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1 |
Preschool Students’ Perceptions on Environmental ProblemsKader Birinci Konur, Nihan Akyol
pp. 2109-2119 | Article Number: ijese.2017.141
Abstract According to the preschool teaching program, since the students at this stage forge closer ties with nature, it is important to reveal their awareness and perceptions of the environmental problems in nature. Within this respect, the study aims at determining concepts that the preschool students have in their cognitive structures related to the environmental issues and their perceptions related to these problems. The study was carried out with 5 students who study at a preschool institution in Rize province in Turkey. Phenomenology which is one of the qualitative research designs was used in this study. The data were obtained by having carried out interviews about the events and circumstances. 5 pictures about soil pollution, light pollution, noise pollution, water pollution and air pollution were used as data collection tool. The students were asked to look at these pictures and state their comments related to them. It was aimed to establish with which concepts in their minds students associated the environmental pollutions illustrated on the pictures and their perceptions in this regard. When the students’ comments on the pictures were analysed, it was established that most of them used directly relevant and meaningful concepts related to the subject. On the other hand, it was found out that some of the students had deficient or incorrect concepts in stating environmental problems. It was also determined that students associate all environmental problems with the human concept, and they are of the opinion that problems are caused by the human. Keywords: Environmental Education, Environmental Problems, Preschool Students References Akçay, S. & Pekel, F.O. (2017). Investigation of prospective teachers' environmental awareness and sensitivity in terms of different variables. İlköğretim Online, 16(3), 1174-1184. Akkurt, A. (2011). The views of teacher candidates about the air pollution. Sosyal Bilimler Araştırmaları Dergisi, 1, 237-252. Artun, H. (2013). Investigating effectiveness of environmental education modular instruction curriculum designed for grade 7th students. Doktora tezi. Karadeniz Teknik Üniversitesi Eğitim Bilimleri Enstitüsü. Artun, H. & Okur, M. (2015). Determining knowledge and comprehension levels of secondary school students regarding concepts of environment. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 24, 277-293. Artun, H. & Özsevgeç, T. (2015). Evaluation of secondary students' attitudes towards environment education. YYÜ Eğitim Fakültesi Dergisi, 12 (1), 29-50. Atasoy, B. (2004). Science Learning and Teaching. (2.Baskı), Ankara: Gündüz Eğitim ve Yayıncılık. Atasoy, E. & Ertük, H. (2008). A field study about environmental knowledge and attidudes of elementary school students. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 10(1). Ateş, M. & Karatepe, A. (2013). The analysis of university students’ perceptions towards “environment” concept with the help of metaphors. International Journal of Social Science, 6(2), 1327-1348. Çabuk, B. & Karacaoğlu, C. (2003). İdentifying the environmental sensitivity of the university students. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 36(1-2), 189-198. Dede, G. (2016). Determine the sensitivity of environmental engineering students regarding environment pollution. ISEM, 3rd International Symposium on Environment and Morality, Alanya-Turkey. Demirbaş, M. & Pektaş H.M. (2009). Elementary students’ levels of realization of basic concepts related with environment problem. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED), 3(2), 195-211. Doğan, Y., Saraç, E. & Çiçek, Ö. (2017). Ortaokul öğrencilerinin çevre sorunları, nedenleri ve çözümlerine yönelik algıları, International Journal Of Eurasia Social Sciences, 8(29), 787-804. Ersoy, A.F. & Türkkan, B. (2010). Analyzing social and environmental issues elementary school students reflect in their cartoons. Eğitim ve Bilim Dergisi, 35(156). Gür, K. (2009). Determining The Awareness Level of Environmental Conscious of Primary Education Students At Eighth Grade. Yayınlanmış Yüksek Lisans Tezi. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü İbiş, S. (2009). Opinions of Biology Pre Service Teacher About National and Global Environmental Problems. Yayınlanmamış yüksek lisans tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara. Kahyaoğlu, M., Daban, Ş. & Yangın, S. (2008). Attitudes of primary candidate teachers about environmental. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (11), 42-52. Littledyke, M. (2004). Primary children’s views on science and environmental issues: Examples of environmental cognitive and moral development. Environmental Education Research, 10(2), 217-235. Maskan, A., Efe, R., Gönen, S. & Baran, M. (2006). A research on the evaluation of the opinions of the prospective teachers’ in different fields on the causes, education and solutions of environmental issues. Çukurova üniversitesi Eğitim Fakültesi Dergisi, 3(32), 1-12. Özpınar, D. (2009). Primary school’s 4th and 5th class student’s thoughts to the environment problems (Afyonkarahisar Sample). Yayınlanmış Yüksek Lisans Tezi. Afyon Kocatepe Üniversitesi Sosyal Bilimler Enstitüsü. Özyürek, C. & Aydın, G. (2015). Students’ Opinions on the Light Pollution Application. International Electronic Journal of Elementary Education, 8(1), 55-68. Sadık, F., Çakan, H. & Artut, K. (2011). Analysis of the environmental problems pictures of children from different socio-economical level. İlköğretim Online, 10(3). Summers, M., Kruger, C. & Childs, A. (2000). Primary school teachers’ understanding of environmental issues: An interview study. Environmental Educational Research, 6(4), 293-312. Seçgin, F., Yalvaç, G. & Çetin, T. (2010). Perception of primary school 8th graders about environmental problems through cartoons. International Conference on New Trends in Education and Their Implications. 391-398. Sönmez, E. & Yerlikaya, Z. (2017). A Study Of Environmental Knowledge And Attitudes Of Secondary Students In Terms Of Different Kinds Of Schools. Alınteri dergisi, 1(1), 53-59. Schultz, P.W. (2001). The structure of environmental concern: concern for self, other people, and the biosphere. Journal of Environmental Psychology, 21, 327–339. Taşkın, Ö. & Şahin, B. (2008). The Term “Environment” and Six Years Old Kindergarten Children. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 1(23). Torkar, G. (2016). Secondary school students’ environmental concerns and attitudes toward forest ecosystem services: Implications for Biodiversity Education. International Journal Of Environmental & Science Education, 11(18), 11019-11031. Uyanık, G. (2016). Investigation of the Teacher Candidates’ in Different Degree Programs Perceptions and Sensitivity towards Air Pollution. Kastamonu Eğitim Dergisi, 24(4),1571-1588. Vural, H. & Yılmaz, S. (2016). Determining The Knowledge and Level of Attitudes of The Secondary School Students to Environment and Nature; A Case of Erzurum. Iğdır Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 6(1), 107-115. Yavuz, M., Balkan Kıyıcı, F. & Atabek Yiğit, E. (2014). Ortaokul öğrencilerinin çevre ve çevre bilinci algısının çizim yöntemi ile incelenmesi, VI. Uluslararası Türkiye Eğitim Araştırmaları Kongresi, Ankara, Türkiye. Yıldırım, A. & Şimşek, H. (2011). Qualitative Research Methods in the Social Sciences (8. Baskı). Ankara: Seçkin Yayıncılık. Yıldız, K., Sipahioğlu, Ş. & Yılmaz, M. (2005). Enviroment Science. Ankara: Gündüz Eğitim ve Yayıncılık. Yılmaz, F. & Gültekin, M. (2012). The Pre-Service Primary School Teachers’ Opinions Related To Their Program with in the Context of