 9-10. Glesne, C. (2011). Becoming qualitative researchers: An introduction (4th ed.). Boston: Pearson. Gruenewald, D. A. (2005). Accountability and collaboration: Institutional barriers and strategic pathways for place-based education. Ethics, Place and Environment, (8)3, 261-283. Gruenewald, D. A., & Manteaw, B. O. (2007). Oil and water still: How No Child Left Behind limits and distorts environmental education in U.S. schools. Environmental Education Research, 13(2), 171-188. Gruenewald, D. A. & Smith, G. A. (Eds.) (2008). Place-based education in the global age: Local diversity. New York: Lawrence Erlbaum Associates. Hinds, J., & Sparks, P. (2008). Engaging with the natural environment: The role of affective connection and identity. Journal of Environmental Psychology, 28, 109-120. Hollweg, K. S., Taylor, J. R., Bybee, R. W., Marcinkowski, T. J., McBeth, W. C., & Zoido, P. (2011). Developing a framework for assessing environmental literacy. Washington, DC: North American Association for Environmental Education. Available at http://www.naaee.net Horwitz, W. A. (1996). Development origins of environmental ethics: The life experience of activists. Ethics and Behavior, 6, 29–54. Hungerford, H.R. (1996). The development of responsible environmental citizenship: A critical challenge. Journal of Interpretation Research, 1(1) 25-37. Hungerford, H., & Volk, T. (1990). Changing learner behavior through environmental education. The Journal of Environmental Education, 21(3), 8-22. Kals, E., Schumaker, D., & Montada, L. (1999). Emotional affinity toward nature as a motivational basis to protect nature. Environment and Behavior, 31, 178–202. Kellert, S. R. (2002). Experiencing nature: Affective, cognitive, and evaluative development in children. In P. H. Kahn Jr., & S. R. Kellert (Eds.), Children and nature: Psychological, sociocultural and evolutionary investigations. Cambridge, MA: The MIT Press. Knapp, C. E. (2008). Place-based curricular and pedagogical models. In Gruenewald, D. A. & Smith, G. A. (Eds.) (2008). Place-based education in the global age: Local diversity. New York: Lawrence Erlbaum Associates. Maxwell, J. A. (2005). Qualitative research design: An interpretive approach, (2nd ed.). Thousand Oaks, CA: Sage Publications. McMurrer, J. (2007). NCLB year 5: Choices, changes, and challenges: Curriculum and instruction in the NCLB era. [National Report]. Washington, DC: Center on Education Policy. Mueller, M. (2009). Educational reflections on the “ecological crisis”: Ecojustice, environmentalism, and sustainability. Science & Education, 18, 1031-1056. DOI 10.1007/s11191-008-9179-x Orr, D. W. (1992). Ecological literacy: Education and the transition to a postmodern world. Albany: SUNY Press. Palmer, J. A., Suggate, J., Bajd, B., Hart, P., Ho, R., Ofwono-Orecho, J.K.W., Peries, M…. Van Staden, C. (1998). An overview of significant influences and formative experiences on the development of adults’ environmental awareness in nine countries. Environmental Education Research, 4(4), 445-465. Palmer, J.A., Suggate, J., Bajd, B. & Tsaliki, E. (1998). Significant influences on the development of adults’ environmental awareness in the UK, Slovenia and Greece. Environmental Education Research, 4(4), 429-445. Roth, C. E. (1992). Environmental literacy: Its roots, evolution and direction in the 1990s. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. Roulston, K. (2010). Reflective interviewing: A guide to theory and practice. Washington, DC: Sage. Schultz, W. (2000). Empathizing with nature: The effects of perspective taking on concern for environmental issues, Journal of Social Issues, 56(3) 391-406. Simmons, D. (1995). Working Paper #2: Developing a framework for National Environmental Education Standards. In Papers on the Development of Environmental Education Standards. Troy, OH: North American Association for Environmental Education. Snow, D. A. (2001). Extending and broadening Blumer’s conceptualization of symbolic interactionism. Symbolic Interaction, 24(3), 367-377 Sobel, D. (1996). Beyond ecophobia: Reclaiming the heart of nature education. Great Barrington, MA: The Orion Society and the Myrin Institute. Sobel. D. (2008). Childhood and nature: Design principles for educators. Portland, ME: Stenhouse Publishers. Sobel, D. (2005). Place-based education: Connecting classrooms and communities. Great Barrington, MA: The Orion Society. Stevenson, R. (2007). Schooling and environmental/sustainability education: From discourses of policy and practice to discourses of professional learning. Environmental Education Research, 13(2), 265-285. Strife, S. & Downey, L. (2009). Childhood development and access to nature. Organization and Environment, 22(1), 99-122. Vitek, B., & Jackson, W. (2008). The virtues of ignorance: Complexity, sustainability, and the limits of knowledge. Lexington, KY: The University Press of Kentucky. UNESCO. (1978). The Tbilisi Declaration. Connect (UNESCO/UNEP Environmental Education Newsletter), 3(1), 1–8. UNESCO-UNEP. (1976). The Belgrade charter. Connect (UNESCO/UNEP Environmental Education Newsletter), 1(1), 1-2. UNCED. (1992). Agenda 21: The United Nations programme of action for sustainable development from Rio. New York: Author. Wells, N.M. (2000). At home with nature: Effects of “greenness” on children’s cognitive functioning. Environment and Behavior, 32(6), 775-795. Wells, N. M., & Lekies, K. S. (2006). Nature and the life course: Pathways from childhood nature experiences to adult environmentalism. Children, Youth and Environment, 16(1), 24. Wessels, T. (2006). The myth of progress: Toward a sustainable future. Lebanon, NH: University Press of New England. Yavetz, B., Goldman, D., & Pe’er, S. (2009). Environmental literacy of pre-service teachers in Israel: A comparison between students at the onset and end of their studies. Environmental Education Research, 15(4), 393-415. DOI: 10.1080/13504620902928422 Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Los Angeles, CA: Sage. Zastrow, C., & Janc, H. (2004). Academic atrophy: The condition of liberal arts in America’s public schools. Washington, DC: Council for Basic Education. |
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Knowledge, Internal, And Environmental Factors On Environmental Care Behaviour Among Aboriginal Students In MalaysiaNorshariani Abd Rahman
pp. 5349-5366 | Article Number: ijese.2016.398
Abstract This study determined the contribution of predictor factors (i.e. knowledge about the environment as well as internal and environmental factors) on environmental care behaviour among aboriginal students. The knowledge about the environment that was investigated in this research includes environmental knowledge and environmental action knowledge. The internal factors include elements of attitude, personal responsibility, and beliefs, while the elements of environment factors are social influences, information resources, and environmental management facilities. In addition, this study used an environmental knowledge test and questionnaire as research instruments. A total of 445 aboriginal students from the Malaysian state of Pahang were involved in this research. The research data were analysed using Structural Equation Modelling (SEM). The research findings showed that the predictor factors (knowledge, attitude, personal responsibility, beliefs, social influences, information resources, and environmental management facilities) contributed 44% towards environmental care behaviour. In fact, the factors that contributed most to environmental behaviour were social influences and beliefs, followed by environmental management facilities, attitude, and personal responsibility. Nonetheless, knowledge concerning the environment did not contribute towards behaviour, but it influenced attitude, which in turn affected behaviour. Hence, the factors that have been identified to contribute to environmental care behaviour should be considered in planning educational development for the aboriginal community in order to achieve environmental sustainability. Keywords: Environmental education, environmental behavior and aboriginal environmental knowledge References Ajzen, I. (1985). From intentions to actions: A theory of planned behaviour. In J. Kuhl & J. Beckman (Eds), Action-control: From cognition to behaviour (pp. 11-39). Heidelberg: Springer. Ajzen, I. (2005). Attitudes, personality and behaviour (2nd. ed.). Poland: Open University Press. Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behaviour. Englewood Cliffs, NJ: Prentice-Hall. Babcock, H. (2009). Assuming personal responsibility for improving the environment: Moving toward a new environmental norm. Harvard. Environmental. Law. Review,33, 197–201. Biermann, S. (2008). Indigenous pedagogies and environmental education. International Journal of Pedagogies and Learning, 4(3), 27-38. Bodur. M & Sarigollu, E. (2005). Environmental sensitivity in a developing country. Consumer classification and implication. Journal of Environment & Behaviour, 37, 487-510. Brooks, J. S. (2010). Economic and social dimensions of environmental behaviour: balancing conservation and development in Bhutan. Conservation biology. Journal of the Society for Conservation Biology, 24(6), 1499–509. Byrne, B.M. (2010). Structural equation modeling with AMOS. Basic concepts, application, and programming. New York: Taylor and Francis Group. Chopil, T. Y. & Hunt, B. T. W. (2009). Orang asli and environment. Retrieved on 1 March 2010 from www.perakspeak.com Cottrell, S. T. & Graefe, A. R. (1997). Testing a conceptual framework of responsible environmental behaviour. Journal of Environmental Education, 29(1), 17-27. Chua, Y. P. (2009). Book 5: Type text or a website address or translate a document. Advanced Research Statistics. Regression testing, factor analysis and SEM analysis. Malaysia: McGraw Hill, Department of the Orang Asli Malaysia (2009). Retrieved on 1 December 2009 from jheoa.gov.my Department of the Orang Asli Affairs. (2011). Retrieved on 1 December 2011 from jakoa.gov.my. Elder, J. L. (2003). A Field guide to environmental literacy: Making strategic investment in environmental education. Beverly, MA: Environmental Education Coalition. Emmons, K. M. (1997). Perspectives on environmental action: Reflection and revision through practical experience. Journal of Environmental Education, 29(1), 33-44. Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behaviour: An introduction to theory and research. Retrieved on 13 April 2014 from http://worldcat.org/isbn/0201020890. Goldman, D., Yavetz, B. & Pe’er, S. (2006). Environmental literacy in teacher training in Israel: Environmental behaviour of new students. Journal of Environmental Education, 38(1), 3-22. Guagnano, G. A., Stern, P. C., & Dietz, T. (1995). Influences on attitude - behaviour relationships: A natural experiment with curbside recycling. Environment and Behaviour, 27(5), 699-718. Habibah Elias & Noran Fauziah Yaakub. (2006). Psikologi personaliti. Kuala Lumpur, Malaysia: Dewan Bahasa dan Pustaka. Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2010). Multivariate data analysis (6th ed.). NJ: Pearson Prentice Hall. Haliza Abdul Rahman. (2010). The involvement of the native people in environmental issues: A survey on the Mah Meri Tribe in Carey Island, Kuala Langat, Selangor. Human Science Journal, 17, 114-134. He, X. E., Hong, T., Liu, L., & Tiefenbacher, J. (2011). A comparative study of environmental knowledge, attitudes and behaviours among university students in China. International Research in Geographical and Environmental Education, 20(2), 91–104. Hines, J. M., Hungerford, H. R. & Tomera, A. N. (1986/87). Analysis and synthesis of research on responsible environmental behaviour: A meta-analysis. Journal of Environmental Education, 18(2), 1-8. Homburg, A. & Stolberg, A. (2006). Explaining pro-environmental behaviour with a cognitive theory of stress. Journal of Environmental Psychology, 26, 1–14. Hood Salleh. (2004). The Native people and future environment. Inaugural lecture. National University of Malaysia. Bangi: National University of Malaysia Press. Hood Salleh. (2012). Establishing researches on the Malaysian indegenous people. Inaugural Lecture Tun Sri Lanang Library. National University of Malaysia. Bangi: National University of Malaysia Press. Hsu, S. J. & Roth, R. E. (1999). Predicting Taiwanese secondary teachers’ responsible environmental behaviour through environmental literacy variables. Journal of Environmental Education, 30(4), 11-18. Hungerford, H. R., Bluhm, W. J., Volk, T. L. & Ramsey, J. M. (2005). The Tbilisi Declaration. Essential Readings in Environmental Education.3rd Edition. Champaign, IL: Stripes Publishing. Jamilah Hj Ahmad, Hasrina Mustafa, Hamidah Abd Hamid & Juliana Abdul Wahab. (2011). Knowledge, attitude, and practices towards environmental issues among Malaysians. Akademika 81(3), 103-115. Kennedy, E. H., Beckley, T. M., McFarlane, B. L., & Nadeau, S. (2009). Rural-urban differences in environmental concerns in Canada. Rural Sociology, 74(3), 309–329. Kasapoglu, M. A. & Ecevit M. C. (2002). Attitudes and behaviour toward the environment: The case of Lake Burdur in Turkey. Journal of Environment & Behaviour, 34(3), 363-377. Kollmuss, A. & Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to environmental behaviour? Environmental Educational Research, 8(3), 239-260. Kuhlemeier, H., Bergh, H. V. D. & Lagerweij, L. (1999). Environmental knowledge, attitudes, and behaviour in Dutch secondary education. Journal of Environmental Education, 30(2), 4-14. Lam, S.-P., & Cheng, J.-K. (2006). What makes customers bring their bag or buy bags from the shop? A survey of customers at a Taiwan hypermarket. Journal of Environment & Behaviour, 38, 318-332. Lim Hwei Mian. (1997). Nutritional status and reproductive health of orang asli women. Postgraduate research project. Serdang, Malaysia: Universiti Putra Malaysia. Meinhold, J. L & Malkus, A. J. (2005). Adolescent environmental behaviours. Can knowledge, attitudes, and self - efficacy make a difference? Journal of Environmental Education, 37(4), 511-532. Messick, D. M., & Brewer, M. B. (1983). Solving social dilemmas: A review. Review of Personality and Social Psychology, 4, 11-44. Mohd.Yusop bin Ab. Hadi, Jailani bin Mohd. Yunos & Ahmad bin Esa. (2003). Improving environmental knowledge, practices and attitudes among students. Proceeding for Managing the Environment National Seminar. Bangi, Malaysia: National University of Malaysia. Newhouse. N. (1990). Implications of attitude and behaviour research for environmental conservation. Journal of Environmental Education, 22, 26-32. Nicholas, C. & Lasimbang, J. (2004). Biodiversity & indigenous knowledge system in Malaysia. Subang Jaya, Malaysia: Center for Orang Asli Concern. Norjan Yusuf, Nur Ibtisam Ibrahim, Rohana Sulaiman & Rohayati Mamat. (2005). A survey on environmental knowledge and awareness among the aboriginal students. Proceeding for Managing the Environment National Seminar. Bangi, Malaysia: National University of Malaysia. Norshariani Abd Rahman. (2009). Environmental care among UKM students. Unpublished master thesis. Bangi, Malaysia: National University of Malaysia. Palmer, J. A. (1998). History and development of environmental education. Environment Education in the 21st century. theory, practice, progress and promise. London: New Fatter Lane. Palmer, J., & Neal, P. (1994). The handbook of environmental education. London: New Fatter Lane. Pe’er, S., Goldman, D. & Yavetz, B. (2007). Environmental literacy in teacher training: Attitudes, knowledge & environmental behaviour of beginning students. The Journal of Environmental Education, 39(1), 45-59. Prabawa-Sear, K., & Baudains, C. (2012). Asking the participants: Students’ views on their environmental attitudes, behaviours, motivators and barriers. Australian Journal of Environmental Education, 27(2), 219–228. Pruneau, D., Doyon, A., Langis, J. & Vasseur, L. (2006). When teachers adopt environmental behaviours in the aim of protecting the climate. Journal of Environmental Education, 37(3), 3-13. Quimby, C. C. & Angelique, H. (2011). Identifying barriers and catalysts to fostering pro-environmental behaviour: opportunities and challenges for community psychology. American Journal of Community Psychology, 47(3-4), 388–96. Quimby, J. L., Seyala, N. D., Wolfson, J. L. (2007). Social-cognitive predictors of interest in environmental science: Recommendations for environmental educators. Journal of Environmental Education, 38(3), 43-52. Ramle bin Abdullah and Faridah binti Mat. (2011). The potentials of the aboriginal students in Kelantan. From the perspective of the Department of the Orang Asli (JAKOA). Seminar paper for the aboriginal mainstream Education Seminar. Organised by the Department of the Orang Asli and UniSZA on 8-9 October 2011. Ramsey, C. E., & Rickson, R. E. (1976). Environmental knowledge and attitudes. Journal of Environmental Education, 8(11), 10-18. Sahin, E., Ertepinar, H. & Tesoz, G. (2012). University students’ behaviors pertaining to sustainability: A structural equation model with sustainability-related attributes. International Journal of Environmental and Science Education, 7(3), 459–478. Schuett, J. L. (2011). Effects of social networks and media on pro-environmental behaviour. Unpublishe master thesis, University of North Texas. Schwartz, S. H. (1977). Normative influences on altruism. Advances in Experimental Social Psychology, 10, 221-279. Shamuganathan, S. & Karpudewan, M. (2015). Modeling environmental literacy of Malaysian pre-university students. International Journal of Environmental and Science Education, 10(5), 757–771. Sheppard, J. A. C. (1995). The black-white environmental concern gap: An examination of environmental paradigms. Journal of Environmental Education, 26, 24–35. Steg, L., & Vlek, C. (2009). Encouraging pro-environmental behaviour: An integrative review and research agenda. Journal of Environmental Psychology, 29(3), 309-317. Stern, P.C. (2000). Toward a coherent theory of environmentally signicant behaviour. Journal of Social Issues, 56, 407-424. Stern, P. C., Dietz. T. & Guagnano, G. A. (1995). The new ecological paradigm in socialpsychological context. Journal of Environment & Behaviour, 27, 723-743. Sutherlands, D.& Swayze, N. 2012. Including indigenous knowledges and pedagogies in science-based environmental education programs. Canadian Journal of Environmental Education, 17, 80-96. Tiwi Kamidin. (2006). The relationship between knowledge and attitude towards the environment in the teacher training colleges in Batu Lintang, Malaysia. Journal of Research 7, 61-77. United Nations Environmental Programme (UNEP). (2008). Indigenous knowledge in disaster management in Africa. Retrieved on 28 August 2012 from www.indigenous booklet.pdf. United Nations. (1992). Agenda 21 chapter 36. Retrieved on 23 Janusry 2008 from http://www.un-documents.net/a21-36.htm Van Liere, V., & Dunlap, R. E. (1980). The social bases of environmental concern: A review of hypotheses, explanations and empirical evidence. The Public Opinion Quarterly, 44(2), 181-197. Vishwanath, H.N. (2006). Model of teaching in environmental education. India: New Delhi, Discovery Publishing House. Wan Nor Fadzilah Binti Wan Hussin. (2010). A study on attitudes and behaviours towards environmental care among biology students. Unpublished master thesis, Faculty of Education, National University of Malaysia Zainudin Awang. (2012). Structural equation modeling using Amos graphics. Malaysia: UiTM Press. Zalizan Mohd Jelas, Abdul Razaq Ahmad & Ahmad Rafaai Ayudin. (2009). Historiology perspective of the aboriginal people in the Malaysian peninsular. In. The Orang Asli people: Educational and sociocultural perspective. Bangi, Malaysia: National University of Malaysia. Zarrintaj Aminrad, Sharifah Zarina Sayed Zakariya, Abdul Samad Hadi & Mahyar Sakari. (2013). Relationship between awareness, knowledge and attitudes towards environmental education among secondary school students in Malaysia. World Applied Sciences Journal, 22(9), 1326–1333. Zurina Mahadi & Norjan Yusof. (2003). Environmental awareness: A survey on students of the National University of Malaysia. Proceeding for Managing the Environment. National Seminar. Bangi, Malaysia: National University of Malaysia. |
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Impact of Environmental Education On the Knowledge and Attitude of Students Towards the EnvironmentNorris I. Erhabor & Juliet U. Don
pp. 5367-5375 | Article Number: ijese.2016.399
Abstract Environmentally aware and empowered youths are potentially the greatest agent of change for the long term protection and stewardship of the environment. Thus environmental education which promotes such change will enable these youths to have a greater voice on environmental issue if effectively implemented in Nigeria. Hence, this study was conducted to assess students’ level of knowledge and attitude towards the environment. The survey was conducted on 130 respondents who were full time students of environmental education in a federal university in Edo state, Nigeria. The result revealed that high level of knowledge and positive attitude towards the environment among the students. Also it was observed that the relationship between their knowledge and attitude towards the environment is a negative, little or no relationship. Therefore, it was concluded that environmental literate students especially in tertiary institutions are being nurtured to foster EE in Nigeria. Thus the researchers recommend that more needs to be done to promote and encourage EE at all levels in the country especially by the government and its agency to ensure effective implementation; nongovernmental organizations and international bodies all have a role to play in the country sustainable development goals Keywords: Environmental education (EE), attitude, environmental knowledge References Aminrad, Z., S.Z.S. Zakaria, S. Hadi and M. Sakari (2012). Relationship Between Awareness, Knowledge and Attitudes Towards Environmental Education Among Secondary School Students in Malaysia. World Applied Sciences Journal 22 (9): 1326-1333 Archie, M. (2003). Advancing education through environmental literacy. Alexandria, VA: Association for Supervision and Curriculum Development. Jekayinfa, A.A, & Yusuf, A.R. (2008). Teachers’ opinions on the incorporation of environmental education in the Nigerian primary school curriculum. Educational Research and Review 3 (11), 334-338 Mrema, K.(2008). An Assessment of Student’s Environmental Attitude and Behaviours and the Effectiveness Their School Recycling Programs Master Dissertation, Dalhousie University, School of Resource and Environmental Studies. NERDC (1992). Draft Curriculum for Infusing Environmental Education in Secondary Schools, Lagos: NERDC. Palmer J.A. (1998). Towards Progress and Promise, Environmental Education in the 21st Century, pp 240-244 Robinson, J.O. (2013). Environmental Education and Sustainable Development in Nigeria: Breaking the Missing Link. International Journal of Education and Research, 1(5) 1-6. Thathong, K. (2012). A spiritual dimension and environmental education: Buddhism and environmental crisis. In: Procedia - Social and Behavioral Sciences 46, 5063 – 5068 Thomson, G., & Hoffman, J. (2003). Measuring the Success of Environmental Education Programs. Calgary, AB: Canadian Parks and Wilderness Society. |
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An Action Research in Science: Providing Metacognitive Support to Year 9 StudentsFrancis Wagaba, David F. Treagust, A L. Chandrasegaran & Mihye Won
pp. 5376-5395 | Article Number: ijese.2016.400
Abstract An action research study was designed to evaluate the effectiveness of providing metacognitive support to enhance Year 9 students’ metacognitive capabilities in order to better understand science concepts related to light, environmental health, ecosystems, genetics, ecology, atoms and the Periodic Table. The study was conducted over three years involving 35, 20 and 24 students in each year. The interventions included providing students with clearly stated focused outcomes about the relevant science concepts, engaging in collaborative group work, reading scientific texts and using concept mapping techniques. The data to evaluate the effectiveness of the metacognitive interventions were obtained from pre- and posttest results of the Metacognitive Support Questionnaire (MSpQ). The results showed gains in the MSpQ. Keywords: Action research; metacognition; metacognitve support; science concepts References Azevedo, R. (2009). Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion. Metacognition Learning 4(1), 87-95. Barret, T. (2011). Breakthroughs in action research through poetry. Educational Action Research, 19(1), 5-21. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum. Cohen, L., Manoin, L., & Morrison, K. (2011). Research methods in education (7th. ed.). London: Routledge. Coolican, H. (2009). Research methods and statistics in psychology. London, UK: Hodder Education. Creswell, J. W. (2005). Collecting qualitative data. Educational research: Planning, conducting and evaluating quantitative and qualitative research. Upper Saddler River, NJ: Pearson. Greene, J. A., Costa, L-J., & Dellinger, K. (2011). Analysis of self-regulated learning processing using statistical models for count data. Metacognition & Learning, 6, 275-301. Hacker, D. J., Dunlosky, J., & Graser, A. C. (1998). Metacognition in educational theory and practice. Mahwah, NJ, US: Lawrence Erlbaum Associate Publishers. Hartman, H. J. (2001). Metacognition in learning and instruction: theory, research and practice. Dordrecht, Netherlands: Kluwer Academic Publishers. Hofer, B. K., & Sinatra, G. M. (2010). Epistemology, metacognition and self- regulation: Musings from an emerging field. Metacognition and Learning, 5(1), 113-120. Jacobse, A. E., & Harskamp, E. G. (2012). Towards efficient measurement of metacognition in mathematical problem solving. Metacognition and Learning, 7(2), 133-149. Larkin, S. (2006). Collaborative group work and individual development of metacognition in the early years. Research in Science Education, 36, 7-27 Leutwyler, B. (2009). Metacognitive learning strategies: Differential development patterns in high school. Metacognition Learning, 4, 111-123. McLoughlin, C., & Taji, A. (2005). Teaching in the sciences: Learner-centred approaches. Binghamton, NY: The Haworth Press, Inc. Pintrich, P. R. (2002). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544-555. Pintrich, P. R., Wolters, C., & Baxter, G. (2000). Assessing metacognition and self-regulated learning. In G. Schraw & J. Impara (Eds.), Issues in the measurement of metacognition (pp. 43-97). Lincoln, NE: Buros Institute of Mental Measurements. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. Thomas, G. P. (2003). Conceptualisation, development and validation of an instrument for investigating the metacognitive orientation of science classroom learning environments: the metacognitive orientation learning environment scale-science (MOLES-S). Learning Environments Research, 6, 175-197. Thomas, G. P. (2006). An investigation of the metacognitive orientation of Confucian-heritage culture and non-Confucian-heritage culture science classroom learning environments in Hong Kong. Research in Science Education, 36, 85-109. Veenman, M. V. J. (2011). Alternative assessment of strategy use with self-report instruments: A discussion. Metacognition Learning, 6, 205-211. Veenman, M.V.J., & Spaans, M.A. (2005). Relation between intellectual and metacognitive skills: Age and task differences. Learning and Individual Differences, 15(2), 159-176. Williamson, K. (2002). Research Methods for Students and Professionals: Information Management and Systems. Wagga Wagga, NSW, Australia: Centre for Information Studies, Charles Sturt University. Wilson, N. S., & Bai, H. (2010). The relationships and impact of teachers’ metacognitive knowledge and pedagogical understandings of metacognition. Metacognition Learning, 5, 269-288. Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and academic achievement: Theoretical perspectives. Mahwah, NJ: Erlbaum. Zohar, A., & David, A. B. (2009). Paving a clear path in a thick forest: A conceptual analysis of a metacognitive component. Metacognition Learning, 4, 177-195. |
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A Flipped Classroom Exercise to Teach Undergraduates to Critically Think Using Primary Scientific LiteratureAnne Marie Zimeri
pp. 5396-5403 | Article Number: ijese.2016.401
Abstract Critically thinking about scientific data to form opinions on controversial issues in environmental health is crucial in undergraduate education in the field. An assignment paired with a “flipped” classroom activity was designed to impart knowledge on how to search the primary literature and extract data that can help formulate a point of view on several environmental topics including endangered species designation, genetic engineering, organic farming, population control, worldwide banning of DDT, mining/drilling, sushi, nationalized health care. Data are presented that show the assignment was effective in motivating critical thinking and making students take sides on these issues based on data rather than on values. This assignment is adaptable to any field of environmental science in which topics of controversy arise. Keywords: Primary literature, critical thinking, environmental assignment, flipped classroom, environmental health, fact sheet References Arvai, J. L., Campbell, V. E. A., Baird, A., & Rivers, L. (2004). Teaching Students to Make Better Decisions About the Environment: Lessons From the Decision Sciences. Journal of Environmental Education, 36(1), 33-44. Retrieved from http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=15372292&site=eds-live Benzer, E., & şAhİN, F. (2013). The Effect of Project Based Learning Approach on Undergraduate Students' Environmental Problem Solving Skills. Proje Tabanlı Öğrenme Yaklaşımının Lisans Öğrencilerinin Çevreye Yönelik Problem Çözme Becerilerine Etkisi., 12(2), 383-400. Retrieved from http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=91577420&site=eds-live Duncan, B. R., Tasich, C. M., Burkhardt, B. L., Benneyworth, L. M., & Duncan, L. L. (2015). Getting the Most Out of Dual-Listed Courses: Involving Undergraduate Students in Discussion Through Active Learning Techniques. Journal of College Science Teaching, 45(1), 24-31. Retrieved from http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=109033795&site=eds-live Genc, M. (2015). The Project-Based Learning Approach in Environmental Education. International Research in Geographical and Environmental Education, 24(2), 105-117. Retrieved from http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1056777&site=eds-live http://dx.doi.org/10.1080/10382046.2014.993169 Goldman, D., Ayalon, O., Baum, D., & Haham, S. (2015). Major Matters: Relationship between Academic Major and University Students' Environmental Literacy and Citizenship as Reflected in Their Voting Decisions and Environmental Activism. International Journal of Environmental and Science Education, 10(5), 671-693. Retrieved from http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1081905&site=eds-live Hadjichambis, A. C., Paraskeva-Hadjichambi, D., Ioannou, H., Georgiou, Y., & Manoli, C. C. (2015). Integrating Sustainable Consumption into Environmental Education: A Case Study on Environmental Representations, Decision Making and Intention to Act. International Journal of Environmental and Science Education, 10(1), 67-86. Retrieved from http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1060982&site=eds-live Holmes, N. G., Wieman, C. E., & Bonn, D. A. (2015). Teaching critical thinking. Proceedings Of The National Academy Of Sciences Of The United States Of America, 112(36), 11199-11204. doi:10.1073/pnas.1505329112 Hungerford, H. R., & Volk, T. L. (1990). Changing learner behavior through environmental education. The Journal of Environmental Education, 21(3), 8-21. Retrieved from http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1991-02699-001&site=eds-live Jensen, J. L., Kummer, T. A., & Godoy, P. D. d. M. (2015). Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning. CBE - Life Sciences Education, 14(1). Retrieved from http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1058083&site=eds-live http://www.lifescied.org/content/14/1/ar5.abstract Liu, S.-C., & Lin, H.-s. (2014). Undergraduate Students' Science-Related Ideas as Embedded in Their Environmental Worldviews. International Journal of Science and Mathematics Education, 12(5), 1001-1021. Retrieved from http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1040977&site=eds-live http://dx.doi.org/10.1007/s10763-013-9448-2 McGuire, N. M. (2015). Environmental Education and Behavioral Change: An Identity-Based Environmental Education Model. International Journal of Environmental & Science Education, 10(5), 695-715. doi:10.12973/ijese.2015.261a Weiler, R. M. (1998). Developing Fact Sheets. Journal of Health Education, 29(1), 46-50. Retrieved from http://proxy-remote.galib.uga.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ561956&site=eds-live Zimeri, A. (2015). Environmental Pledge Assignment: Connecting classroom lessons to behavioral changes with calculable impacts. Polymath, 5(3), 1-11. |
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Do Variations of Science Teaching Approaches Make Difference in Shaping Student Content and Problem Solving Achievement across Different Racial/Ethnic GroupsSu Gaoa & Jian Wanga
pp. 5404-5428 | Article Number: ijese.2016.402
Abstract Students’ frequent exposure to inquiry-based science teaching is presumed more effective than their exposure to traditional didactic instruction in helping improve competence in content knowledge and problem solving. Framed through theoretical perspectives of inquiry-based instruction and culturally relevant pedagogy, this study examines this assumption using TIMSS 2007 US eighth-grade student data. Data analysis revealed three instructional approaches, including more inquiry based, mixed, and practice based, were popularly practiced in classrooms. More inquiry-based instruction was not significantly associated with content and problem solving achievements across Caucasian, African American, and Hispanic American students. The mixed teaching approach had a significant positive relationship for Hispanic American student’s content and problem solving achievement. The relationship between practice-based approach with content and problem solving achievements of all three racial/ethnic groups were not significant. This study questions the popular assumption of the effectiveness of science teaching approaches and offers important implications for science teaching reform. Keywords: Inquiry, Science performances, teaching approaches, and students’ racial groups References Allen, N. J., & Crawley, F. E. (1998). Voices from the bridge: Worldview conflicts of Kickapoo students of science. Journal of Research in Science Teaching, 35(2), 111-132. Barba, R. H., & Rubba, P. A. (1992). A comparison of preservice and in-service Earth and Space science teachers’ general mental abilities, content knowledge, and problem-solving skills. Journal of Research in Science Teaching, 29(10), 1021–1035. Barrow, L. H. (2006). A brief history of inquiry: From Dewey to standards. Journal of Science Teacher Education, 17(3), 265–278. Berliner, D. C. (2009). Are teachers responsible for low achievement by poor students? Kappa Delta Pi Record, 46(1), 18-21. Blanchard, M. R., Southerland, S. a., Osborne, J. W., Sampson, V. D., Annetta, L. a., & Granger, E. M. (2010). Is inquiry possible in light of accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction. Science Education, 94(4), 577–616. Blank, R. K., Porter, A., & Smithson, J. (2001). New tools for analyzing teaching, curriculum and standards in mathematics and science. Washington, DC: Council of Chief State School Officers. Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain,minds, expeirence, and school. Washington, DC: National Academy Press. Bybee, R. W., & Fuchs, B. (2006). Preparing the 21st century workforce: A new reform in science and technology education. Journal of Research in Science Teaching, 43(4), 349-352. Byrnes, J. P., & Miller, D. C. (2007). The relative importance of predictors of math and science achievement: An opportunity–propensity analysis. Contemporary Educational Psychology, 32(4), 599–629. Capps, D. K., Crawford, B. a., & Constas, M. a. (2012). A review of empirical literature on inquiry professional development: Alignment with best practices and a critique of the findings. Journal of Science Teacher Education, 23(3), 291–318. Carlone, H. B., Haun-Frank, J., & Webb, A. (2011). Assessing equity beyond knowledge- and skills-based outcomes: A comparative ethnography of two fourth-grade reform-based science classrooms. Journal of Research in Science Teaching, 48(5), 459–485. Castagno, A., & Brayboy, B. (2008). Culturally responsive schooling for indigenous youth: A review of the literature. Review of Educational Research, 78(4), 941-993. doi:10.3102/0034654308323036. Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. 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C.: Institute of Education Sciences. Ngololo, E. N., Howie, S. J., & Plomp, T. (2012). An evaluation of the implementation of the National ICT Policy for Education in Namibian rural science classrooms. African Journal of Research in Mathematics, Science and Technology Education, 16(1), 4-17. NGSS Lead States (2013). Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. OECD. (2009). PISA 2009 Results : What Students Know and Can Do. Science (Vol. I). Retrieved from http://dx.doi.org/10.1787/9789264091450-en OECD. (2011). Lessons from PISA for the United States Strong Performers and Successful Reformers. Retrieved from http://dx.doi.org/10.1787/9789264096660-en OECD. (2012). Highlights From PISA 2009: Performance of U.S. 15-Year-Old Students in Reading, Mathematics, and Science Literacy in an International Context. Retrieved from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011004 Pedaste, M., Mäeots, M., Siiman, L. a., de Jong, T., van Riesen, S. a. N., Kamp, E. T., … Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. Piaget, J. (1973). The child’s conception of the world. St. Albans, England: Paladin. Quinn, D. M., & Cooc, N. (2015). Science achievement gaps by gender and race/ethnicity in elementary and middle school: Trends and predictors. Educational Researcher, 44(6), 336–346. Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (Vol. 1). Thousand Oaks, CA: Sage. Rutkowski, L., Gonzalez, E., Joncas, M., & von Davier, M. (2010). International Large-Scale Assessment Data: Issues in Secondary Analysis and Reporting. Educational Researcher, 39(2), 142–151. Sawada, D., Piburn, M. D., Judson, E., Turley, J., Falconer, K., Benford, R., & Bloom, I. (2002). 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Shymansky, J. A., & Kyle, W. C. (1983). The effects of new science curriculum on student performance. Journal of Research in Science Teaching, 20(5), 387–404. Smerdon, B. A., Burkam, D. T., & Lee, V. E. (1999). Access to constructivist and didactic teaching: Who gets it? Where is it practiced? Teachers College Record, 101(1), 5–34. Smith, T. M., Desimone, L. M., Zeidner, T. L., Dunn, a. C., Bhatt, M., & Rumyantseva, N. L. (2007). Inquiry-oriented instruction in science: Who teaches that way? Educational Evaluation and Policy Analysis, 29(3), 169–199. Snively, G., & Corsiglia, J. (2001). Discovering indigenous science: Implications for science education. Science Education, 85 (1), 6–34. Sykes, G., Bird, T., & Kennedy, M. (2010). Teacher education: Its problems and some prospects. Journal of Teacher Education, 61(5), 464-476. Taraban, R., Box, C., Myers, R., Pollard, R., & Bowen, C. W. (2007). Effects of active-learning experiences on achievement, attitudes, and behaviors in high school biology. Journal of Research in Science Teaching, 44(7), 960–979. Tekkumru-Kisa, M., Stein, M. K., & Schunn, C. (2015). A framework for analyzing cognitive demand and content-practices integration: Task analysis guide in science. Journal of Research in Science Teaching, 52(5), 659-685. Vogt, W. P. (2007). Quantitative Research Methods for Professionals (p. 234). New York, NY :Pearson. Vygotsky, L. S. (1978). Mind in society (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press. Wang, J., & Lin, E. (2005). Comparative studies on US and Chinese mathematics learning and the implications for standards-based mathematics teaching reform. Educational Researcher, 34(5), 3-13. Wang, Y., & O'Dwyer, L. (2011). Teacher-directed student-use of technology and mathematics achievement: Examining trends in international patterns. 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A Manual for Conducting Analyses with Data from TIMSS and PISA Report prepared for the UNESCO Institute for Statistics (p. 30). Retrieved from http://www.datafirst.uct.ac.za/wiki/images/e/e7/TIMSS_1995-99_Manual.pdf Wilson, C. D., Taylor, J. a., Kowalski, S. M., & Carlson, J. (2010). The relative effects and equity of inquiry-based and commonplace science teaching on students’ knowledge, reasoning, and argumentation. Journal of Research in Science Teaching, 47(3), 279–301. |
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Agricultural students and their academic performance: A study of students in Punjab, PakistanMuhammad Arshad, Muhammad I. Ullah, Muhammad U. Mehmood, Muhammad R. Arshad & Muhammad F. Khan
pp. 5429-5437 | Article Number: ijese.2016.403
Abstract Reading is considered as essential to develop the personality of human being. However, reading habits of human being especially young generation is at decline due to initiation of modern digital technologies like mobile phones, social networking on internet along with other ways of different entertainment. The study was conducted to assess the reading habits of the agricultural students of different universities in Punjab, Pakistan and identify the different ways of reading habit among students and obstacles in reading faced by students. The findings of the questionnaire showed the positive attitude of agricultural students in reading but they face some problems like no access of internet in Departments and computer laboratories especially in University of Sargodha and Bahauddin Zakariya University, Multan. This study also attempts to give recommendations for improving the reading habits of students. Keywords: Reading habit, agricultural students, issues, recommendations References Akyay, E. & Ogeyik, M. C. (2009) Investigating reading habits and preferences of student teachers at Foreign Language Departments. The International Journal of Language Society and Culture 28, 72-78. Anyachebelu, F. E., Anyamene, A. & Adebola, H. E. (2011) Strategies for promoting reading skills for the educational development of learners in Anambra State, Nigeria. Journal of Emerging Trends in Educational Research and Policy studies 2 (4), 211-215. Bashir, I. & Mattoo, N. H. (2012) A Study on Study Habits and Academic Performance among Adolescents (14-19) years. International Journal of Social Science Tomorrow 1 (5), 1-5. Birch, P., Batten, J. & Batey, J. (2015) The influence of student gender on the assessment of undergraduate student work. Assessment & Evaluation in Higher Education. DOI: 10.1080/02602938.2015.1064857. Clark, C. & Foster, A. (2005) Children’s and young people’s reading habits and preferences: The who, what, why, where and when. Retrieved July 28, 2012. http://www.literacytrust.org.uk/Research/Reading_Connects_survey.pdf Clark, Christina & Rumbold, K. (2006) Reading for pleasure: A research overview. National Literacy Trust. Retrieved 5 November 2012. http://www.literacytrust.org.uk/assets/0000/0562/Reading_pleasure_2006.pdf Issa, A. O., Aliyu, M. B., Akangbe, R. B. & Adedeji, A. F. (2012) Reading Interest and Habits of the Federal Polytechnic Students. International Journal of Learning & Development 2 (1), 470-486. Khan, N., Shafi, M. M., Shah, M., Islam, Z., Arif, M., Javed, R. & Shah, N. (2011) Review of past literature on agriculture credit in rural areas of Pakistan. Sarhad Journal of Agriculture 27 (1), 103-110. Loan, F. A. (2009) Impact of New Technology on Reading Habits: A Glimpse on the World Literature. Unpublished manuscript. Retrieved on September 24, 2013. http://eprints.rclis.org/20084/1/NCERT.pdf. Muchiri, J. M., Odilla, G. A. & Kathuri, N. J. (2013) Studies perception on secondary school Agriculture: A case study of Meru Central Distruct, Kenya. Asian Journal of Social Sciences and Humanities 2 (4), 129-135. Palani, K. K. (2012) Promising Reading Habits and Creating Literate Social. International Reference Research Journal 3 (1), 91. Shabi, I. N. & Udofia, E. P. (2009) Role of the school library in promoting reading culture in Nigeria. International Journals of Research in Education 6 (1-2), 259-269. Shastrri, F. C. (2015) Survey research on the reading habits of MBA students of Saurshtra region. Current Research 7 (10), 21416-21420. Vandenhoek, T. (2013) Screen reading habits among university students. International Journal of Education and Development using Information and Communication Technology 9 (2), 37-47. |
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Factors Affecting Implementation of Practical Activities in Science education in Some Selected Secondary and Preparatory Schools of Afar Region, North East EthiopiaTolessa M. Daba & Muhammed S. Anbesaw
pp. 5438-5452 | Article Number: ijese.2016.404
Abstract The study aimed at assessing factors affecting implementation of practical activities in science education in some selected secondary and preparatory schools of Afar Region. Practical activity is at the heart of mastery of science discipline and it is believed that if there is no practice either individually or in a group, all what have been learnt become inert knowledge. The implementation process of practices in science education is limited in Ethiopian schools and students in Ethiopia generally perform poorly in science subjects at secondary schools. Academically less prepared students of secondary schools prefer humanities and social sciences than science and technology in higher education. The majority of students in schools of the study area join social science. Therefore assessing factors affecting implementation of practical activities in science education in study area is important to identify root cause and forward the way for the improvement. Of the total 404 respondents from all schools, 68.81% responded as teachers do not use practical activities in teaching science and (78.71%) of them respond as they do less than 5% of the practical activities on their text books. Absence of separate and well equipped laboratory for each science, absence of efforts made by science teacher to use local material for practice of basic activities and less attention of local government and school administrative to existing problem results in less student motivation to practical activity which have influence on student’s preference to science education in the study area. Therefore, attention should be given by all concerned bodies and stakeholders to solve the problem and encourage students to science practical activities to join science classes of future science and technology graduate. Keywords: Science education, practical activity, secondary schools, laboratory, afar References Beyessa, F. (2014). Major Factors that Affect Grade 10 Students’ Academic Achievement in Science Education at Ilu Ababora General Secondary of Oromia Regional State, Ethiopia. International Letters of Social and Humanistic Sciences. 32:118-134. Biru, A., et al., (2010). Afar National Regional State Programme of Plan on Adaptation to Climate Change, Samara. CSA(2008). Central Statistical Authority (CSA) of Ethiopia. The 2008 National Statistics. http://www.csa.gov.et/text_files/2008_national_statistics.htm Dahar, M.A. (2011). Effect of the Availability and the use of Science Laboratories on Academic Achievement of Students in Punjab (Pakistan). European Journal of Scientific Research. 51(2):193-202. Farounbi M. (1998). Resource concentration, utilization and management correlates of students’. Learning outcomes: a study in school quality in Oyo State. University of Ibadan, Ibadan FDRE, (2004). Federal Democratic Republic of Ethiopia. Report on the development of education to the UNESCO forty- seventh session of international conference on education, 8-11 September 2004. Geneva, Switzerland. George R., Kaplan M. D. (1998). A structural model of parent and Teacher influences on students’ attitudes of eight grades. Evidence from NELS: 88 Science, 82(1): 93-109. Hofstein, A., Lunetta, V.N. (2003). The Laboratory in Science Education: Foundations for the Twenty-First Century. Science Education. The Pennsylvania State University, University Park. Hofstein, A. (2004). “The laboratory in chemistry education: thirty years of experience with developments, implementation and evaluation”. Chemistry Education Research and Practice. 5:247-264. Hofstein, A., Lunetta, V.N. (2004). “The laboratory in science education: foundation for the 21st century”. Science Education. 88:28-54. Hunde, A. B., Tegegne, K. M. (2010). Qualitative Exploration on the Application of Student-centered Learning in Mathematics and Natural Sciences: The case of Selected General Secondary Schools in Jimma, Ethiopia. Ethiop. J. Educ. & Sc. 6 (1). Jonassen, D. H. (1991). Objectivism versus constructivism: Do we need a new philosophical paradigm? Educational Technology Research and Development. 39(3), 5-14. Lunetta V, N., Hofstein A., Clough M., (2007). “Learning and teaching in the school science laboratory: an analysis of research, theory, and practice”. Hand book of research on science education. (pp.393-441), Lawrence Erlbaum, Mahwah, NJ. Mahathir M. (1991). The way forward. Paper presented to the Malaysian Business Council. Retrieved from: http://vlib.unitarklj1.edu.my/htm/w2020.htm Negassa, O. (2014). Ethiopian Students' Achievement Challenges in Science Education: Implications to Policy Formulation. AJCE: 4(1). Rein Hartz J., Beach M. D. (1997). Teaching and Learning in the Elementary school: Focus on curriculum. New Jersey: Prentice Hall. Samuel, B., Welflord, A.G. (2000). Practical activities in Ethiopian secondary physical sciences: Implications for policy and practice of the match between the intended and implemented curriculum. Research Papers in Education. 15:185-212. Tenaw, Y, A. (2015). Effective strategies for teaching chemistry. International Journal of Education Research and Reviews. 3 (3):078-084. Tesfaye, T., Yitbarek, S. Tesfaye, A. (2010). Status of Science Education in Primary Schools of Addis Ababa. City Government of Addis Ababa Education Bureau. Teshome, Y. (2007). A policy White paper prepared by Education and Ministry of capacity building on undergraduate and graduate degree programs mix and student placement in the expanding higher education system in Ethiopia. Tesfamariam, G., Lykknes, A., Kvittingen, L. (2014). Small-scale Chemistry for a Hands-on Approach to Chemistry Practical Work in Secondary Schools: Experiences from Ethiopia. AJCE, 4(3), Special Issue (Part II). Weil-Barais, W. (2001). Constructivist approaches and the teaching of science. Prospects: quarterly review of comparative education, XXXI ( 2), 187-196 |
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Designing Playful Learning by Using Educational Board Game for Children In The Age Range of 7-12: (A Case Study: Recycling and Waste Separation Education Board Game)Sara Mostowfi, Nasser Koleini Mamaghani & Mehdi Khorramar
pp. 5453-5476 | Article Number: ijese.2016.405
Abstract Due to a progressive deterioration of our planet and its resources, environmental education has become important and children are required to understand environmental issues at an early ages. So, they can cultivate the positive changes in the future. Over the past decade, many new evaluation methods have developed for evaluating user experience with children, but the results of these studies have tended to be reported in the isolation of other techniques. This paper use different methods include focus group, Fun toolkit, and game checklist for designing board game about recycling. First we sketch our primary ideas and then we design our first board game prototype and evaluate it by focus group in order to gather children opinion and then redesign it for further evaluation, after that we select two computer game about recycling, in this part 20 children participate in evaluating two games by fun toolkit. The experiences of each were captured by using 4 evaluation instrument in fun toolkit including: smileyometer, the fun sorter, the again-again, This or That method, The results showed that the Fun Toolkit and This or That method showed similar results and were able to establish a preference for one game over the other. However, there were some inconsistencies between the results of individual tools in the Fun toolkit and some of the constructs being measured in the This or That method. Further research will try to identify any ordering effects of each method and redundancies of the questions. Result of this part were used in promoting our game according to the result of fun toolkit. Game checklist was also used in order to redesign the different parts of the game, consequently, we design a board game of these young children’s responses. Which can be used in both home and school area. Keywords: Board game, fun toolkit, children psychology, educational game, environmental education, recycle game References Cork, S., Sattler, P. & Alexandra, J. (2006) 'Biodiversity' theme commentary prepared for the 2006 Australian State of the Environment Committee. Department of the Environment and Heritage, Canberra, Australia. Goncharova, M, (2012). “Planet Play: Designing a Game for Children to Promote Environmental Awareness”, Online Journal of Communication and Media Technologies, Volume: 2, Issue: 4, October – 2012, University of Alberta, Canada Takala, M. (1991). Environmental Awareness and Human Activity. International Journal of Psychology, 26(5), 585-597. Domka, L. (2004). Environmental Education at Pre-school. International Research in Geographical and Environmental Education, 13(313), 258-263. Gajus-Lankamer, E. (2004). Environmental Education at Polish Gymnasiums. International Research in Geographical and Environmental Education, 13(3), 269-276. 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Games and Toys in the ratings – Source, Teaching of Science and Technology 4.(11), 1251 Fritz, J. (1991). Theorie und Pädagogik des Spiels: Eine praxisorientierte Einführung (Theory and pedagogy of play: a practical introduction). Juventa Verlag, München, Germany. Abt, C.C. (1968). Games for Learning. Simulation Games in learning (eds. S. S. Book cock and E. O. Schild). Sage Publications, Beverly Hills, USA. Ellington, H., Gordon, M. & Fowlie, J. (1998). Using Games and Simulations in the Classroom. Kogan Page Limited, London, UK Vítor Belim, Olga Lyra1, Pedro Teixeira , Ana Caraban1 , Maria José Ferreira1 Rúben Gouveia1 , Andrés Lucero , Evangelos Karapanos, “beyond Gamification: Sociometric Technologies that Encourage Reflection before Behavior Change”,(2014), Madeira Interactive Technologies Institute University of Madeira, Funchal, Portugal,University of Southern Denmark Alsion , Sønderborg, Denmark Gordon, A.K. (1972). Games for Growth. Educational games in the classroom. Science Research Associates, Inc, Chicago, USA Galarneau, L. (2005). Authentic learning experiences through play: Games, simulations and the construction of knowledge. Proceedings of DiGRA 2005 Conference: Changing Views - Worlds in Play. Digital Games Research Association. Thatcher, D. C. (1990). Promoting learning through games and simulations. Simulation & Gaming, 21(4). Caillois, R. (1961). Man, Play and Games (B. Mayer, Trans.). New York: Free Press Crawford, C. (1982). The art of computer game design. Retrieved 23rd May, 2007, from http://www.erasmatazz.com/free/AoCGD.pdf MacKenty, B. (2006). All Play and No Work. School Library Journal, 52, 46-48. Summary: MacKenty explores COTS (commercial, off the shelf) games and their effectiveness in the classroom. He presents several guidelines to look for when seeking out well designed COTS games. Schaller, D. (2006). What Makes A Learning Game? Retrieved from http://www.eduweb.com/schaller-games.pdf Klopfer, E., Osterweil, S., & Salen, K. (2009). Moving Learning Games Forward. Cambridge, MA:The Education Arcade. Casbergue R, Kieff J. (1998). Marbles, anyone? Traditional games in the classroom. Childhood Education. 74(3):143-147 Schroeder CC. (1993). New students—New learning styles. Change: The Magazine of Higher Learning 25(5):21-26. Huizinga, J. (1950). Homo Ludens: A study of the play element in culture (Unknown, Trans.). Boston, MA: Beacon Press. Harris, C.R. (2003). Create board games to enhance classroom learning. Association for Career and Technology Education Conference, December, Orlando, FL Millians, D. (1999). “Simulations and young people: developmental issues and game development”, Simulation and Gaming, 30(2), 199-226. Corbeil, P. (1999), “Learning from the children: practical and theoretical reflections on playing and learning”, Simulation and Gaming, 30(2), 163-80. Lennon, J.L. (1996b), “Health education and control of dengue hemorrhagic fever for schools and Communities”, unpublished manuscript DeVries, R., and Kohlberg, L. (1987/1990). Constructivist early education: Overview and comparisons with other programs. Washington, DC: National Association for the Education of Young Children. Board game: Kee-Young Choi, Professor, Department of Early Childhood Education Korea National University of Education, Cheongwon-gun, Chungbuk-Do South Korea, 367-791 E-mail: young@knue.ac.kr Paper Presented at the Association for Childhood Education International 2005 Annual International Conference & Exhibition, Washington, DC, USA March 23-26, 2005 Brady, J. & (1983). Context and companion’s behavior as determinants of cooperation and competition in school-age children. Journal of Experimental Child Psychology, 36(3), 396-412. Shapira, A. & Madsen, M. (1971). Between and within group cooperation and competition among Kibbutz and Non-Kibbutz children. (ERIC) document Reproduction service No. ED 065182) Read. Janet C, (2008). Validating the fun toolkit: an instrument for measuring children’s opinions of technology, Cogn Tech Work, Doi: 10.1007/s10111-007-0069-9 Marton, F., & Booth, S. (1997). Learning and awareness, Mahwah, NJ: Lawrence Erlbaum Associates. Gallenstein, N. L., (2014). Concept mapping for learners of all ages, Journal for Educators, Teachers and Trainers, 4 (1) Read. Janet C, (2006). Using the Fun Toolkit and Other Survey Methods to Gather Opinions in Child Computer Interaction, Child Computer Interaction Group University of Central Lancs, Stuart MacFarlane Child Computer Interaction Group University of Central Lancs, UK, IDC '06, June 7-9, Tampere, Finland Prosser. J. & Burke. C., (2011). Image-Based Educational Research: Childlike Perspectives, Handbook of the Arts in Qualitative Research: Perspectives, Methodologies, Examples and Issues (J. Gary Knowles and Ardra L. Cole, Eds.), Sage, 407–419. 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Construction and Validation of the Student-Athlete Environmental and Academic Orientation Survey (SEAOS)Lauren E. Mullenbach & Gary T. Green
pp. 5477-5497 | Article Number: ijese.2016.406
Abstract Many surveys exist that measure environmental orientations, yet few measure learning outcomes, such as self-efficacy, and even fewer specifically target student-athletes. Hence, this study created a survey, named the Student-Athlete Environmental and Academic Orientation Survey (SEAOS), which measured student-athletes’ environmental attitudes, behaviors, and knowledge, academic self-efficacy, self-regulatory learning, motivation, and learning strategies. The SEAOS was pilot tested with 91 university student-athletes in Spring 2014. After revisions the final SEAOS was administered as a pretest-posttest to student-athletes in a treatment or control group in Fall 2014 and Spring 2015. The treatment group received environmental and academic mentoring, whereas the control group received only academic mentoring. Principal component analysis revealed seven constructs with each construct receiving Cronbach’s alpha reliability coefficients above 0.7. Hence, the SEAOS was deemed valid and reliable. However, additional studies should examine the survey’s efficacy in regard to environmental knowledge, motivation, and learning strategies for other student populations. Keywords: Environmental education, learning outcomes, student-athletes, survey References Andrews, J., & Clark, R. (2011). Peer mentoring works! Retrieved from: https://www.heacademy.ac.uk/sites/default/files/resources/aston_peer_mentoring_evaluation_toolkit.pdf Ardoin, N. M., Clark, C., & Kelsey, E. (2013). An exploration of future trends in environmental education research. Environmental Education Research, 19(4), 499-520. Bandura, A. (1990). Multidimensional scales of perceived self-efficacy. Stanford, CA: Stanford University. Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self‐efficacy beliefs on academic functioning. Child Development, 67(3), 1206-1222. Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self‐efficacy beliefs as shapers of children's aspirations and career trajectories. Child Development, 72(1), 187-206. Bergman, B. G. (2015). Assessing impacts of locally designed environmental education projects on students’ environmental attitudes, awareness, and intention to act. Environmental Education Research (ahead-of-print), 1-24. Carodine, K., Almond, K. F., & Gratto, K. K. (2001). College student athlete success both in and out of the classroom. New Directions for Student Services, 93, 19-33. Carrier, S. J. (2009). Environmental education in the schoolyard: Learning styles and gender. The Journal of Environmental Education, 40(3), 2-12. Chawla, L., & Cushing, D. F. (2007). Education for strategic environmental behavior. Environmental Education Research, 13(4), 437-452. Choi, N., Fuqua, D. R., & Griffin, B. W. (2001). Exploratory analysis of the structure of scores from the multidimensional scales of perceived self-efficacy. 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(2000). Measuring endorsement of the new ecological paradigm: A revised NEP scale. Journal of Social Issues, 56(3), 425-442. Ernst, J., & Monroe, M. (2004). The effects of environment‐based education on students' critical thinking skills and disposition toward critical thinking. Environmental Education Research, 10(4), 507-522. Ewert, A., Place, G., & Sibthorp, J. (2005). Early-life outdoor experiences and an individual's environmental attitudes. Leisure Sciences, 27(3), 225-239. Fountain, J. J., & Finley, P. S. (2011). Academic clustering: A longitudinal analysis of a Division I football program. Journal of Issues in Intercollegiate Athletics, 4, 24-41. Gagnon Thompson, S. C., & Barton, M. A. (1994). Ecocentric and anthropocentric attitudes toward the environment. Journal of Environmental Psychology, 14(2), 149-157. Gore, P. A. (2006). Academic self-efficacy as a predictor of college outcomes: Two incremental validity studies. Journal of Career Assessment, 14(1), 92-115. Gore, P. 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Strengthening Scientific Literacy on Polar Regions Through Education, Outreach and Communication (EOC)Ahmad Firdaus Ahmad Shabudin, Rashidah Abdul Rahim &Theam Foo Ng
pp. 5498-5515 | Article Number: ijese.2016.407
Abstract In the 21st century, mankind must acknowledge the roles of polar regions in global sustainability, especially its interrelationship with Earth's climate system. Notably, dissemination of science knowledge and awareness that arises through education, outreach, and effective communication are key instruments that can help towards environmental conservation and sustainability on the polar regions. This paper aims to discover the science knowledge that has been derived about the polar regions and then to recommend the comprehensive approach for strengthening the Education, Outreach and Communication (EOC) strategy in promoting the polar regions. The fundamental scientific literacy on the polar regions can create a new understanding and respect towards the polar regions by mankind. Specifically, this would happen when a scientific perspective is brought into global problems that integrate socio-scientific issues (SSI) in science education and fostering science diplomacy and global common. Besides, it broadens the perspective about the earth as a global ecosystem. Therefore, a synergy framework of EOC is needed in a national polar programme to strengthen and sustain the public’s awareness and interest on the polar regions. Consequently, the information from this paper is important for policy makers and national polar governance in developing the future strategy of co-ordinating stakeholders and funds for EOC initiatives, especially during the Year of Polar Prediction (YOPP). Keywords: Antarctic, arctic, environmental education, education for sustainability development References Abul Quasem Al-Amin, Chamhuri Siwar, Abdul Hamid Jaafar, & Mohammad Nurul Huda Mazumder. (2007). Globalization, environment and policy: Malaysia toward a developed nation. 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Callicott and F. J. Rocha (Eds.), Earth summit ethics: Toward a reconstructive postmodern philosophy of environmental education (pp. 71-91). New York, NY: Albany State University of New York Press. McCombs, M. (2002). The agenda setting role of the mass media in the shaping of the public opinion. Proceedings of Mass Media Economics Conference 2000. London: London School of Economics and Political Science. Retrieved from http://www.infoamerica.org/documentos_pdf/mccombs01.pdf McCombs, M. E., & Shaw, D. L. (1972). The agenda-setting function of mass media. Public Opinion Quarterly, 36(2), 176-187. McFadyen, E. 2011. Antarctic future – Education. Learning about Antarctica in the 21st Century: A review of selected education resources available to primary teachers. Gateway Antarctica. Christchurch: University of Cantebury. Review Topics PCAS 13 (2010 – 2011). Mikulik, J., & Babina, M. (2009). The role of universities in environmental management. 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Nelkin, D., & Lindee, M. S. (1995). The DNA mystique: The gene as a cultural icon. New York: W. H. Freeman. p. 312. Newig, J. (2004). Public attention, political action: The example of environmental regulation. Rationality and Society, 16(2). Nor Jijidiana Azmi, Nor Azikin Mohd Omar, Safawati Basirah Mohd Zaid, Zanirah Wahab, & Akmah Yusof. (2015). Media portrayal on global climate change: An analysis of Malaysian mainstream newspapers. Studies in Media and Communication, 3(1), 73-78. doi:10.11114/smc.v3i1.815 Provencher, J., Baeseman, J., Carlson, D., Badhe, R., Bellman, J., Hik, D., . . . Zicus, S. (2011). Polar research education, outreach and communication during the fourth IPY: How the 2007–2008 International Polar Year has contributed to the future of education, outreach and communication. Paris: International Council for Science (ICSU). Retrieved from http://www.icsu.org/ publications/reports-and-reviews/ipy-summary/ipy-jc-summary-part4.pd Ricci, C. A., & Egerton, P. (Eds.). (2010). European research in the polar regions: Relevance, strategic context and setting future directions in the European research area (EPB Strategic Position Paper). European Science Foundation. Sadler, T. D., & Zeidler, D. L. (2005). The significance of content knowledge for informal reasoning regarding socioscientific issues: Applying genetics knowledge to genetic engineering issues. Science Education, 89(1), 71-93. Sadler, T.D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching, 41, 513-536 Salazar, J. F. (2013). Perceptions and opinion of Antarctic values in Chile. In D. Liggett, and A. D. Hemmings (Eds.). Proceedings of the workshop on exploring linkages between environmental management and value systems: The case of Antarctica (pp. 48-69). University of Canterbury, Christchurch, New Zealand, 5 December 2011. Christchurch: Gateway Antarctica: University of Canterbury. Salmon, R. A., Carlson, D. J., Zicus, S., Pauls, M., Baeseman, J., Sparrow, E. B., ... & Raymond, M. (2011). Education, outreach and communication during the International Polar Year 2007–2008: Stimulating a global polar community. The Polar Journal, 1(2), 265-285. Tantalo, C., & Priem, R. L. (2014). Value creation through stakeholder synergy. Strategic Management Journal,37(2), 314–329. doi: 10.1002/smj.2337 Tin, T., Bastmeijer, K., O'Reilly, J., & Mayer, P. (2012). Public perception of the Antarctic wilderness: Surveys from an educated, environmentally knowledgeable European community. In A. Watson, J. Murrieta-Saldivar, & B. McBride (Eds.). Proceedings of Science and Stewardship to Protect and Sustain Wilderness Values, Rocky Mountain Research Station (pp. 109-117). Fort Collins: Rocky Mountain Research Station. University of New Hampshire (2012, February 7). Carsey Institute: Americans' knowledge of polar regions up, but not their concern. Reterived from http://www.unh.edu/news/cj_nr/2012/feb/lw07polar.cfm Year of Polar Prediction. (2015). YOPP Summit: Briefing document for participants. Reterived from http://www.polarprediction.net/fileadmin/user_upload/ redakteur/Home/YOPP/YOPP_Summit_Briefing_Document.pdf Zeidler, D. L., & Sadler, T. D. (2008). The role of moral reasoning in argumentation: Conscience, character and care. In S. Erduran & M. Pilar Jimenez-Aleixandre (Eds.), Argumentation in science education: Perspectives from classroom-based research (pp. 201-216). The Netherlands: Springer Press. Zeidler, D.L. & Keefer, M. (2003). The role of moral reasoning and the status of socioscientific issues in science education: Philosophical, psychological and pedagogical considerations. In D. L. Zeidler (Ed.), The role of moral reasoning on socioscientific issues and discourse in science education. The Netherlands: Kluwer Academic Press. (pp. 7-38) |
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Malaysia’s EOC Strategy in Strengthening the Science Knowledge, Awareness and National Interest Towards the Polar RegionsAhmad Firdaus Ahmad Shabudin, Noor Azzah Said, Rashidah Abdul Rahim & Theam Foo Ng
pp. 5516-5532 | Article Number: ijese.2016.408
Abstract This study aims to examine Malaysia’s involvement in the Polar Regions, in the context of education, outreach, and communication (EOC), and consequently, to determine the effectiveness of these initiatives. Using qualitative and quantitative research analyses, this study found that Malaysia’s experiences in EOC can be used to increase public knowledge and awareness towards the Polar Regions. In 2015, an exploratory study was conducted to survey the general knowledge, understanding and opinions of young Malaysians with regard to environmental citizenship on polar-related issues. Moving from there, Malaysia became actively engaged in EOC programmes to increase awareness among its young citizens and to develop national interest on the Polar Regions. Hence, knowledge and concerns of Malaysia’s young citizens about Polar Regions have been well developed, especially on issues related to climate change. The survey conducted was important for evaluating the effectiveness of Malaysia’s initiatives on the Polar Regions in the context of EOC. Consequently, these initiatives have made it possible for Malaysia to establish the scenario of the nation’s agenda on Polar Regions, with the support of the Malaysian public. Following that, Malaysia took the initiatives to map out the future landscape of Malaysia’s involvement in the Polar Regions. To develop future strategies for the national polar governance, information on Malaysia’s activities in the polar regions is important in coordinating stakeholder’s initiatives with the available funds for EOC initiatives during the Year of Polar Prediction (YOPP Keywords: Environmental education (EE), environmental education and communication, outreach, Antarctic, arctic References Abul Quasem Al-Amin, Chamhuri Siwar, Abdul Hamid Jaafar, & Mohammad Nurul Huda Mazumder. (2007). Globalization, environment and policy: Malaysia toward a developed nation. Retrieved from SSRN: http://ssrn.com/ abstract=1010565 Anuwar Ali. (2010). Developing the community: The role of universities and open and distance learning. Paper presented at 6th Pan-Commonwealth Forum on Open Learning, 24-28 November 2010, Le Méridien, Kochi, India. Azizan Abu Samah, Convey, P., Siti Aisyah Alias, Smykla, J. (2013). Antarctica: Malaysia's journey to the ice. Kuala Lumpur: National Antarctic Research Centre. Azzolini, R., Campus, P., & Weber, J. (2012). The polar ocean in a warming planet: Understanding for managing a unique resource of the humankind. EGU General Assembly Conference Abstracts, 14, 13660. Bhattacharya, C. B., Korschun, D., & Sen, S. (2009). Strengthening stakeholder-company relationships through mutually beneficial corporate social responsibility initiatives. Journal of Business Ethics, 85(2), 257-272. Bilsel, A. (1995). Role of education, science and technology in developing countries. Frontiers in Education Conference Proceedings, 1-4 Nov 1995 (Vol. 2, pp. 4c4-11), Atlanta, GA: IEEE. doi: 10.1109/FIE.1995.483223 Blocher, W. G. (2011). Effectiveness of an outreach program designed to enhance college students' help-seeking attitudes, intentions, and to reduce stigmas (Graduate Theses and Dissertations). Ames, Iowa: Digital Repository @ Iowa State University. Boyd, V., Hattauer, E., Brandel, I. W., Buckles, N., Davidshofer, C., Deakin, S., . . Steel C. M. (2003). Accreditation standards for university and college counseling centers. Journal of Counseling & Development, 81(2), 168-177. doi: 10.1002/j.1556-6678.2003.tb00238.x Carlson, D. J., Ipy Education, O., & Communication Committee. (2010, December). Science communication during the International Polar Year 2007-2008: Successes and recommendations. In AGU Fall Meeting Abstracts (Vol. 1, p. 01). Del Acebo Ibánez, E. and M. Costa. (2010). Antarctic environmental problems: Attitudes and behaviours of young inhabitants of two Argentine cities (Buenos Aires and San Carlos de Bariloche). Polar Record, 46 (238), 257–263. Farauta, B. K., Egbule, C. L., Idrisa, Y. L., & Agu, V. C. (2011). Farmer’s perceptions of climate change and adaptation strategies in northern Nigeria: An empirical assessment Research paper No. 15, A frican Technology Policy Studies Network. Finance, N. E., Schultz, J. L., & Mueller, D. (2006). Effectiveness of programs to improve postsecondary education enrollment and success of underrepresented youth. Saint Paul, MN: Wilder Research. Goessling, H. (2005). Education, outreach, and communication during the year of polar prediction. Reterived from http://www.polarprediction.net/fileadmin/ user_upload/redakteur/Home/YOPP/Yopp_Summit_Presentation/Session_ 7_ 2_Goessling_EOC.pdf Grimmette, K.A. 2014. The impacts of environmental education on youth and their environmental awareness (B.Sc. dissertation). University of Nebraska, Lincoln, NE. Reterived from http://digitalcommons.unl.edu/cgi/ viewcontent. cgi?Article=1134&context=envstudtheses Hamilton, L. C. (2008). Who cares about polar regions? Results from a survey of US public opinion. Arctic, Antarctic, and Alpine Research, 40(4), 671-678. Harrison, J. A., Cohen, J. H., Hinchey, E., Moerke, A., & Dassow, P. (2009). Developing and implementing an effective public outreach program. Eos, Transactions American Geophysical Union, 90(38), 333-334. Kirk, J. L. (2010). Sustainable environments and pro-environmental behavior (Masters Thesis). Lincoln, NE: University of Nebraska. Reterived from http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1001&context=arch_id_theses Koske, J. & M.A. Ochieng. (2013). The level of climate change awareness and perception among primary school teachers in Kisumu Municipality, Kenya. International Journal of Humanities and Social Science, 3(21) Lugalambi G. W., Nyabuga G. M., Wamala R. (2011). Media coverage of science and technology in Africa. Paris, France: UNESCO. Retrieved from http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/official_documents/science_technology_reporting_africa.pdf Madsen P. (1996). What can universities and professional schools do to save the environment? In J. B. Callicott and F. J. Rocha (Eds.), Earth summit ethics: Toward a reconstructive postmodern philosophy of environmental education (pp. 71-91). New York, NY: Albany State University of New York Press. McCombs, M. (2002). The agenda setting role of the mass media in the shaping of the public opinion. Proceedings of Mass Media Economics Conference 2000. London: London School of Economics and Political Science. Retrieved from http://www.infoamerica.org/documentos_pdf/mccombs01.pdf McCombs, M. E., & Shaw, D. L. (1972). The agenda-setting function of mass media. Public Opinion Quarterly, 36(2), 176-187. McFadyen, E. 2011. Antarctic future – Education. Learning about Antarctica in the 21st Century: A review of selected education resources available to primary teachers. Gateway Antarctica. Christchurch: University of Cantebury (Review Topics PCAS 13 (2010 – 2011)). Nelkin, D. & Lindee, M.S. (1995). The DNA mystique: The gene as a cultural icon. New York: W. H. Freeman. p. 312. Newig, J. (2004). Public attention, political action: The example of environmental regulation. Rationality and Society, 16(2). Nicholls, R. J., Wong, P. P., Burkett, V. R., Codignotto, J. O., Hay, J. E., McLean, R. F., Ragoonaden, S., & Woodroffe, C. D. (2007). Coastal systems and low-lying areas. In M. L. Parry, O. F. Canziani, J. P., Palutikof, P. J. van der Linden, and C. E. Hanson (Eds.), Climate change 2007: Impacts, adaptation and vulnerability (pp. 315-356). Contribution of Working Group II to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change. Cambridge, UK: Cambridge University Press. Nor Jijidiana Azmi, Nor Azikin Mohd Omar, Safawati Basirah Mohd Zaid, Zanirah Wahab, & Akmah Yusof. (2015). Media portrayal on global climate change: An analysis of Malaysian mainstream newspapers. Studies in Media and Communication, 3(1), 73-78. Provencher, J., Baeseman, J., Carlson, D., Badhe, R., Bellman, J., Hik, D., . . . Zicus, S. (2011). Polar research education, outreach and communication during the fourth IPY: How the 2007–2008 International Polar Year has contributed to the future of education, outreach and communication. Paris: International Council for Science (ICSU). Retrieved from http://www.icsu.org/ publications/reports-and-reviews/ipy-summary/ipy-jc-summary-part4.pdf Ricci, C. A., & Egerton, P. (Eds.). (2010). European research in the polar regions: Relevance, strategic context and setting future directions in the European research area (EPB Strategic Position Paper). European Science Foundation. Salazar, J. F. (2013). Perceptions and opinion of Antarctic values in Chile. In D. Liggett, and A. D. Hemmings (Eds.). Proceedings of the workshop on Exploring Linkages between Environmental Management and Value Systems: The Case of Antarctica (pp. 48-69). University of Canterbury, Christchurch, New Zealand, 5 December 2011. Christchurch: Gateway Antarctica: University of Canterbury. Salmon, R. A., Carlson, D. J., Zicus, S., Pauls, M., Baeseman, J., Sparrow, E. B., ... & Raymond, M. (2011). Education, outreach and communication during the International Polar Year 2007–2008: Stimulating a global polar community.The Polar Journal, 1(2), 265-285. Tantalo, C., & Priem, R. L. (2014). Value creation through stakeholder synergy. Strategic Management Journal,37(2), 314–329. doi: 10.1002/smj.2337 Tin, T., Bastmeijer, K., O'Reilly, J., & Mayer, P. (2012). Public perception of the Antarctic wilderness: Surveys from an educated, environmentally knowledgeable European community. In A. Watson, J. Murrieta-Saldivar, & B. McBride (Eds.). Proceedings of Science and Stewardship to Protect and Sustain Wilderness Values, Rocky Mountain Research Station (pp. 109-117). Fort Collins: Rocky Mountain Research Station. University of New Hampshire (2012, February 7). Carsey Institute: Americans' knowledge of polar regions up, but not their concern. Reterived from http://www.unh.edu/news/cj_nr/2012/feb/lw07polar.cfm Van Knowe, G. E., Zack, J. W., Waight, K. T., & Brower, M. (2007). The impact of climate change on global wind trends and wind resource assessment. In Second Symposium on Policy and Socio-Economic Research. Year of Polar Prediction. (2015). YOPP Summit: Briefing document for participants. Reterived from http://www.polarprediction.net/fileadmin/user_upload/ redakteur/Home/YOPP/YOPP_Summit_Briefing_Document.pdf |
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Perceptions of Secondary School Students’ Towards Environmental Services: A Case Study from CzechiaMehreteab Tesfai, Udaya Sekhar Nagothu, Josef Šimek & Petr Fučík
pp. 5533-5553 | Article Number: ijese.2016.409
Abstract A total of 967 students (males and females) from four secondary schools in Vysocina region of Czechia were interviewed via 24‐question Likert‐type questionnaire to assess student’s environmental awareness and perceptions. The generalized linear models were used to test if (and to what extent) student perceptions related to environment are/ or not influenced by various factors including gender, age, place of residence, educational level, and specialization. The results showed that students’ age, place of residence, education level and their specialization did not significantly affect (p<0.05) their environmental perceptions. However, gender appeared to be statistically significant (p<0.05) influencing student environmental perceptions and also showed linkages to basic environmental education, attitudes and engagement of students in science-related activities. Our results strongly support the need for more environmental education, awareness campaigns in the schools and engaging students in outdoor environment related activities. Future research should include detail environmental surveys targeting school students across Czechia. Keywords: Environmental awareness, environmental services, perceptions, schools, students References Adejoke, O.C., Mji, A., & Mukhola, M.S. (2014). Students’ and Teachers’ awareness of and attitude towards environmental pollution: A multivariate analysis using biographical variables. J. Hum. Ecol, 45(2), 167-175. Alcott, E., Ashton, M.S., & Gentry, B.S. (2013). Natural and Engineered Solutions for Drinking Water Supplies: Lessons from the Northeastern United States and Directions for Global Watershed Management. CRC Press, 303p. Retrieved from https://books.google.cz/books?id=UUXSBQAAQBAJ Alp, E., Ertepinar, H., Tekkaya, C., & Yilmaz, A. (2006). A study on children’s environmental knowledge and attitudes: The effect of grade level and gender. International Research in Geographical and Environmental Education, 15, 210-223. Bradley, J. C., Waliczek, T. M. & Zajicek, J. M. (1997). Relationship between demographic variables and environmental attitude of high school students. J. Nat. Resour. Life Sci. Educ., 26, 102-104. Burger, J.; Sanchez, J.W.; & Gochfeld, M. (1998). Gender differences in recreational use, environmental attitudes, and perceptions of future land use at the Savannah River site. Environ. Behav., 30, 472-486. Crawley, M. J. (2007). The R Book. Chichester: John Wiley & Sons Ltd. Retrieved from ftp://ftp.tuebingen.mpg.de/pub/kyb/bresciani/Crawley%20-%20The%20R%20Book.pdf Davidson, D. J., & Freudenburg, W. R. (1996). Gender and Environmental risk concerns. Environ. Behav., 28, 302-339. Dunlap, R.E., van Liere, K.D., Mertig, A.G. & Jones, R.E. (2000). Measuring Endorsement of the New Ecological Paradigm: A Revised NEP scale. Journal of Social Issues, Vol. 56 (3), 425-442. Eagles, P.F.J. & Demare, R. (1999). Factors influencing children’s environmental attitudes. The Journal of Environmental Education, Vol. 30 (4), 33-37. Erdogan, N. (2013). Environmental worldviews in higher education: a case study of Turkish college students. Procedia-Social and Behavioral Sciences, 106, 1086-1095. Falkenmark, M., (2003). Freshwater as shared between society and ecosystems: from divided approaches to integrated challenges. Philosophical Transactions of the Royal Society of London B: Biological Sciences, 358(1440), 2037-2049. Retrieved from http://dx.doi.org/10.1098/rstb.2003.1386 He, X-E., Hong, T., Liu, L., & Tiefenbacher, J. (2011). A comparative study of environmental knowledge, attitudes and behaviours among university students in China. International Research in Geographical and Environmental Education, Vol. 20 (2), 91-104. Hoalst-Pullen, N., Lloyd, M.R. & Parkhurst, M.E. (2012). Environmental attitude and perceptions: A comparison of Peru and the United States. Journal of Global Initiatives, Vol.7(2), 167-181. Jenkins, E.W. & Pell, R.G. (2006). Me and the environmental challenges: a survey of English secondary school students’ attitudes towards the environment. International Journal of Science education, 28(7), 765-780. Karásek, P., Stejskalová, D., & Ulčák, Z. (2014). Analysis of Rural Social Aspects in the Context of Land Consolidations and Land Use Planning, the Case Study, Czechia. Acta Univ. Agric. Silvic. Mendelianae Brun., 62, 507-515. Retrieved from http://dx.doi.org/10.11118/actaun201462030507 Lindemann-Matthies, P., Keller, D., Li, X. & Schmid, B. (2013). Attitudes toward forest diversity and forest ecosystem services- a cross-cultural comparison between China and Switzerland. Journal of Plant Ecology, 1-9. Doi:10.1093/jpe/rtt015 Lyon, E. & Breakwell, G. H. (1994). Factors predicting environmental concerns and in differences in 13-16 yrs. Environment and Behavior, 26(2), 223-238. MacDonald, W.L. and Hara, N. (1994). Gender differences in environmental concern among college students. Sex Roles, 31, 5-6. Magntorn, O., & Hellden, G. (2007). Reading New Environments: Students’ ability to generalise their understanding between different ecosystems. International Journal of Science education, 29(1), 67-100. Malkus, A.J., & Musser, L.M. (1997). Environmental concern in school-age children: Elementary and Childhood Education. ERIC Document Reproduction Service No. ED 407099. MEA (Millennium Ecosystem Assessment) (2005). Environmental and Human Well-Being: Synthesis. Washington D.C: Island Press. Mohai, P. (1992). Men, Women and the Environment: An examination of gender gap in environmental concern and activism. Soc. Natur. Resour., 5, 1-19. Mohai, P., & Twight, B.W. (1987). Age and environmentalism: An elaboration of the Buttel model using national survey evidence. Soc. Sci., 68, 798-815. Moseley, C. (2000). Teaching for environmental literacy. Clearing House, 74 (1), 23-25. Müderrisoðlu, H. & Altanlar, A. (2011). Attitudes and behaviour of undergraduate students toward environmental issues. Int. J. Environ. Sci. Tech., 8(1), 159-168. Musser, L., & Diamond, K. (1999). The children's attitudes toward the environment scale for preschool children. Journal of Environmental Education, 30 (2): 23-29. Oweis, T., & Hachum, A. (2006). Water harvesting and supplemental irrigation for improved water productivity of dry farming systems in West Asia and North Africa. Agric. Water Manag., 80, 57–73. doi:10.1016/j.agwat.2005.07.004 Rappaport, A. (2008). Campus greening: behind the headlines. Environment: Science and Policy for Sustainable Development, 50, 6-17. Robertson, R.A., & Burdge, R. J. (1998). Size of place of residence and encounters with the adverse consequences of and support for commercial/ industrial development. Proceedings of North-eastern Recreation Research Symposium, GTR-NE-255. Randor PA: USDA Forest Service, North-eastern forest experiment station, 81-85. Sasidharan, V., & Thapa, B. (1999). An exploration of the influence of gender and locality on environmental attitudes, using the new ecological paradigm (NEP) scale. Proceeding of the Northeastern Recreation Research Symposium. Bolton Landing, New York, The Pennsylvania State University, 57-61. Shobeiri, S.M. (2005). A comparative study of environmental awareness and attitude of teachers and students of secondary schools in India and Iran, PhD thesis, Department of Education, University of Mysore, 165-181. Shobeiri, S.M., Omidvar, B., & Prahallada, N. N. (2007) A comparative study of environmental awareness among secondary school students in Iran and India. Int. J. Environ. Res., 1(1), 28-34. Strumse, E. (1996). Demographic differences in the visual preferences for agrarian landscapes in western Norway. Journal of Environmental Psychology, 16, 17-31. Swanwick, C. (2009). Society’s attitudes to and preferences for land and landscape. Land Use Policy, 265, 562-575. Tarrant, M.A and Cordell, H.K. (1997). The Effect of Respondent Characteristics on General Environmental Attitude-Behavior Correspondence. Environment and Behaviour, vol. 29(5), 618-637. doi: 10.1177/0013916597295002 Taskin, O. (2009). The environmental attitudes of Turkish senior high school students in the context of post materialism and the new environmental paradigm. International Journal of Science Education, 31, 481-502. Tehrani, S. M., Karbassi, A. R., Ghoddosi J., Monavvari, S. M. and Mirbagheri, S. A. (2009). Prediction of energy consumption and urban air pollution reduction in e-shopping adoption. J. Food. Agric. Environ., 7 (3-4), 898-903. Tehrani, S. M., Karbassi, A. R., Monavari, S. M., Mirbagheri, S. A. (2010). Role of e-shopping management strategy in urban environment. Int. J. Environ. Res., 4(4), 681-690. Thapa, B. (1999). Environmentalism: A study of undergraduate students. Proceedings of the North-eastern recreation research symposium. Bolton Landing, New York, The Pennsylvania State University, 41-50. Thapa, B. (2001). Environmental concern: a comparative analysis between students in recreation and management and other departments. Environmental Education Research 7(1), 39-53. Tikka, P.M., Kuitunen, M.T & Tynys, S.M. (2000). Effects of educational background on students’ attitudes, activity levels, and knowledge concerning the environment. The Journal of Environmental Education, 31(3): 12-19. Tuncer, G., Ertepinar, H., Tekkaya, C. & Sungur, S. (2005). Environmental attitudes of young people in Turkey: Effects of school type and gender. Environmental Education Research, 11, 215-233. Vihervaara, P., Ronka, M., & Walls, M. (2010). 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Preschool Children’s Understanding of Pro-Environmental Behaviours: Is It Too Hard for Them?Marjanca Kos, Janez Jerman, Urška Anžlovar, Gregor Torkar
pp. 5554-5571 | Article Number: ijese.2016.410
Abstract Early childhood is a period of life in which lifelong attitudes, values and patterns of behaviour regarding nature are shaped. Environmental education is becoming a growing area of interest in early childhood education. The aim of the research study was to identify children’s understanding of why and how their pro-environmental behaviours influence the environment. The sample was composed of 40 children aged 5 and 6. A quasi-experiment was conducted with control and experimental groups, each made up of 20 children. The initial semi-structured interviews sought to identify their initial ideas about the meaning of pro-environmental actions. Children from the experimental group then participated in activities in which they acquired knowledge in the natural sciences through direct experience and were becoming familiar with the meaning of the following pro-environmental behaviours: walk/cycling/using public transport instead of driving by car, turning off lights (rational use of electricity) and turning off the tap (rational use of water). At the end, the interviews in both groups were repeated. The results showed that at the beginning the great majority of children had no idea about how they influence the environment with each individual environmental behaviour. In their statements they expressed they behaved pro-environmentally because this was the socially desired behaviour. After they carried out the activities, the experimental group children’s knowledge about the influence of pro-environmental behaviours was strongly improved with regard to those pro-environmental behaviours they had studied – the large majority of children had acquired a correct and precise idea about them. We find that, even in the preschool period, children are able to understand the scientific background and the impact of pro-environmental behaviours if presented to them in a way appropriate for their age. We propose that during preschool children should not only perform environmental behaviours, but should also be given the opportunity within environmental education to acquire knowledge and understanding through experiential learning about the impact of these behaviours on the environment. Keywords: Environmental education, early science, preschool children, environmental knowledge, pro-environmental behaviour References Ärlemalm-Hagsér, E. (2013). Respect for Nature – A prescription for developing environmental awareness in preschool. CEPS Journal, 3 (1), 25-44. Bredekamp, S. & Copple, C. (2009). Developmentally appropriate practice in early childhood programs serving children from birth to age 8 (3rd ed.). Washington, DC: National Association for the Education of Young Children. Coolican, H. (2014). Research methods and statistics in psychology (6th ed.). New York: Psychology Press. Clayton, S., & Myers, G. (2009). Conservation Psychology: Understanding and promoting human care for nature. Chichester: Wiley-Blackwell. Cutter-MacKenzie, A. & Edwards, S. (2013). Toward a model for early childhood environmental education: Foregrounding, developing, and connecting knowledge through play-based learning. The Journal of Environmental Education, 44 (3), 195-213. doi: 10.1080/00958964.2012.751892 Davis, J. (2010). Revealing the research »hole« of early childhood education for sustainability: A preliminary survey of the literature. Environmental Education Research, 15 (2), 227-241. doi: 10.1080/13504620802710607 Duhn, I. (2012). Making “place” for ecological sustainability in early childhood education. Environmental Education Research, 18 (1), 19-29. doi: 10.1080/13504622.2011.572162 Field, A. (2013), Discovering statistics using IBM SPSS statistics (4th ed.). London: Sage Publications. Fosnot, C. (1996). Constructivism: A psychological theory of learning. In C. Fosnot (Ed.) Constructivism: Theory, Perspectives and Practice, (pp. 8-33). New York: Teachers College Press. Frick, J., Kaiser, F.G. and Wilson, M. (2004). Environmental knowledge and conservation behaviour: Exploring prevalence and structure in a representative sample. Personality and Individual Differences, 37 (8), 1597-1613. doi: 10.1080/13504620220145401 Gifford, R. & Nilsson, A. (2014). Personal and social factors that influence pro-environmental concern and behaviour: A review. International Journal of Psychology, 49 (3), 141-157. doi: 10.1002/ijop.12034 Grodzińska-Jurczak, M., Stępska, A., Nieszporek, K. & Bryda, G. (2006). Perception of environmental problems among pre-school children in Poland. International Research in Geographical and Environmental Education, 15 (1), 62-76. doi: 10.2167/irgee187.0 Hines, J. M., Hungerford, H. R., & Tomera, A. N. (1987). Analysis and synthesis of research on responsible environmental behaviour: A meta-analysis. Journal of Environmental Education, 18, 1–8. doi: 10.1080/00958964.1987.9943482 Jensen, B. B. (2002). Knowledge, action and pro-environmental behaviour. Environmental Education Research, 8 (3), 325-334. doi: 10.1080/13504620220145474 Kahriman-Ozturk D., Olgam, R. & Tuncer, G. (2012). A qualitative study of Turkish preschool children's environmental attitudes through ecocentrism and anthropocentrism. International Journal of Science Education, 34 (4), 629-650. doi: 10.1080/09500693.2011.596228 Kolmuss, A. & Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8 (3), 239-260. doi: 10.1080/13504620220145401 Krnel, D. & Naglič, S. (2010). Okoljska pismenost – ali kako uspešne so eko-šole. [Environmental literacy – or how successful are ecoschools]. Gospodarjenje z okoljem, 76, 2-10. Labinowicz, E. (2010). Izvirni Piaget [The Piaget Primer]. Ljubljana: DZS. Levine, D. S. & Strube, M. J. (2012). Environmental attitudes, knowledge, intentions and behaviors among college students. Journal of Social Psychology, 152, 308-326. doi: 10.1080/00224545.2011.604363 Liefländer, A. K. & Bogner, F. X. (2014). The effects of children's age and sex on acquiring pro-environmental attitudes through environmental education. The Journal of Environmental Education, 45 (2), 105-117. doi: 10.1080/00958964.2013.875511 Lozano, G. F., Kevany, K & Huisingh, D. (2006). Sustainability in higher education: What is happening? Journal of Cleaner Production 14 (9), 757-760. doi: 10.1016/j.jclepro.2005.12.006 Meyer, A. (2015). Does education increase pro-environmental behavior? Evidence from Europe. Ecological Economics, 116, 108-121. doi: 10.1016/j.ecolecon.2015.04.018 Milton, K. (1993). Introduction: environmentalism and anthropology. In: Milton, K. (Ed.) Environmentalism: The View from Anthropology, (pp. 1-17). London: Routledge. Musser, L. M. & Diamond, K. E. (1999). The children's attitudes toward the environmental scale for preschool children. The Journal of Environmental Education, 30 (2), 23-30. Olli, E., Grendstad, G. & Wollebaek, D. (2001). Correlates of environmental behaviors. Environment & Behavior, 33 (2), 181-209. doi: 10.1177/0013916501332002 Orr, D. W. 1992. Ecological Literacy: Education and the Transition to a Postmodern World. Albany: State University of New York Press. O’Riordan, T. (1981). Environmentalism (2nd edition). London: Pion. Palmer, J. (1995). Environmental thinking in the early years: Understanding and misunderstanding of concepts related to waste management. Environmental Education Research, 1 (1), 35-45. doi: 10.1080/1350462950010103 Palmer, J., & Neal, P. 1994. The Handbook of Environmental Education. London: Routledge. Pearson, E. & Degotardi, S. (2009). Education for sustainable development in early childhood education: A global solution to local concerns? International Journal of Early Childhood, 41 (2), 97-111. Pramling Samuelsson, I. (2011). Why we should begin early with ESD: The role of early childhood education. International Journal of Early Childhood, 43 (2), 103-118. doi: 10.1007/s13158-011-0034-x Prince, C. (2010). Sowing the seeds: Education for sustainability within the early years curriculum. European Early Childhood Education Research Journal, 18 (3), 423-434. doi: 10.1080/1350293X.2010.500082 Siraj-Blatchford, I. (2007). Creativity, communication and collaboration: The identification of pedagogic progression in sustained shared thinking. Asia-Pacific Journal of Research in Early Childhood Education, 1 (2), 3-23. Stern, P. C. (2000). Toward a coherent theory of environmentally significant behavior. Journal of Social Issues, 56, 407-424. doi: 10.1111/0022-4537.00175 Thompson, S. C. G. & Barton, M. A. (1994). Ecocentric and anthropocentric attitudes toward the environment. Journal of Environmental Psychology, 14, 149-157. Torkar, G. (2014). Learning experiences that produce environmentally active and informed minds. NJAS - Wageningen Journal of Life Sciences, 69, 49–55. doi: 10.1016/j.njas.2014.03.002 |
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Evaluation of Students’ Energy Conception in Environmental ScienceMihwa Park & Joseph A. Johnson
pp. 5572-5590 | Article Number: ijese.2016.411
Abstract While significant research has been conducted on students’ conceptions of energy, alternative conceptions of energy have not been actively explored in the area of environmental science. The purpose of this study is to examine students’ alternative conceptions in the environmental science discipline through the analysis of responses of first year college students in the U.S. (N = 86) to an environmental science energy test. Each item in the test consists of a multiple choice question followed by an open-ended question asking students to justify their choice for the multiple choice question. Students’ written responses were analyzed using an open-coding method. Results showed several alternative conceptions regarding each of the various energy aspects within the environmental science discipline. The findings of this study can potentially guide the development environmental science curriculum, particularly in regard to teaching the energy concept. Keywords: Alternative conceptions, energy, environmental science, test References Author. (2016). Barman, C. R., Griffiths, A. K., & Okebukola, P. A. O. (1995). High school students’ concepts regarding food chains and food webs: a multinational study. International Journal of Education, 17(6), 775-782. Beals, A. M., Krall, R. M., & Wymer, C. L. (2012). Energy flow through an ecosystem: Conceptions of in-service elementary and middle school teachers. International Journal of Biology Education, 2(1), 1-18. Boyes, E., & Stanisstreet, M. (1991). Development of pupils; ideas about seeing and hearing- The path of light and sound. Research in Science and Technology Education, 9(2), 223-245. Chabalengula, V. M., Sanders, M., & Mumba, F. (2012). Diagnosing students’ understanding of energy and its related concepts in biological context. International Journal of Science and Mathematics Education, 10, 241-266. Chandrasegaran, A. L., Treagust, D., & Mocerino, M. (2007). The development of a two-tier multiple-choice diagnostic instrument for evaluating secondary school students’ ability to describe and explain chemical reactions using multiple levels of representation. Chemistry Education Research and Practice, 8(3), 293-307. Çoker, B., Çatlıoğlu, H., & Birgin, O. (2010). Conceptions of students about renewable energy sources: a need to teach based on contextual approaches. Procedia-Social and Behavioral Sciences, 2(2), 1488-1492. Cooper, M., & Klymkowsky, M. W. (2013). The trouble with chemical energy: Why understanding bond energies requires an interdisciplinary systems approach. CBE Life Science Education, 12(2), 306-312. Driver, R., Squires, A. Rushworth, P., & Wood-Robinson, V. (2004). Making sense out of secondary science. New York, NY: Routledge. Duit, R. (1981). Students' notions about the energy concept - before and after physics instruction. In W. Jung, H. Pfundt, & C. von Rhoeneck, (Eds.), Proceedings of the international workshop on "problems concerning students' representation of physics and chemistry knowledge" (pp. 268-319). Ludwigsburg: Paedagogische Hochschule. Duit, R. (1984). Learning the energy concept in school - empirical results from the Philippines and West Germany. Physics Education, 19(1), 59-66. Focht, W., & Abramson, C. I. (2009). The case for interdisciplinary environmental education and research. American Journal of Environmental Science, 5(2), 124-129. Gallegos, L., Jerezano, M. E., & Flores, F. (1994). Preconceptions and relations used by children in the construction of food chains. Journal of Research in Science Teaching, 31(3). 259-272. Goldring, H., & Osborne, J. (1994). Students' difficulties with energy and related concepts. Physics Education, 29(1), 26. Hackett, E. J., & Rhoten, D. R. (2009). The Snowbird charrette: Integrative interdisciplinary collaboration in environmental research design. Minerva: A Review of Science, Learning & Policy, 47(4), 407-440. Hogan, K. (2000). Assessing students' system reasoning in ecology. Journal of Biological Education, 35(1), 22-28. Lancor, R. A. (2014). Using student-generated analogies to investigate conceptions of energy: A multidisciplinary study. International Journal of Science Education. 36(1), 1-23. Leach, J., Driver, R., Scott, P., & Wood-Robinson, C. (1996). Children's ideas about ecology 2: Ideas found in children aged 5-16 about the cycling of matter. International Journal of Science Education, 18, 19-34. Lee, H. S., & Liu, O. L. (2010). Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective. Science Education, 94(4), 665-688. Lijnse, P. L. (1990). Relating Macroscopic Phenomena to Microscopic Particles: A Central Problem in Secondary Science Education: Proceedings of a Seminar (Vol. 6). CDB Press. Lin, C-H., & Hu, R. (2003). Students’ understanding of energy flow and matter cycling in the context of the food chain, photosynthesis, and respiration. International Journal of Science Education, 25(12), 1529-1544. Liu, X., Ebenezer, J., & Fraser, D. M. (2002). Structural characteristics of university engineering students' conceptions of energy. Journal of Research in Science teaching, 39(5), 423-441. Liu, X., & McKeough, A. (2005). Development growth in student's concept of energy: Analysis of selected items from the TIMSS database. Journal of Research in Science Teaching, 42(5), 493-517. McComas, W. F. (2002). The ideal environmental science curriculum: I. history, rationales, misconceptions & standards. The American Biology Teacher, 64(9), 665-672. Munson, B. H. (1994). Ecological misconceptions. The Journal of Environmental Education, 25(4), 30-34. National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core Ideas. Washington, DC: National Academy of Sciences. National Research Council. (2013). The Next Generation Science Standards, Washington, D. C.: The National Academies Press. Neumann, K., Viering, T., Boone, W. J., & Fischer, H. E. (2013). Towards a learning progression of Energy. Journal of Research in Science Teaching, 50(2), 162-188. Peterson, R. F., Treagust, D. F., & Garnett, P. (1989). Development and application of a diagnostic instrument to evaluate grade‐11 and‐12 students' concepts of covalent bonding and structure following a course of instruction. Journal of Research in Science Teaching, 26(4), 301-314. Semerjian, L., El-Fadel, M., Zurayk, R., & Nuwayhid, I. (2004). Interdisciplinary approach to environmental education. Journal of Professional Issues in Engineering Education and Practice, 130(3), 173-181. Smith, E., & Anderson, C. (1986), April. Alternative conceptions of matter cycling in ecosystems. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco. Solomon, J. (1983). Messy, contradictory, and obstinately persistent: A study of children’s out-of-school ideas about energy. School Science Review, 65(231), 225 – 229. Tansel, B. (1994). Outlook for environmental education in 21st century. Journal of Professional Issues in Engineering Education and Practice, 120(2), 129-134. Tapio, P., & Willamo, R. (2008). Developing interdisciplinary environmental frameworks. Ambio: A Journal of the Human Environment, 37(2), 125-133. Tortop, H. S. (2012). Awareness and misconceptions of high school students about renewable energy resources and applications: Turkey case. Energy Education Science and Technology Part B: Social and Educational Studies, 4(3), 1829-1840. Trumper, R. (1990). Being constructive: an alternative approach to the teaching of the energy concept-part one. International Journal of Science Education, 12(4), 343-354. Vincent, S., & Focht, W. (2011). Interdisciplinary environmental education: Elements of field identify and curriculum design. Journal of Environmental Studies and Sciences, 1(1), 14-35. Vogt, J., Fischer, B. C., & Hauer, R. J. (2015). Urban forestry and arboriculture as interdisciplinary environmental science: Importance and incorporation of other disciplines. Journal of Environmental Studies and Sciences, Advance online publication. doi:10.1007/s13412-015-0309-x. Watts, D. (1983). Some alternative views of energy. Physics Education, 18, 213–217. Watts, D., & Gillbert, J. (1983). Enigmas in school science students’ conceptions for scientifically associated words. Research in Science and Technological Education, 1, 61-81. Wiesner, M. R., & Theis, T. L. (1996). Environmental engineering education: Application area and discipline. Journal of Environmental Engineering, 122(2), 89-90. |
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A Case for Enhancing Environmental Education Programs in Schools: Reflecting On Primary School Students’ Knowledge and AttitudesDavid F. Treagust, Arlene Amarant, A. L. Chandrasegaran & Mihye Wona
pp. 5591-5612 | Article Number: ijese.2016.412
Abstract Environmental education in schools is of increasing importance as the world population increases with the subsequent demand on resources and the potential for increased pollution. In an effort to enhance the standing of environmental education in the school curriculum, this study was designed to determine primary students’ knowledge about the environment, their attitudes towards helping the environment and what they actually have done to help the environment. The Year 4 and 5 students in regular and gifted classes in one primary school answered a questionnaire called the Children’s Environmental Attitude and Knowledge Scale (CHEAKS) and several students in both Year levels were interviewed in pairs to elaborate on their responses. In the interviews, students discussed what they had been taught in school in relation to the environment. The findings include (1) Year 4 students had a higher commitment to the environment than Year 5 students; (2) gifted students had more knowledge than regular students; and (3) girls were more verbally committed to the environment than boys. Having knowledge about the environment did not necessarily mean that the student was committed to saving the environment, nor did it mean that the student took action to solve environmental problems. While this study was conducted in one school, the implication is the need for the implementation of a curriculum to help students develop their knowledge and attitudes to take pro-environmental actions. Keywords: Environmental education, environmental attitudes, environmental knowledge, primary school References Abuhmaid, Bamberg, S., & Möser, G. (2007). Twenty years after Hunes, Hungerford, and Tomera: A new meta-analysis of psycho-social determinants of pro-environmental behaviour. Journal of Environmental Psychology, 27, 14-25. Baños, R., Manzano-Agugliaro, F., Montoya, F. G., Gil, C., Alcayde, A., & Gómez, J. (2011). Optimization methods applied to renewable and sustainable energy: A review. Renewable and Sustainable Energy Reviews, 15(4), 1753-1766. Bouillion, L. M., & Gomez, L. M. (2001). Connecting school and community with science learning: Real world problems and school–community partnerships as contextual scaffolds. Journal of Research in Science Teaching, 38(8), 878-898. DeWaters, J., Qaqish B., Graham, M., & Powers, S. (2013.) Designing an energy literacy questionnaire for middle and high school youth. The Journal of Environmental Education, 44(1), 56-78. Fazio, X., & Karrow, D. D. (2013). Negotiating the constraints of schools: environmental education practices within a school district. Environmental Education Research, 19(5), 639-655. Florida Department of Education (2002). Sunshine state standards. [On-line]. Available: http://www.fldoe.org/bii/curriculum/sss/ Haas, R., Resch, G., Panzer, C., Busch, S., Ragwitz, M., & Held, A. (2011). Efficiency and effectiveness of promotion systems for electricity generation from renewable energy sources – Lessons from EU countries. Energy, 36(4), 2186-2193. Hart, P., & Nolan, K. (1999). A critical analysis of research in environmental education. Studies in Science Education, 34, 1-69. Heimlich, J. E. (2010). Environmental education evaluation: Reinterpreting education as a strategy for meeting mission. Evaluation and Program Planning, 33(2), 180-185. Hines, J. M., Hungerford, H., & Tomera, A. N. (1986/1987). Analysis and synthesis of research on environmental behaviour: A meta-analysis. Journal of Environmental Education, 18(2), 1-8. Harun-Or-Rashid, Salauddin Shanto M. A., Roy D. R., Hossain M. S., Islam M. S., Hoque, M. M. M., & Urbi, Z. (2014). Impact of coal mining on soil, water and agricultural crop production: a cross-sectional study on Barapukuria coal mine industry, Dinajpur, Bangladesh. Journal of Environmental Sciences & Research, 1(1): 0000001 Hungerford, H., & Simmons, B. (2003). Environmental educators a conversation with Paul Hart. Journal of Environmental Education, 34(4), 4-11. Hungerford, H., & Volk, T. (2003). Notes from Harold Hungerford and Trudi Volk. Journal of Environmental Education, 32(2), 4-6. Jacobson, M. Z., & Delucchi, M. A. (2011). Providing all global energy with wind, water, and solar power, Part I: Technologies, energy resources, quantities and areas of infrastructure, and materials. Energy Policy, 39(3), 1154-1169. Lear, L. (1997). Rachel Carson: Witness for nature. New York: Henry Holt and Company. Leeming, F. C., Dwyer, W. O., & Bracken, B. A. (1995). Children's Environmental Attitude and Knowledge Scale: Construction and validation. Journal of Environmental Education, 26(3), 22-31. McBeth, B., Hungerford, H., Marcinkowski, T., Volk, T., & Meyers, R. (2008). National environmental literacy assessment project: National baseline study of middle grades students. Final research report submitted to U.S. Environmental Protection Agency. National Environmental Education Advisory Council. (1996). Report assessing environmental education in the United States and the implementation of the National Environmental Education Act of 1990. Washington, DC: U.S. Environmental Protection Agency, Environmental Education Division. Peterson, L. (2000). Understanding sustainable communities. Understanding sustainable communities. In K. A. Wheeler and A. P. Bijur (Eds.). Education for a sustainable future (pp. 221-236). New York: Springer. Posch, P. (1993). Research issues in environmental education. Studies in Science Education, 21(21-48). Punch, K. (1998). Introduction to social research: Quantitative and qualitative approaches. London: Sage. Ramsey, J. (1993). The effects of issue investigation and action training on eighth-grade students' environmental behaviour. Journal of Environmental Education, 24(3), 31-36. Ramsey, J. (2001). The science education reform movement: Implications for social responsibility. In H. Hungerford (Ed.), Essential Readings in Environmental Education (pp. 381-398). Champaign, IL: Stipes. Rickinson, M. (2001). Learners and learning in environmental education: A critical review of the evidence. Environmental Education Research, 7(3), 207-320. Stapp, W. B. (1969). The concept of environmental education. The Journal of Environmental Education, 1(1), 30-31. Stevenson, R. B. (2007). Schooling and environmental/sustainability education: from discourses of policy and practice to discourses of professional learning. Environmental Education Research, 13(2), 265-285. Stevenson, R. B., Brody, M., Dillon, J., & Wals, A. E. J. (Eds.) (2013). International handbook of research on environmental education. New York: Routledge. Treagust, D. F., Duit, R. R., & Fraser, B. J. (Eds.). (1996). Improving teaching and learning in science and mathematics. New York: Teachers College Press. United Nations Educational, Scientific and Cultural Organization (UNESCO). (2001). Education for sustainable development. Retrieved 12 September 2014 from http://www.unesco.org/education/esd/english/activities/policy.shtml Volk, T. L., & McBeth, W. (2001). Environmental literacy in the United States: What should be & what is & getting from here to there. In H. Hungerford, W. Bluhm, T. Volk & J. Ramsey (Eds.), Essential readings in environmental education (2nd ed.) (pp. 73-86). Champaign, IL: Stipes. Wheeler, K. A., & Bijur, A. P. (Eds.). (2000). Education for a sustainable future: A paradigm of hope for the 21st century. New York: Kluwer Academic/Plenum Publishers. |
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Teaching Ecology to Children of Preschool Education to Instill Environmentally Friendly BehaviourMaria Eduarda Ferreira, Catarina Cruz & Rui Pitarma
pp. 5619-5632 | Article Number: ijese.2016.414
Abstract This qualitative study analyzes the results of a pedagogical and didactic experiment which was focused on the problem of teaching environmentally-friendly behaviours to young kindergarten children. It is essential to awaken children's curiosity and desire to know more about environmental issues in their regions so that children develop their own answers to problems. Our research focus was to understand the potential of practical-experimental activities connected to ecology, in a relaxed and entertaining learning context, promotes the learning of environmentally-friendly behaviours. The analysis of the results obtained in the pedagogical and didactic experiment was based on the following categories: (a) teaching and learning methodology and teaching resources; (b) children perceptions. The findings revealed that the built teaching resources have enabled these children to understand the importance of having environmentally-friendly behaviours. Keywords: Environmentally-friendly behaviours, Practical-experimental activities, Preschool children, kindergarten educator training References Almeida, L., and Freire, T. (2003). Metodologia da investigação em psicologia e educação. Braga: Psiquilíbrios. Arends, R. I. (2008). Aprender a ensinar. Lisboa: Editora Mc-Graw-Hill. Bates, S., Tregenza, N, (s/d) Education for sustainability in the Early Years. A Case Study from Hallet cove Prescholl. AuSSI-SA, 1-16. Bogdan, R., and Biklen, S. (1994). Investigação qualitativa em educação: uma introdução à teoria e aos métodos. Porto: Porto Editora. Carneiro, R. (1994), Ensino Livre, Uma Fronteira da Hegemonia Estatal, Perspectivas actuais, Educação. Porto: Asa. Chaille, C. and Britain, L. (2003) The Young child as scientist. Boston: Allyn &Bacon. Cole, A. G. (2007). Expanding the Field: Revisiting Environmental Education Principles Through Multidisciplinary Frameworks. The Journal of Environmental education. Winter, 38 (2), 35-46. Costa, C, Mata, T, Martins, A. (2006). Education for sustainability: challenges and trends . Clean Environ Policy, 31-37. Coutinho, C. P., Sousa, A., Dias, A., Bessa, F., Ferreira, M. J., & Vieira, S. (2009). Investigação‐acção: Metodologia preferencial nas práticas educativas. Revista Psicologia, Educação e Cultura, 355-379. Ferreira, M.E., Caires, A. C., Pitarma, R. (2015). Health and sustainable behaviours: a pedagogical and didactic experiment in preschool teaching. Int. J. Knowledge and Learning, 10 (3), 238-257. Hodson, D. (1998). Teaching and Learning Science: Towards a Personalized Approach. Buckingham, Philadelphia: Open University Press. Independent Commission on Environmental Education [ICEE] -. (1997). Are we building environmental literacy? Washington DC Jacobi, P. R. (2005). Educação Ambiental: o desafio da construção de um pensamento crítico, complexo e reflexivo. Educação e Pesquisa, 31 (2), 233-250. Jickling, B. (1992) Why don´t want my children to be educated for sustainable development. Journal of Environmental Education, 23(4), 5-8. Krasny, M.E., C. Lundholm, & R. Plummer (2010). Environmental education, resilience, and learning: reflection and moving forward Special Issue of Environmental Education Research, 16(5-6), 665-672. doi.org/10.1080/13504622.2010.505445 Leite, L. (2001). Contributos para uma utilização fundamentada do trabalho laboratorial no ensino das Ciências. In H. V. Caetano, M. G. Santos (Eds.), Cadernos Didáticos de Ciências (Vol.1,pp. 79-97). Lisboa: Ministério da Educação- Departamento da Educação Básica [ME-DES]. Martins, I. P., Veiga, M. L., Teixeira, F., Tenreiro-Vieira, C., Vieira, R. M., Rodrigues, A. V., Couceiro, F.and S. J. Pereira (2009). Despertara para a ciência: Actividades dos 3 aos 6. Lisboa: Ministério da Educação – Direcção-Geral de Inovação e de Desenvolvimento Curricular [ME- DGIDC]. Martins, I. P., Veiga, M. L., Teixeira, F., Tenreiro-Vieira, C., Vieira, R. M., Rodrigues, A. V., and Couceiro, F. (2007). Explorando… Educação em ciências e ensino experimental: Formação de professores. Lisboa: Ministério da Educação – Direcção-Geral de Inovação e de Desenvolvimento Curricular [ME-DGIDC]. Mesquita-Pires, C. (2010). A Inveção-acção como suporte ao desenvolvimento profissional docente. EER: Revista de Educação, 2, 66-83. Ministério da Educação [ME] (2009). Orientações curriculares para a educação pré-escolar [OCEPE]. (4a ed.). Lisboa: Ministério da Educação – Departamento da Educação Básica [ME_DEB]. Oliveira, L. (1998). Educação Ambiental: guia prático para professores, monitores e animadores culturais e de tempos livres. Lisboa: Texto Editora, Lda. Perrenoud, P. (2001). Porquê construir competências a partir da escola? Desenvolvimento da autonomia e luta contra as desigualdades. Porto: Asa Editores. Roldão, M. C. (2003). Gestão do currículo e avaliação de competências:As questões dos professores. Lisboa: Editorial Presença. Shaw, J. S. (2003). Social Science and Public Policy- Environmental Education. Human Rights Review-Society, 60-66. Tavares, J. (1997). A formação como construção do conhecimento científico e pedagógico. In I. Sá-Chaves (Ed.), Percursos de formação e desenvolvimento profissional. Porto: Porto Editora, Lda. Thiesen, J. (2008). A interdisciplinaridade como um movimento articulador no processo ensino – aprendizagem. Revista Brasileira de Educação, 13 (39), 1-11. Uzzel, D. (1988). As crianças como agentes de mudança ambiental. Porto: Campo das Letras. Yach, D, Schinnding, Y.(2002). Unhealthy consumption thereatens sustainable development. Revista Saúde Pública, 379 -382. Wilson, R. (2002). Promoting the development of scientific thinking. Early Childhood News. Retrieved from www.earlychildhoodnews.com/earlychildhood/ article_view.aspx?ArticleID=409 Zabala, A., and Arnau, L. (2007). 11 ideas clave como aprender y enseñar competências. Barcelona: Graó. |
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The Effectiveness of Learning Model of Basic Education with Character-Based at Universitas Muslim IndonesiaRosmiati Rosmiatia, Alimuddin Mahmuda & Syamsul B. Taliba
pp. 5633-5643 | Article Number: ijese.2016.415
Abstract The purpose of this study was to determine the effectiveness of the basic education learning model with character-based through learning in the Universitas Muslim Indonesia. In addition, the research specifically examines the character of discipline, curiosity and responsibility. The specific target is to produce a basic education learning model character-based. This type of research is the development of Research and Development or R&D refers to a model developed by Plomp (1997), which includes five phases (1) Preliminary Investigation, (2) the design phase, (3) phases of realization/construction, (4) The test phase of evaluation and revision (5) implementation. Besides, the tools generated in this study consisted models books, lesson plans, student worksheets, and learning outcomes. The results of data analysis showed that the character-based learning with a behavioral approach meets the criteria for effectiveness. Keywords: Effectiveness, learning model, the basics education, learning, character-based References Depdiknas, (2003). Undang-UndangRepublik Indonesia Nomor 20 Tahun 2003 tentang system pendidikan Nasional, Jakarta: Biro Hukum dan Organisasi Depdiknas. Koesoma A, Doni. (2007). and Pndidikan Karakter: starategi mendidik anak di zaman Moderen, Jakarta: Garasindo Plomp, T. (1997). Educational and training system design, Enschede, The Netherlands: Univercity of Twente. Joyce, M. W., Calhoun, E., (2011). Models of TechingModel-Model Pengajaran, Edisi VIII pustaka pelajar. Lickona, (2004). Character Matter: Hou to Help Oor Chidren Develop Good Judgemen, Integrity, and Other Esential Vitures, Touchstone; Avenue of the American New York. Mary, W. (2003). Marthin Luther King Jr. Lerner Publicatins Compani. Ramli M., (2012). Pembangunan Karakter Bangsa Belum Optimal, Tabloit Al-Mamater Kritis, Cerdas, Inspiratif. Edisi 3 Vol 1, Oktober 2012. Muh, N., (2014). Sukses Mengimplementasikan Kurikulum 2013 Memahami Berbagai Aspek Dalam Kurikulum. Kata pena. Cet Pertama 2014. Narashelley: (2007). Pendidikan Karakter (Onlaine).http// Naraselley. Multipli. Com/ Journal/item/8/Pendidikan Karakter. Diakses 26 Nopember 2010. |
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Barriers to Mitigate Carbon Footprint in a Selected Academic Institution in Bacoor City, Cavite, PhilippinesJonathan R. Adanza
pp. 5653-5661 | Article Number: ijese.2016.417
Abstract Carbon footprint is an environmental menace that needs to be addressed at once. Various mitigating measures were proposed and yet manifestations of its proliferation are very much observable. This study seeks to determine primarily the barriers of non-adherence to identified measures to mitigate carbon footprint in the environment. Using the mixed method, 612 respondents from the academe were recruited to participate in the study, using the proportionate stratified random sampling, lottery method. The results show high adherence to measures to mitigate carbon footprint (M=3.60/5, SD=.80). Moreover, results show that to an extent, there are barriers for those in the academe to adhere completely to mitigating measures and even to adopt an advocacy that advances the ideology of saving the earth from suffocation because of carbon footprints. In the order of importance, they are social barriers (M=2.98, SD=.99), political barriers (M=2.91, SD=.96), and psychological-cognitive barriers (M=2.87, SD=1.05). Moreover, those in the academe believe that they cannot completely adhere to measures to mitigate carbon footprint because of reasons such as lack of knowledge about these measures and even the concept itself; Filipino concept about laws and legalities; and the lack of enforcement of relevant laws. Keywords: Carbon footprint, measures, adherence, climate change, global warming References Amadore, L., Perez, R.., Feir, R., 2008. Climate change impacts and responses in the Philippines coastal sector. Climate Research Journal, 12: 97-107. Bishop M., 2008. Home to reduce Carbon Footprint. Crabtree Publishing Company. Canada. BP (2007), What is a Carbon Footprint?, Retrieved October 20, 2012, from www.bp.com/liveassets/bp_internet/globalbp/STAGING/global_assets/downloadsA/ABP_ ADV_what_on_earth_is_a_carb on_footprint.pdf. ETAP, 2007.The Carbon trust helps UK businesses reduce their environmental impact, Press Release. Retrieved February 08, 2012 from http://ec.europa.eu/environment/etap/ pdfs/ jan07_carbon_trust_initiative.pdf. Grubb and Ellis, 2007.Meeting the Carbon challenge: The role of commercial real estate owners. Users & Managers, Chicago. Hunt, G., 2007. Global warming and the future of healthcare and nursing. Royal College of Nurses Annual Congress. abs-cbnnews Maslin, M., 2004. Global warming. Oxford: Oxford University Press. Nocum, A. D (2012).RP 7th among 233 nations most affected by climate change; Kris declares war on illegal loggers!. Retrieved November 8, 2012, from http://www.krislibrary.com/ 1/post/2012/08/rp-7th-among-233-nations-most-affected-by-climate-change-kris-declares-war-on-illegal-loggers.html Sabater, M. (2008, May 20). The Philippines: Climate hotspot. Manila Bulletin. World Health Organization. (2005) Climate and health: Fact sheet. Geneva. Wiedmann, T. and Minx, J. (2008).A definition of 'Carbon Footprint'. In: C. C. Pertsova, Ecological Economics Research Trends: Chapter 1, pp. 1-11, Nova Science Publishers, Hauppauge NY, USA. Retrieved November 08, 2012, from https://www.novapublishers. com/catalog/product_info.php?products_id=5999 Www.carbonfootprint.com on February 8, 2012 Www.climate.nasa.gov on March 11, 2012 Www.paperrep.com on January 7, 2012 Www.unicef-irc.org on December 08, 2011 |
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An Analysis of the Readiness and Implementation of 2013 Curriculum in The West Part of Seram District, Maluku Province, IndonesiaDominggus Rumahlatu, Estevanus K. Huliselan &Johanis Takaria
pp. 5662-5675 | Article Number: ijese.2016.418
Abstract The changes of curriculum by government always generate pros and cons endlessly. Similarly, the implementation of 2013 Curriculum, which has been established by the government, makes most of the school educators throughout Indonesia including West Seram district try hard to implement the curriculum. Given that there are a lot schools in the West part of Seram District which are located in remote areas, it is necessary to analyze the readiness of the implementation of the 2013 curriculum in the west part of Seram district, Maluku province, Indonesia to determine the readiness of the students, teachers, and even schools in the implementation of 2013 curriculum. This is a descriptive research which focused on the readiness and implementation of the 2013 curriculum in elementary schools (SD/MI), junior high schools (SMP/MTS), and senior high schools (SMA/MA) at the west part of Seram district of Maluku province. The data were collected using a questionnaire containing seven indicators. The results of this research show that the students and the teachers in West part of Seram district regency are ready to implement the 2013 curriculum. Even, there have been some schools that have implemented the curriculum. However, there are still some inhibiting factors in the implementation of 2013 Curriculum in West part of Seram district namely the lack of handbooks for teachers and students, the mental readiness of teachers and students which are not yet optimally prepared, and the dissemination that has not reached all schools. Keywords: 2013 Curriculum (K-13), readiness level, implementation level References BPS Maluku. (2013). Maluku Dalam Angka 2013 (Maluku in numbers 2013). BPS: Ambon Fadjar, A. M. (2002). Keputusan Menteri Pendidikan Nasional Republik Indonesia Tentang Kurikulum Inti Pendidikan Tinggi (The Decree of the Minister of National Education of the Republic of Indonesia on the core curriculum of High Education). (Online), http://www.fti.itb.ac.id/wp-content/uploads/2015/06/Kepmendiknas-045-Tahun-2002-tentang-Kurikulum-Inti-PT.pdf, accessed on March 20, 2014. Farisi, M. I. (2013). Kurikulum Rekonstruksionis dan Implikasinya terhadap Ilmu Pengetahuan Sosial: Analisis Dokumen Kurikulum 2013 (reconstruction of curriculum and its implication on social science: document analysis of 213 curriculum). Paedagogia Jurnal Penelitian Pendidikan Jilid 16, No.2:144-165 Febriya, R. W., Nuryono, W. (2014). Survei Tentang Persepsi dan Kesiapan Konselor Terhadap Bimbingan dan Konseling Berdasarkan Kurikulum 2013 di SMA Surabaya Selatan (Survey on Perception and Readiness of counselor on guidance and counseling Based on the 2013 Curriculum in senior high school in South Surabaya). Jurnal BK. UNESA Volume 04, No. 03: 1-10. Gershon, W. S. (2011). Introduction Towards a Sensual Curriculum. Journal of Curriculum Theorizing Volume 27, No. 2: 1-16 Gultom, S. (2014). Materi Pelatihan Implementasi Kurikulum 2013 untuk Guru (2013 Curriculum implementation training materials for Teachers 2013). Badan Pengembangan Sumberdaya Manusia Pendidikan dan Kebudayaan, Penjamin Mutu Pendidikan dan Kebudayaan: Jakarta. Hasibuan, M., Wisyaiswara F., (2013). Paradigma Tugas Guru Dalam Kurikulum 2013 (The Paradigm of teacher duties in 2013 Curriculum). Kementrian Agama: Sumatera Utara (hal. 1-5) Hendry, P. M., Winfield. A. G. (2013). Bringing Out the Dead: Curriculum History as Memory. Journal of Curriculum Theorizing 29(1), 1-24 Hubball, H, dan Burt, H. (2004).An Integrated Approach to Developing and Implementing Learning-centred Curricula.International Journal for Academic Development, 9(1) Kemenag. (2013). Petunjuk Teknis Implementasi Kurikulum 2013 Bagi Guru Madrasah. Pelatihan Implementasi Kurikulum 2013 (technical directions of the implementation of 2013 curriculum for Madrasah teachers). (online), http://madrasah.kemenag.go.id/files/ptk/Juknis%20Implementasi%20Kurikulum%202013%20TA%202014%20(Isi).pdf, accessed on February 2013. Kemendikbud. (2012). Dokumen Kurikulum 2013 (document of 2013 curriculum). (online), http://kangmartho.com , accessed on February 2013 Kemendikbud. (2013). Pengembangan Kurikulum 2013 (2013 Curriculum development). Kementrian Pendidikan dan Kebudayaan: Indonesia McDermott, M. (2011). Curriculum of The Eye/I. Journal of Curriculum Theorizing Volume 27, No. 2: 130-142. Miswad, N. Dantes, A.A.I.N. Marhaeni. (2013). The Implementation Analisis of Teachers’ Teaching Responsibility Fulfillment on The Nurturant Effect on Religion Education of Students. e-Journal Program Pascasarjana Universitas Pendidikan Ganesha Jurusan Pendidikan Dasar (Volume 3 Tahun 2013): 2-11 Muflihah, U. M. (2013). Manajemen Sarana Prasarana Dalam Meningkatkan Proses Pembelajaran di MTsN Sleman Kab. Sleman di Maguwaharjo Yogyakarta (Infrastructure Management in Improving Learning Process in MTsN Sleman district. Sleman in Yogyakarta Maguwaharjo) (Thesis). UIN Sunan Kalijaga: Yogyakarta. Mursid, R. (2013). Pengembangan Strategi Pembelajaran Melalui Peningkatan Kompetensi Guru Menyongsong Kebijakan Kurikulum 2013 (developing learning strategies through the improvement of teachers’ competence commemorating the 2013 curriculum policies). Prosiding Seminar Nasional. Program Pasca Sarjana UNJ. Sahiruddin. (2013). The Implementation of The 2013 Curriculum and The Issues of English Language Teaching and Learning in Indonesia. The Asian Conference on Language Learning 2013 Official Conference Proceding: Osaka, Japan. Sariono.. Kurikulum: Kurikulum Generasi Emas (2013 Curriculum: Golden Age Curriculum). E-Journal Dinas Pendidikan Kota SurabayaVol. 3: 1-8. Sholikhah, A. N., Masduki. (2014). Analisis Kesiapan Guru dalam Mengimplementasikan Kurikulum 2013 pada Pembelajaran Matematika (Analysis of Teacher Readiness in Implementing the 2013 Curriculum in Mathematics Learning. Naskah Publikasi Universitas Muhammadiyah: Surakarta Sumei, J. Budiono, D., Kuntjoro, S. (2014). Evaluasi Implementasi Kurikulum 2013 Pada Pembelajaran Biologi SMA Kabupaten Lamongan (Evaluation of the implementation of 2013 Curriculum in Biology learning if senior High school in Lamongan District). Journal Bioedu Volume 3, No. 3: 536-541 Supangat, Y. (2013). Karakteristik dan tujuan Kurikulum 2013 (Characteristics and objectives of 2013 Curriculum). (online), https://sites.google.com/site/webipssmpdkijakarta/in-thenews/karakteristikdantujuankurikulum2013, accessed on 28 February 2013. Ummah, K, dkk. (2013). The Math Teacher Competency Analysis Based Perceptions Of Students. Jurnal Pendidikan Matematika STKIP PGRI Sidoarjo Vol.1, No.1. |
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The Development of Discovery-Inquiry Learning Model to Reduce the Science Misconceptions of Junior High School StudentsBasman Tompo, Arifin Ahmad & Muris Muris
pp. 5676-5686 | Article Number: ijese.2016.419
Abstract The main objective of this research was to develop discovery inquiry (DI) learning model to reduce the misconceptions of Science student level of secondary school that is valid, practical, and effective. This research was an R&D (research and development). The trials of discovery inquiry (DI) learning model were carried out in two different classes in SMPN 2 Maros, South Sulawesi. The results of the study after two trials showed that the discovery inquiry (DI) learning model have been valid, practical, and effective. The discovery inquiry (DI) learning model is stated to be valid because the assessment of all learning components conducted by validator meets the elements of validity. It is stated to be practical because the discovery inquiry (DI) learning component is fully implemented, and the ability of teachers to manage learning is at the high category. It is stated to be effective because the misconceptions of Science student are in the medium category. The activities of students in learning are fulfilled the ideal time achievement, and the results of the students’ questionnaire give the positive respond to discovery inquiry (DI) learning. It is concluded that the discovery inquiry (DI) learning model to reduce the misconception of Science students meets the criteria of valid, practical, and effective. Keywords: Discovery inquiry, misconceptions of science, learning model References Abdisa, G. (2012). The effect of guided discovery on students’ physics achievement. Journal Physics Education, (Online), 6(4), 193-199 Adnyani, N.W, dkk. (2013). Pengaruh strategi pembelajaran konflik kognitif terhadap penurunan miskonsepsi fisika ditinjau dari gaya kognitif siswa kelas x di SMA Negeri 1 Bebandem. Jurnal Universitas Pendidikan Ganesha Fajar.DM dkk. (2013). Pengaruh penggunaan model pembelajaran inkuiri (inquiry learning) terhadap penurunan miskonsepsi pada materi listrik dinamis kelas X SMAN 2 Jombang. Laporan Penelitian Ilahi, T M. (2012). Learning of discovery strategy & mental vocational skill. Jogjakarta: DIVA Press Iriyanti.N.P et al.(2012). Identifikasi miskonsepsi pada materi pokok wujud zat siswa kelas VII SMP Negeri 1 Bawang tahun ajaran 2009/2010. Laporan Penelitian. FKIP Universitas Sebelas Maret Surakarta Joyce.B, Weil.M, Calhoun.E. (2009). Models of teaching. Terjemahan. Edisi Kedelapan. Yogyakarta: Pustaka Pelajar Istikomah dkk. (2013). Pengembangan perangkat pembelajaran metode discovery learning untuk pemahaman sains pada anak TK B. Laporan Penelitian. Prodi Pendidikan Dasar Program Pasa Sarjana. Universitas Negeri Semarang Nirwana. (2013). Penggunaan model inquiry berbasis ICT untuk meningkatkan hasil belajar pada mata kuliah sejarah fisika mahasiswa Prodi Pendidikan Fisika Jurusan Pendidikan MIPA. FKIP: Universitas Bengkulu. Prosiding Seminar Simarmata,U. (2008). Penerapan model konstruktivis dalam pembelajaran fisika di SMU dalam upaya menanggulangi miskonsepsi siswa. Jurnal Universitas Negeri Medan, ISSN:1907-7157 Sukardjo,M. dkk. (2012). Landasan pendidikan konsep dan aplikasinya. Depok: PT Rajagrafindo Persada Suparno, P. (2005). Miskonsepsi & perubahan konsep pendidikan Fisika. Jakarta: PT Gramedia Widiasarana Indonesia Taufik.M. (2012). Remediasi miskonsepsi mahasiswa calon guru fisika pada konsep Gaya melalui penerapan model siklus belajar (learning cycle ) 5E. Jurnal UNS Semarang Tayubi,Y.R, (2005). Identifikasi miskonsepsi pada konsep-konsep fisika menggunakan Certainty of Response Index (CRI). Jurnal Universitas Pendidikan Indonesia. 3/XXIV/2005 Wenning.C.L, et al. (2011). Scientific Inquiry in Introductory Physics Courses. Journal Of Physics Teacher Education. 6(2). Yamin. (2013). M. Paradigma baru pembelajaran. Jakarta: Ciputat Mega Mall Anggota IKAPI Yunitasari.W. et al. (2013). Pembelajaran direct instruction disertai hierarki konsep untuk mereduksi miskonsepsi siswa pada materi larutan penyangga Kelas XI IPA Semester Genap SMA Negeri 2 Sragen. Jurnal FKIP UNS Surakarta Yusnita.R et al. (2014). Pengembangan perangkat pembelajaran berbasis penemuan terbimbing (guided discovery) dengan pendekatan somatic, auditory, visual, intellectual (SAVI) pada materi pokok peluang Kelas IX SMP Tahun Pelajaran 2013/2014. Jurnal PPs Universitas Sebelas Maret Surakarta. |
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A Process of Environmental Education Communication through Community Cultural Activity AreaDuangporn Wongpaibool, Wee Rawang, Ratchanont Supapongpichate & Pataraboon Pichayapibool
pp. 5687-5697 | Article Number: ijese.2016.420
Abstract The purpose of this research was: 1.To investigate social context, environment, way of life and community culture. 2.To gather the views and opinions regarding environmental conservation and restoration. 3.To synthesize a process of environmental education communication based on community cultural activity area. 4.To evaluate the efficacy of the environmental education communication processes. This research uses Participatory Action Research (PAR) along with a Civil Society Forum. The results revealed that the environmental situation in the community was most likely changed from rural to urban and has environmental problems, there was the process of community cultural area (CCA) but with lack of local people participation. The local people needed to restore and conserve their environmental situation and way of life; of Thai - Mon culture for the next generation. The overall environmental education learning level and process of environmental education communication levels were located at moderate levels of 3.37 average with 0.64 standard deviation and at 3.20 average with 0.56 standard deviation respectively. Therefore, the element of the process of environmental education communication was as follows: Sender: the committee, the performers and organizers of Amphaeng Community cultural activity area. Message: community identity, community story, community problem, the needs of local people. Chanel: community cultural area activities. Receiver: local people. Impact: restoration and conservation of their environment, way of life, community biodiversity, and a better quantity of life. The evaluation of the efficacy of the environmental education communication processes were located at a high level of 4.60 in 6 projects established by local people. Keywords: Communication process, environmental education, participation, community cultural area, Rim khlong Ampheang, Thai-Mon culture References Aroson, E. and Golden, B.W. (1962). The Effect of Relevant and Irrelevant Accept of communication Credibility on Opinion Change. Journal of Personality 30: 135-136. Barnett, H.G. (1993). “Communication for development in Latin America: a forty-year appraisal” in Nostbakken, D. & Morrow, C. (1993). Cultural expression in the global village. Penang, Malaysia: Southbound. Pp. 10&11 Crowl, Thomas K. (1993). Fundamentals of Educational Research. United States of America: Wm C. Brown Communications, Inc. Chanthawanich.S. (2551). Methods of qualitative research. 16th Edition. Bangkok: Chulalongkorn University Printer. [in Thai]. Chin, S.Y. & Quebrel, N. (1991). Project for broadcasting in development: report, Hull, Canada: Canadian International Development Agency. Filiciano. Gloria. (1983). Training in the Development and Use of Folk Media and Mass Media in Field Level Communication Strategies. UNESCO Report Folk Media and Mass Media in Population Commutation 8 (March): 8 Rogers, E.M. (1983). Diffusion of innovations, 3rd. edition. New York, USA: The Free Press. Servace, J. (2001). Communication for development: One World, Mutiple Cultures, Cresskill, NJ. Hampton Press. Servaes, J. (1989). One world, multiple cultures: a new paradigm on communication for development. Leuven, Belgium: Acco Singhal, A. (2001). Facilitating Community Participation through Communication. New York: Unicef. Srisopha, A. (1982). Test development. Bangkok: Jutharat. [in Thai]. Thomas, P. (1994). Paticipatory development communication: Philoshophical premises. In S.A. White, K.S. Nair, & J. Ascroft (Eds.) Partivipatory communication: working for Change and Development (pp. 15-32) New Delhi: Sang. White, S.(1999). The art of facilitating participation: Releasing the power of grassroots communication. Srisopha, A. (1982). Test development. Bangkok: Jutharat. [in Thai] UNESCO. (1976). The Belgrade Charter. Connect UNESCO-UNEP Environmental Education Newsletter, 1(1), 2-6. Uphoff, N. (1985). “Fitting projects to people” in Cernea, M.M. (ed.) (1985) Putting people first: sociological variables in rural development. Oxford, UK : Oxford university Press. Pp. 369-378 Weerawattananont, W. (2003). Environmental education. 3 rd edition. Bangkok: odeon Store. [in Thai]. Wisitphanich, J. (2008). National forest park management manual. Bangkok: Department of National Parks, Wildlife and Plant Conservation. [in Thai]. White, S.A.(1994). The concept of participation: transforming rhetoric to reality, in White, S.A. et al (1994) Participatory communication: working for change and development. New Delhi, India: Sage Publications. p.18 Williamson, H.A. (1991). The Fogo Process: development support communication in Canada and the developing word” in Casmir, F.L. (1991) Communication in development. Norwood, New Jersey, USA: Ablex Publishing Corporation. Pp. 270-287. |
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Integration of Environmental Education and Environmental Law Enforcement for Police OfficersSravoot Bovornkijprasert & Wee Rawang
pp. 5698-5709 | Article Number: ijese.2016.421
Abstract The purpose of this research was to establish an integrated model of environmental education (EE) and environmental law enforcement (ELE) to improve the efficiency of functional competency for police officers in Bangkok Metropolitan Police Division 9 (MBP Div. 9). The research design was mixed methods of quantitative and qualitative approaches including survey research, in-depth interview, focus group and action research. Data collection was performed firstly by questionnaire from 350 police officers, and in-depth interview from 3 advisory level officers, before designing the integrated model, then doing focus group, and evaluating the model efficiency by actual implementation with 50 police officers from 10 stations in MBP Div. 9. The data were analyzed by percentage, mean score , standard deviation (S.D.), and t-test. The research findings revealed that most of Thai police officers were knowledgeable and skillful for the ELE, but low actualization on their role and responsibilities for the EE to preserve natural resources and environments. This is the reason why the integrated model to solve this problem was composed of 6 main factors including (1) Environmental Education: concept, principle, objective, approach, resource, and evaluation; (2) Policy; (3) Leadership; (4) Incentive: finance and non-finance; (5) Networking: associated worker, and environmental network; and (6) Environmental Law Enforcement: knowledge, and practice. After the model was available to 50 police officers for evaluating its efficiency, it appeared to be the effective model because its mean score after was higher than before implementation with statistically significant difference at 0.05. The practical recommendation is that most police officers need to obtain the EE to inspire their empowerment before performing the ELE to improve their functional competency on natural and environmental conservation. Keywords: Integration, environmental law enforcement, environmental education, police officers, training References Chankaew, K. (1993). Environmental education. Bangkok: Aksorn Siam Kanpim Printer. Chansomboon, A. (1990). Law Enforcement: 3rd Dimension’s Law. Journal of Administrative Court. Chanthaworaluck, C. (1996). The knowledge and awareness of police officers in Thai Traffic Police related to land traffic law and air pollution from vehicle in Bangkok. Bangkok: Mahidol University. Nakhon Pathom. Department of Environmental Quality Promotion, (2006). Annual Environmental Quality Reports. Bangkok. Jessadawirote, S. (2005). Integrated Teaching Management. 2nd Edition. Bangkok: Book Point Ltd. Kruengarm, V. (1987). Constitution law. Bangkok: Nitibannakarn. Lucko, B., Disinger, J. and Roth, R. (1982). Environmental of Education Programmes at the Elementary and Secondary School Level. Journal of Environmental Education. 13(4), 8. Mullikamarn, S. (1999). Constitution and Thai people participatory in natural resources and environment conservation. Bangkok: Chulalongkorn University Printer. Naksrisuk, P. (1996). The knowledge and awareness of warrant level police officers in Metropolitan Police Bureau on environmental law concerning sound and air pollution. Bangkok: Mahidol University. Nakhon Pathom. Nuanchawee, K. (1998). GIS for Natural Resources Management and Environment (Operator). Environmental Research and Training Center, Department of Environmental Quality Promotion. Pollakul, P. (1988). Thai constitution documentation. Bangkok: People. Pollution Control Department, (2005). Thailand State of Pollution Report. Bangkok. Ratacharoen, V. (1999). The knowledge and awareness of Chiang Mai police officers concerning environmental law enforcement. Chiang Mai University, Chiang Mai. Rawang, W. (2009). Systematics Science of Environmental Education. Ph.D. Program in Environmental Education, Mahidol University. Nakhon Pathom. Royal Thai Police. (2001). Database of criminal case. Central Information Technology Center. Saenguthai, Y. (1995). Basic law. 12th Edition. Bangkok: Prakaipruek Printer. Sanguanpunyasiri, S. (1989). The knowledge and awareness of police officers in Western part of Thailand concerning environmental law. Mahidol University, Nakhon Pathom. Sakulworrawit, C. (2006). Problems and obstacles in environmental law enforcement: case study of water pollution. Bangkok: Thammasart University. Bangkok. Stapp, W. and Cox, D. (1979). Environmental Education: Strategies Toward a More Livable Future. New Yorks: John Willy &Sons Inc. Steidle, Walter E. (1971). The Environmental Education Act. Science and Children Journal. March, 21-22. Tangkritkul, W. (1997). The knowledge and understanding of environmental law enforcement of Lampang police officers. Chiang Mai University, Chiang Mai. Thawornratana, C. (2009). Environmental education for sustainable agriculture management pollution. Bangkok: Mahidol University. Nakhon Pathom. UNESCO. (1976). The Belgrade Charter. Connect UNESCO-UNEP Environmental Education Newsletter, 1(1), 2. Wanapitak, W. (2011). Advanced environmental law. Teaching document, Department of Jurisprudence, Sukhothai Thammathirat Open University. Weerawatananon, V. (1989). Environmental education processes. Bangkok: Odient Store Publisher. Worapong, S. (2008). The integration of environmental education for basic education level teachers. Mahidol University, Nakhon Pathom. |
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Natural Environment Exploration Approach: The Case Study in Department of Biology, Universitas Negeri SemarangSiti Alimah, Herawati Susilo & Moh Amin
pp. 5710-5717 | Article Number: ijese.2016.422
Abstract The study reports the evaluation and analysis of the implementation of the Nature Environment Exploration approach in the Department of Biology, Universitas Negeri Semarang State University. The method used was survey method. The results showed that the implementation of the Nature Environment Exploration approach was still far from optimal results determined in the indicators within learning preparation, implementation of the process of learning, and assessment of learning outcomes, even to the level of understanding of lecturers in implementing the approach in the classroom. The implementation of JAS approach was needed a model of teaching, one of which is Experiential Nature Environment Exploration (EJAS). Keywords: Nature environment exploration approach, case study, department biology References Arends, R.I. (2008). Learning to Teach: Belajar untuk Mengajar (volume 2). Terjemahan Helly Prajitno Soetjipto, dkk. 2008b. Yogyakarta: Pustaka Pelajar. Cormell, J. & Ivey, T. (2012). Nature Journaling: Enhancing Students’ Connections to the Environment Thrugh Writing. Science Scope NSTA’s Peer-Reviewed Journal for Middle Level and Junior High School Science Teachers, 35(5), 38-43. Deaton, C.M, Deaton, B. E., & Leland, K. (2010). Interactive Reflective Logs. Science & Children NSTA’s Peer-Reviewed Journal for Elementary Teachers, 48(3), 44-47. Gentry, R. (2012). implementingPromisingPractice to Prepare Quality Teacher Education. Jounal of College Teaching and Learning, Third Quarter, 9 (3) Joyce, B & Weil, M. (2009). Models of Teaching: Model-Model Pengajaran. Terjemahan Achmad Fawaid. 2009. Yogyakarta׃ Pustaka Pelajar. Keeley, P. (2011). With a Purpose. Science & Children NSTA’s Peer-Reviewed Journal for Elementary Teachers, 48(9), 22-25. Lederman, N. G. (2010). A Powerful Way to Learn. Science & Children A Year of Inquiry. 48(1), 8-10 Lee. H. E., Linn. M. C., Varma. K., Liu. O. L. (2010). How Do Technology-Enhance Inquiry Science Units Impact Classroom Learning? Journal of Research in Science Teaching, 47(1), 71-90. Liu, O.L., Lee. H. S., Linn. M. C. (2010). An Investigation of Teacher Impact on Student Inquiry Science Performance Using Hierarchical Linear Model. Journal of Research in Science Teaching, 47(7), 807-819. Magee, P & Flessner, R. (2011). Five Strategies to Support All Teachers. Science & Children NSTA’s Peer-Reviewed Journal for Elementary Teachers, 48(7), 34-36 Muijs, D & Reynolds, D. (2008). Effective Teaching: Evidence and Practice. London: Sage Publications Ltd. Olivera, A.W. (2010). Improving Teacher Questionning in Science Inquiry Discussion through Professional Development. Journal of Research in Science Teaching, 47(4), 422-453. Rusilowati, A. (2012). “Karisma” Suatu Model Pembelajaran Karakter Terintegrasi Mata Pelajaran. Proceeding Seminar Nasional MIPA Unnes: Peran MIPA dalam Meningkatkan Kualitas Hidup dan Pengembangan Pendidikan Karakter, 2012, ISBN: 978-602-18553-2-4 hal 521-534 Smith, Mark K. (2009). Teori Pembelajaran dan Pengajaran: Mengukur Kesuksesan Anda dalam Proses Belajar dan Mengajar Bersama Psikolog Pendidikan Dunia. Yogyakarta: Mirza Media Pustaka Spellman, K.V & Villano, C. P. (2010). Early Primary Invasion Scientis. First Graders Engage in Real Research to Hepl Battle Invasive Plant. Science & Children A Year of Inquiry, 48(5), 27-31. Stephens, K & Winterbotton, R. (2010). Using Learning Log to Support Student’ Learning in Biology Lesson. Journal of Biology Education, 44(2). Suwarsi, E.R, Alimah, S., & Mustikaningtyas, D. (2010). Evaluasi Penerapan Pendekatan Jelajah Alam Sekitar Pada Mata Kuliah di Jurusan Biologi. Laporan Penelitian tidak diterbitkan. Semarang: Lemlit Unnes. |
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Developing an Instrument of Scientific Literacy Asessment on the Cycle ThemeAni Rusilowati, Lina Kurniawati, Sunyoto E. Nugroho & Arif Widiyatmoko
pp. 5718-5727 | Article Number: ijese.2016.423
Abstract The purpose of this study is to develop scientific literacy evaluation instrument that tested its validity, reliability, and characteristics to measure the skill of student’s scientific literacy used four scientific literacy, categories as follow:science as a body of knowledge (category A), science as a way of thinking (category B), science as a way of investigating (category C), and the interaction between science, technology, and society (category D). The subjects of this developing study were 9th grade student of junior high schoolin Kudus. Validity test is done by the content, construct, and concurrent validation. Reliability testing is done by calculating a reliability coefficient “r”. Characteristics tested by determining the level of difficulty, distinguishing features, and the proportion or ratio of scientific literacy category in the instrument. Profile of scientific literacy ability is determined by measuring students' mastery of scientific literacy. The result of reliability test is the price of“r” at first trial is 0.59 and the last trial is 0.74. Validity test results indicate that the instrument meets the content, construct, and concurrent validity with valid, very valid, and valid category. Characteristics of evaluation instruments developed shows that the instrument has a level of difficulty that the proportion of about 13% easy, 67% about the medium, and 20% about the difficult. The results of the analysis of discrimination power combined with a level of difficulty and obtained 5 items with poor quality and should be discarded. Comparison category A: B: C: D is 7: 2: 3: 3. Profile of literacy skills mastery of science shows that scientific literacy is still low at below 50% for all categories. Evaluation instruments developed meet the content validity, construct, and alignment with valid, very valid, and valid criteria Keywords: Evaluation instrument, scientific literacy, skill of scientific literacy References Arifin, Z. (2009). Evaluasi Pembelajaran Prinsip, Teknik, Prosedur. Bandung: PT Remaja Rosdakarya Borg, W.R. dan Gall, M.D. (2007). Educational Research, an Introduction. New York- London: Longman Chiappetta, E. L., D. A. Fillman, & G. H. Sethna. (1991). A Method to Quantify Major Themes of Scientific Literacy in Science Textbooks.Journal Of Research In Science Teaching, 28(8): 713-725. Hayat, B. & S. Yusuf. (2011). Benchmark Internasional Mutu Pendidikan. Jakarta: Bumi Aksara. Holbrook, J. & M. Rannikmae. (2009). The Meaning of Scientific Literacy. International Journal of Environmental & Science Education. 4(3): 275-288. Ibrahim, M.A. & N.H.M. Aspar. (2011). Tahap Literasi Sains di Kalangan Pelajar Tingkatan Empat sekolah Aliran Agama di Daerah Hilir Perak, Perak. Journal of Science & Mathematics Educational, 2: 102-112. Tersedia di http://eprints.utm.my/13432/1/JSME-2011-2-008.pdf Mardapi, D. (2012). Pengukuran, Penilaian, dan Evaluasi Pendidikan. Yogyakarta: Nuha Medika. Maturradiyah, N. & Rusilowati, A. (2015). Analisis Buku Ajar Fisika SMA Kelas XII di Kabupaten Pati Berdasarkan Muatan Literasi Sains. Unnes Physics Education, 4(1): 17-20. Odja, A.H. & C.S. Payu. (2014). Analisis Kemampuan Awal Literasi Sains Siswa pada Konsep IPA. Prosiding Seminar Nasional Kimia. Surabaya: Universitas Negeri Surabaya. Tersedia di http:// fmipa.unesa.ac.id/ kimia/ wp-content/ uploads/ 2013/ 11/ 40-47-Abdul-Haris-Odja-Universitas-Negeri-Gorontalo.pdf [dikases 20-3-2016]. OECD. (2004). Learning for Tomorrow’s World – First Result from PISA 2003. Paris: OECD Publications. OECD. (2014). PISA 2012 Results: What Students Know and Can Do (Student Performance in Mathematics, Reading and Sciences). Paris: OECD Publications. Ridwan, M.S., L.A. Mardhiyyah & A. Rusilowati. (2013). Pengembangan Instrument Asesmen dengan Pendekatan Kontekstual untuk Mengukur Kemampuan Literasi Sains Siswa. Seminar Nasional Evaluasi Pendidikan Tahun 2013. Semarang: Universitas Negeri Semarang. Rusilowati, A. (2013). Peningkatan Literasi Sains Siswa melalui Pengembangan Instrument Penilain. Pidato Pengukuhan Profesor Bidang Evaluasi Pendidikan Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Semarang. Rusilowati, A., Mulyani, S. E. S., Nugroho, S. E. (2015). Pengembangan Bahan Ajar IPA Berbasis Literasi Sains. Laporan Penelitian. Semarang: Universitas Negeri semarang Sugiyono. (2012). Metode Penelitian Pendidikan. Bandung: Alfabeta. Sulistiawati. (2015). Analisa Pemahaman Literasi Sains Mahasiswa yang Mengambil Mata Kuliah IPA Terpadu Menggunakan Contoh Instrument PISA 2009. Sainteks, 12(1) : 21-40. Wilkinson, J. (1999). A Quantitative Analysis of Physics for Scientific Literacy Themes. Research in Science Education, 29(3): 385-399. |
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The Strategy to Increase Women Farmer’s Participation in The Program of Village Food Barn in East JavaYayuk Yuliati & Riyanti Isaskar
pp. 5728-5735 | Article Number: ijese.2016.424
Abstract Food Barn Village Programme is one of the government's efforts in achieving household food security which includes four components. The purpose of this study was to develop a strategy to increase women's participation in the Food Barn Village Programme. This research was conducted in three villages in the district of Malang, namely: Village Pamotan, Village Gading and Village Bantur. The analytical method used is descriptive qualitative analysis and SWOT analysis. The results showed that the best strategy from the SWOT is competitive strategy by pursuing standardization of wages between workers of peasant women and men, to develop the activities of food security (agro-food) for women farmers, providing regular training to women-related activities of food security, socialization and gender awareness of community and religious leaders, shaping and empowering women farmer groups, as well as to build and strengthen networks between women farmer groups. Keywords: Food barns village programme, food security, women farmers, women’sparticipation References Dyson, R.G. (2004). Strategic development and SWOT analysis at the University of Warwick. European Journal of Operational Research, 152, 631-640. Doi: 10.1016/S0377-2217(03)00062-6. Kiptot, E. and Franzel, S. (2011). Gender and Agroforestry in Africa: Are Women Participating?. United Nations Avenue: World Agroforestry Centre. Milles, M.B., and Huberman, A.M. (1992). Analisa Data Kualitatif: BukuSumberTentangMetode-metodeBaru. Jakarta: PenerbitUniversitas Indonesia. Rangkuti, F. (2004). Analisis SWOT MembedahKasusBisnis. Jakarta: PT. Gramedia. Sahusilawane, A. M., Sukesii, K., Hidayat, K., Yuliati, Y. (2011). Traditional agriculture system and the role of women is a bussiness opportunity in maintaining food security (case study of the Oirata Tribe in Kisar Island North Western Maluku, Maluku Province Indonesia). Journal of Accountancy and Management, Special Issue, ISSN 1906-7933. Setiawan, I. (2012). DinamikaPemberdayaanPetani, SebuahRefleksidanGeneralisasiKasus di Jawa Barat. Bandung: WidiaPajajaran. Srivastava, P.K., Kulshreshtha, K., Mohanty, C. S., Pushpangadan, P., Singh, A. (2005). Stakeholder-based SWOT analysis for successful municipal solid waste management in Lucknow, India. Waste Management, 25: 531-537. Doi: 10.1016/j.wasman.2004.08.010. Yuliati, Y. (2010). PerubahanEkologisdanStrategiAdaptasiMasyarakat di Wilayah PegununganTengger (SuatuKajianLingkunganBerperspektif Gender). Malang: UB Press. Yuliati, Y. (2014). Gender Dan Lingkungan: Model PemberdayaanPerempuanTani Di KawasanHutan. Malang: Dananjaya Press. |
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Effects of Teachers’ Perceptions On Students’ Perceptions and Achievement in Environmental Education in Secondary School Biology in Gilgil Sub-County Nakuru County, KenyaSimon M. Kiarie
pp. 5736-5761 | Article Number: ijese.2016.425
Abstract The teachers’ perceptions on environmental education play a key role on how students learn, retain and apply the knowledge, attitudes and skills in changing their perceptions of their environment. This also enhances their achievement in environmental education. This study was designed to investigate the effects of teachers’ perceptions on students’ perceptions and achievement in environmental education in Gilgil Sub-county of Nakuru County, Kenya. A causal comparative survey research design was used for this study. Purposive sampling was used to identify the secondary school category and the class level that formed the study sample. The sample size was composed of 150 form three biology students who had been taught the topic ecology in biology and 20 biology teachers. Three instruments namely, Students’ Questionnaire (SPEEQ), the Teachers’ Questionnaire (TPEEQ) and an achievement test (EAT) were used to collect data. Five experts in biology education validated the instruments developed. Reliability of the instruments was computed using the Cronbach’s alpha coefficient and values of 0.93 for SPEEQ, 0.80 for TPEEQ and 0.87 for EAT were obtained. Both inferential and descriptive statistics were used in the analysis of data. The t-test and Pearson’s product moment correlation coefficient were used to analyse the data. The data collected were analysed with the help of the statistical package for social science (SPSS). The alpha level for the rejection or acceptance of the hypotheses was at 0.05. The results showed that both teachers and students had a good perception in environmental education (EE). It was found that, there is no statistically significant relationship between biology students’ perception of their environment and EE and their achievement in EE. There is no statistically significant gender difference in students’ perceptions and achievement in EE. There is no statistically significant relationship between biology teachers’ perceptions in EE and the students’ achievement in EE. The findings further indicated that teachers have no regular in-service training in EE. It was hoped that the findings of this study would help EE teacher trainers to evaluate the teacher-training curriculum and therefore form a basis for evaluating the present EE teacher-training curriculum. Keywords: Teacher's perception, students' perception, environmental education, secondary school biology References Abuhmaid, Appleton, K. & Asoko, H. (1996). A case study of teachers’ progress towards using a constructive view of learning to improve teaching in elementary science. Science Education, 80(2), 165-180. Baez, A.V., (1987). Science, technology and environment. In Baez, A.V., Knamiller, G.W. & Smyth, J.C. (Ed), The environment and science and technology education. New York: Pergamon Press. Caillods. F & Gottelmann-Duret, G. (1997). Science education and development IIEP seminar paper, 15 (2) 11-2 Carin, A .A.,Bass, J.E.& Contant, T.L. (2003). Methods for teaching science as an inquiry 9th Ed. New Jersey: Pearson Merrill PrenticeHall. Cohen, L. & Manion, L. (1987). Research methods in education (2nd Ed). London: Croom Helm. Covert, G., Garntson, E. &Obrycki, J. (2004). Environmental education of high school and elementary students. Available on the internet at- covertgm@muohio.educ on 10/7/04. Cutter, A. (2001). Ganging primary school teachers environmental literacy, Rockhampton, Queensland: Central Queensland University. Pg 2-6. Available on the internet at- file://A:\CHAPTER ONE.htm.7/11/2004 Filho, W.D.L. (1993). Field studies as a technique for EE in developed and developing nations. In Hale, M. (Ed), Ecology in education, Cambridge: Cambridge University Press Fraenkel, J.R. & Warren, N.E. (1990). How to design and evaluate research in education, New York: McGraw-Hill Inc. Freedman, B. (1995), Environmental ecology: Ecological effects of pollution, disturbance and other stresses. London: Academic Press limited. Gall, M.D., Borg, W.R. & Gall, J.P. (1996). Educational research, An introduction. New York: Longman Publishers. Getao, C. (1999). Environmental planning and management for the 21st Century. Unpublished Papers Presented during a Workshop held at Environmental Education Centre, Nairobi 11th – 13th March, 1999. Good,L.T.& Brophy. J. (1995). Comtemporary educational psychology. 5th Edition. Longman Publishers USA Goodrum, G., Hackling, M. & Rennie, L. (2000). The status and quality of teaching and learning of science in Australian schools. Canberra: Department of Education, Training and Youth Affairs. Hale, M. (1993). Ecology and environmental education in urban environment. In Hale, M. (Ed), Ecology in education. Cambridge: Cambridge University Press. Hale, M. & Hardie, J. (1993). Ecology and environmental education in Britain. In Hale, M. (Ed), Ecology in education. Cambridge: Cambridge University Press. Harvey, M. R. (1993). Learning through contact with vegetation. In Hale, M. (Ed), Ecology in education. Cambridge: Cambridge University Press. Kanhasuwan, L. & Webb, J. (1987). Project for elementary and secondary schools level. In Baez, A.V., Knamiller, G.W. & Smyth, J.C. (Ed), The environment and science and technology education. New York: Pergamon Press. Kathuri, N.J. & Pals, G. (1993). Introduction to educational research. Njoro: Egerton University Education Material Centre. Kenya Institute of Education (KIE), (1998). Secondary biology and biological sciences, book three (2nd Ed) . Nairobi: Kenya Literature Bureau. Kenya Institute of Education (KIE), (2002). The secondary school syllabus, Vol.2. Nairobi: KIE. Khoshoo,T.N.(1987). Perspectives in environmental management. New Delhi: Oxford and IBH Publishing Co. P.V.T. ltd. KIE (1997). Environmental education. Source book for primary teacher education in Kenya. (pp 15-18). Nairobi: SESP Komba Margazine, (2005). Issue no.3-2005, (pp21-23). WCK, Geeska Printing Press: Nairobi. K’Omudho, B. (1999). History of EE in Kenya, the huddles that the National Environment Secretariat (NES) has had to overcome and measures that need to be taken to ensure that values, behaviour and attitude of people are charged. Unpublished paper presented at a workshop held Environmental Education Centre, Nairobi on 11th – 13th March 1999. Krasilchic, M. (1987). Some problems and perspectives of environmental education in the schools. In Baez, A.V., Knamiller, G.W. & Smyth, J.C. (Ed), The environment and science and technology education. New York: Pergamon Press. Manjengwa, J.M. (1998). EE for sustainable development in secondary schools in Zimbabwe, A focus on gender difference. The International Journal of EE and Information. 17(1), 17-25. Marsh II, G.E. (2003). Available on the internet at- File://C:\Keraro\Constructivism.htm. on 1/13/2003 (p.13 of 22). Muchiri, J.M. (1996). Secondary school administrators, agriculture and teachers perceptions of agriculture. Unpublished M.S.c Thesis. Njoro: Egerton Universtity. Mugenda, O.M. & Mugenda, A.G. (1999). Research methods, quantitative and qualitative Approaches. Nairobi: African Centre for Technology Studies (ACTS). Murgor, B. (1999). The position of the inspectorate of schools on environmental education. Unpublished paper presented at a workshop held at Environmental Education Centre, Nairobi on 11th – 13th March 1999. Musyoki, Z. (2003). Use of active learning framework to address environmental issues and risks. Unpublished paper presented at a workshop held at AFEW Kenya Ltd, Giraffe Center Nairobi August 18-20, 2003. Neshamba, F. (1999). Sustaining environmental action learning programs. Unpublished paper presented during a workshop held at Environmental Education Centre, Nairobi (EECN). 11th – 13th March, 1999. Novak, J.D. (1981). Applying learning psychology and philosophy of science to biology teaching. The American Biology Teacher.Vol. 43 No. 1. (pp 12-20). Njuguna, M. (2005, March 17). Human activity deciminates fish in Lake Naivasha. The Daily Nation pp. 28-29. Nairobi: Nation Media Group. Ombech, A.N. (1991). Teaching environmental education. In Otiende, J.E., Ezaza, W.P. and Boisvert, R. (Eds), An introduction to environmental education. Nairobi: Nairobi University Press. Otiende, J.E., Ezaza, W.P,& Boisvert, R. (1991) (Eds), An introduction to environmental education. Nairobi: Nairobi University Press. Otiende, J.E. (1991). Environmental education in perspective. In Otiende, J.E., Ezaza, W.P. and Boisvert, R. (Eds), An Introduction to environmental education. Nairobi: Nairobi University Press. Roberta, B. & Cardinale, L. (1991). Are females invisible students? An investigation of teacher student question interaction. School Science and Mathematics, 91(7), 306-310. Roger P.K. Ho. (1998). Perceptions of environmental education amongst primary and secondary school teachers in Nairobi, Kenya. The International Journal of EE and Information, 17 (1), 71-90. Rugumayo, E. (1987). Key issues in environmental education. In Baez, A.V., Knamiller, G. W. & Smyth, J.C. (Ed), The environment and science and technology education. New York: Pergamon Press. Science curriculum framework (2004). Available on the internet at- File://A:\K-12 Science Curriculum Framework.htm. on 7/11/2004 Soerjani, M. (1993). Ecological education as a basis to environmental education in Indonesia. In Hale, M. (Ed), Ecology in education. Cambridge: Cambridge University Press. Swaminathan, M.S. (1987). Education, environment and livelihood security. In Baez, A.V., Knamiller, G.W. & Smyth, J.C. (Ed), The environment and science and technology education. New York: Pergamon Press. Sytnik, K..M. (1985). Living in the environment: A source book for environmental education. UNESCO: Nankora Dumka Publishers. Thorndike, R. L. & Thorndike, R. M. (1994). Reliability in education and psychology measurements. In Husen, T. & Postleth-Waite, T. W. (Eds), The International Encyclopaedia of Education. Vol. II 2nd Ed. Boulevard: Pergamon. Tilling, S.M. (1993). Ecology education and field studies: Historical trends and some present day influences in Britain. In Hale, M. (Ed), Ecology in education. Cambridge: Cambridge University Press. Trowbridge, L.W., Bybee, R.W & Powell, J.C. (2004). Teaching secondary school science strategies for developing scientific inquiry. New Jersey: Pearson Education Inc. Merrill PrenticeHall. Tsuma, O.G. (1998). Science education in the African context. Nairobi: Jomo Kenyatta Foundation. UNEP. (1988). System–wide medium term environment program for the period 1990 – 1995. Nairobi: UNEP. UNESCO UNEP IEEP no. 5. (1986). Environmental education module for pre-service training of teachers and supervisors for primary schools. UNESCO. UNESCO UNEP IEEP no. 8. (1986). Environmental education module for in-service training of science teachers and supervisors for secondary schools. UNESCO. UNESCO UNEP IEEP no. 25. (1987). Strategies for the training of teachers in environmental education. UNESCO. Vulliany, G. (1987). Teaching for the environment in the third world schools. In Baez, A.V., Knamiller, G.W. & Smyth, J.C. (Ed), The environment and science and technology education. New York: Pergamon Press. Young, A.J.& Maggs, J.E. (1987). Issue based learning at primary level. In Baez, A.V., Knamiller, G.W. & Smyth, J.C. (Ed), The environment and science and technology education. New York: Pergamon Press. |
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A Model of solid Waste Management Based Multilateral Co-operation in Semi-Urban CommunityChanchai Kanchanabhandhua & Seree Woraphonga
pp. 5762-5775 | Article Number: ijese.2016.426
Abstract The purpose of this research was to construct a model of solid waste management based on multilateral cooperation in semi-urban community. Its specific objectives were to 1) study the solid waste situation and involvement of community in the solid waste management in Wangtaku Sub-district, Muang District, Nakhon Pathom Province; 2) construct a model of solid waste management based on multilateral cooperation in the semi-urban community of Wangtaku Sub-district; and 3) evaluate the efficiency of the model. The study followed the mixed method research design. The data were collected by using a questionnaire with 380 persons, in-depth interviews with 12 persons, and a focus group and an evaluation for the efficiency with 36 persons. The research results were as follows. 1) The situation and problems of solid waste in the community were at the high level (= 3.69) and the involvements of community in solid waste management were at the middle level (= 2.52). 2) The model of waste management based on multilateral cooperation in semi-urban community comprised occupational multilateral cooperation, solid waste management, local administrative organizations, community health promotion, and environmental networks. 3) Regarding the evaluation for efficiency of the model by the experts, the fitness of the model was at the highest level. The knowledge, awareness and practice about solid waste management of the participants with different genders, education levels, and occupations after joining the activity were increasingly higher than those of before joining the activity with statistical significance at the level of 0.05. The knowledge, awareness and practice about solid waste management of the participants with different genders, education levels, and occupations after joining the activity were not different. Keywords: Model, solid waste management, Multilateral co-operation, Semi-urban community References Bloom, Benjamin S. (1975). Taxonomy of Education Objective, Handbook 1: Cognitive Domain. New York: David Mc Kay Company Inc. Bureau of Environmental Policies and Planning. (1997). National Policies and Action Plans for Sustainable Development for Thailand. Bangkok: Kasetsart University Press. Coon, D. (1994). Essentials of Psychology Exploration and Application. (6rd ed). Chicago: West Publishing. Department of Environmental Quality Promotion. (1992). National Environmental Quality Promotion and Maintenance Act B.A. 2535 and Related Laws. Bangkok: Department of Environmental Quality Promotion. Domjan, M. (1996). The Essentials of Conditioning and Learning. New York: Brook & Cole Publishing. Lahey, B.B. (2001). An Introduction to Psychology. (7rd ed). Chicago: McGraw-Hill. Mali Chansunthon. (2002). Behaviors and Opinions of People Concerning Waste and Waste Separation in Uttaradit Municipality Area, Uttaradit Province. M.A. Thesis. Kasetsart University. Nichaphat Phoemthong-In. (2007). Environmental Education for Environmental Management in the Area of Lamphraya Floating Market, Banglen District, Nakhon Pathom Province. Phatthana Munphruk. (1996). Environmental Health. Bangkok: N. S. L. Printing. Phongphan Traimongkhonkul and Suphap Chattraporn. (2010). Research Design. Bangkok: Kasetsart University Press. Phuangsamli A. (1996). “Benchaphakhi (Five-Party)” Cooperation: Critics on the Case of Forest Plantation to Develop Wan Phruk Chaloem Phrakiat R. 9 Foundation Community. Nakhon Pathom: Faculty of Environment and Resource Studies, Mahidol University. Pollution Control Department. (2009). Complete Cycle Waste Management. Bangkok: Pollution Control Department. Pollution Control Department. (2012). The Amount of Wastes per Day in 2005-2010. Bangkok: Pollution Control Department. Prakop Sutthikamot. (2005). Involvements of People in Community Waste Management: A Case Study of Wat Klang Community, Bangkapi District, Bangkok. Term Paper, School of Social Development, National Institute of Development of Administration. Prawase Wasi. (1992). Concepts and Strategies of Samanuphap and Witcha Society. Bangkok: Folk Doctor Foundation. Rujira Yanachot. (2007). Involvements of People in Waste Separation Project in Rongkham Municipality Area, Rongkham District, Kalasin Province. M.A. Thesis. Khon Kaen: Khon Kaen University. Supot Saeng-ngoen, et al. (2003). The Community Learning Process for Capacity Building of the Community. A Case Study of Phaen Din Thong Khoi Rut Tuk Wa Community. The Complete Research Report. The Thailand Research Fund. Surakrai Wangsakan. (2005). The Development of Training Plans to Promote Involvements of Community Leaders in Waste Management of Cha-e Sub-District Municipality, Cha-e District, Mukdahan Province. M.A. Thesis. Sakon Nakhon: Sakonnakhon Rajabhat University. Surasak Muangphrom. (2008). The Development of a Training Model of Waste Management in Rural Areas of Roi-Et Province. Ph.D. Dissertation. Mahasarakham: Mahasarakham University. Thirayuth Boonmee. (1993). Strong Society: Thoughts-Philosophy. Bangkok: Mingmit. Tisana Khemmani. (2014). Science of Teaching: Knowledge for Efficient Learning Process Management. Bangkok: Dansutha Printing. Traimongkhonkul, Phongphan and Chattraphon, Suphap. (2003). Research Design. Bangkok: Kasetsart University Press. UNESCO. (1976). The Belgrade Charter. Connect UNESCO-UNEP Environmental Education Newsletter, 1(1), 2-6. UNESCO. (1980). Evaluation the Quality of life in Belgium. Social Indicators Research, 8, 21(2), 312. Winai Wirawatthananon. (1995). Environmental Process. Bangkok: Odeon Store. |
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The Integration of Environmental Education and Communicative English Based on Multiple Intelligence Theory for Students in Extended SchoolsChalothorn Sangsongfaa & Wee Rawanga
pp. 5776-5788 | Article Number: ijese.2016.427
Abstract Research and Development (R&D) was used with 364 students, 44 teachers and 3 school directors before designing innovation, and evaluating the model efficiency with 30 voluntary students by Action Research (AR). The research used questionnaire, interview form and innovation efficiency evaluation form, and statistically analyzed by percentage, means, standard deviation and t-test. The research findings revealed that most informants were female (59.50%), 14.15 years old in average, and studied in secondary school. Most communities experienced chemical residues (41.50%), particularly in soil (48.60%), air (35.20%) and water (32.70%) respectively. Cultural problems were caused by technological progress (40.10%). The learning on environmental education ( = 3.95, S.D. = 0.88) and communicative English were at high level ( = 3.67, S.D. = 0.92). In addition, the researchers also found that the integrated model appeared high level of performance (E1/E2 = 81.51/82.11), levels of both content (= 4.60, S.D. = 0.55) and construct validity ( = 3.97, S.D. = 0.55) with statistically significant difference at 0.05. Keywords: Integration, environmental, environmental education, communicative English, multiple intelligence theory References Armstrong, T. 1999. Multiple Intelligence in the Classroom: Teaching Methods for Developing Intelligences. (Aree Sanhachawee, Translator). Bangkok: Book Development Center, Department of Curriculum and Instruction Development. Blishen,E. (1969). Blond’s Encyclopedia of Education. London: Blond Education. Bogan, walter J. (Summer, 1973). Environmental Education Redefined. The Journal of Education, 4 (4)3-8. Bowman, Marylynne Cox. (1974). Journal of Environmental Education. Winter: Asseeing College Student Attitude Toward Environmental Issues Chungkao,K. (1993). Educational Environment. Bangkok: Aksorn Siam Publishing. Gardner, H. (1983). Frames of Mind. New York: Basic. Greenal, A. (1981). An Introduction to Environmental Education: A Sourcebook for Secondary Education. Boston: Houghton Miffin.co. Hopkins. (1973). Integration, it Meaning and Application. New York: Appleton Century Company Inc. Hue, M & Kerry Joh, K. (2014). Creating culturally responsive environments: Ethnic minority teachers’ constructs of cultural diversity in Hong Kong secondary schools. Asia Pacific Journal of Education, 34:3, 273- 287. Inseeyong, V and Pattana-amorn, S. (1998). Adjustment towards the Social Change and Politics of Teenagers. n.d. Kammanee, T. (2010). Instructional Science: Knowledge Base for Effective Learning Process. (12th Edition). Bangkok: Darn Sutta Press Company Limited. Khowtrakul, S. (2013). Educational Psychology. (10th Edition). Bangkok: Chulalongkorn University Printing House Kurusapa Printing Ladphrao. (2549). Ways for Integration Learning Management. (2nd Edition). n.d.. Ministry of Education. (2008.). The Basic Education Core Curriculum B.E. 2551 (A.D. 2008). Bangkok: The Agricultural Co-Operative Federation of Thailand Limited. Muangkoe, S, et.al., (n.d.). The Report of Complete Research Results on Fun Education to Enhance the Academic Strength of Ideal Teachers. Faculty of Education, Kasetsart University. Office of the Basic Communication Commission, Ministry of Education. (2004). Learning...Integration. Bangkok: Kurusapa Printing Ladphrao Office of the Education Council. (2004). Report of Synthesis on the Model of Learning Process Managent of Model Teachers (According to the National Education Act B.E. 2542) The Model of Learning Process Management based on Foreign Language Subject Matters Group. Bangkok: Sor Kor Sor. Onnuam, D and Kammanee, T. (2005). Integration Learning Management. Bangkok: Institute of Academic Development (IAD). Phanit, W. (2003). Integration: Concepts and Practicing Ways to Meaningful Learning Management. In Suwattana Aiamorrapan, Pimpan Dechakup, and Kamolporn Bandittayanon (Editors), Concepts and Practice Ways for Teachers to Support the Standard of Teacher Occupation. (Page 43-80). Bangkok: Faculty of Education, Chulalongkorn University. Rawang,W. (2008). Code Switching Process Based Communicative Thai-English Model. Department of Education,Faculty of Social Sciences and Humanities. Mahidol University. Sananworakiat, R. (2010). “Educational Environment and Environmental Solution”. AEE-T Journal of Environmental Education, 1(1), 44-46. Sasin Graduate Institute of Business Administration, Chulalongkorn University, organized by Social Research Institute, Chulalongkorn University, and Department of Environmental Quality Promotion, Ministry of Natural Resources and Environments, Bangkok: Chulalongkorn University. UNESCO. (1976). The Belgrade Charter. Connect 1, 1 (January),2. Verravatannond, V. (1997). Environmental Crisis: Deadlock of Development. (2nd Edition). Bangkok: Songsiam Company Limited Waiwanichchakul, N and Udomsri, C. (1990). Business Research Methodology. (3rd Edition). Bangkok: Chulalongkorn University. Wankaew, S. (n.d.). Workshop Conference for Consideration of “Draft” on Educational Environment Plan for Sustainable Development (B.E. 2551-2555) on 24 January 2008 at Conference Room of Sasin Hall, Floor 9, White, Alvin M. (1981). Interdisciplinary Teaching. San Francisco: Jossey-Bass. Yamane, T. (1967). Elementary Sampling Theory. Englewood Cliffs, NJ: Prentice Hall |
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Gender approach at physical culture lessons at the second stage of basic high educationIrina M. Vorotilkinа, Olga V. Anokhina, Sergey V. Galitsyn, Larisa V. Byankina, Dmitriy V. Chiligin
pp. 5789-5796 | Article Number: ijese.2016.428
Abstract Gender approach in education is a specific impact on the development of boys and girls by the set of factors of education and training process. The objective of this research is the reasoning of applying gender approach at physical culture lessons and creating comfortable environment taking into account the psychophysiological differences of the pupils. For the implementation of the said objective, pedagogical and educational tasks were assigned to be solved using various means and methods. The study of the dynamics of physical activity and physical health development is monitored via testing techniques. The obtained data are processed using mathematical statistics methods. Also, interviews and questionnaires were used to identify the issues arising in co-education classes. The level of training program acquisition was identified using the expert assessment method. The analysis of the obtained data makes it possible to conclude that there is an urgent need for separate training of 10-15 year old boys and girls at physical culture lessons as their periods of physiological and physical maturity do not coincide. Gender approach strategy allows various gender pupils to realize their potential in creative cognition, relying on their abilities, inclinations and value orientations, not only at physical culture lessons but in various educational activities. Keywords: gender approach, lesson, separate education References Allensworth, D.D. Comprehensive School Health Program: Exploring an Expanded Concept . J. Sch. Health.1987. Vol. 57, No. 10. P. 409-411. Approximate programs of the basic higher education. Physical culture / Federal state educational standards. – Moscow: Prosvyascheniye, 2010, - 64 p. Eaton, W.O. Are sex differences in child motor activity level a function of sex differences in maturational status? . 1989.- Vol. 60. – P. 1005-1011. Gådin, K. G. School-related health – a cross-sectional study among young boys and . Int. J. Health Serv. – 2000. – Vol. 30, No. 4. – Р. 797 -820. Gordiyash, I.A. Model of educational and training process arrangement in creating individual physical culture in high school pupils: PhD thesis: 13.00.04 / I.A. Gordiyash. – Volgograd, 2009. Kemper, H. C. G. Interaction of physical activity on maximal aerobic power of 13-to 27-year – old males and females . J. Physiol. – 1994.- Vol. 479, Suppl.: proc. – P. 50. Kletsina, I.S. Psychology of gender relationships: theory and practice . S.-Pb., 2009. - 380 p. Kolbe, L. J. Increasing the Impact of School Health Promotion Programs: Emerging Research Perspective. J. Health Educ. – 1986. – Vol. 17, No. 5. – P. 47-52. Nader, P. N. The Concept Comprehensiveness in the Design and Implementation School Health Programs J. Sch. Health. – 1990. – Vol. 60, No. 4. - P. 133-138. Sharonova, S. Gender, education, mobility. 2002. – No. 6. – P. 130-134. Torre, J. Mens sana in corpore sano, or exercise abuse? Clinical considerations . 1995. – Vol. 59, No. 1. – Р. 15-31. Vorotilkina, I.M., Anokhina, O.V. Creating independent physical activity in senior school girls. Scientific records of P.F. Lesgaft university. 2012. No. 5 (87). P. 21- 25. Vorotilkina, I.M., Anokhina, O.V. Creating tolerant attitude to medically fragile children in the course of physical education. Contemporary research of social issues (electronic scientific journal) No. 11 (19), 2012; www.sisp.nkras.ru. |
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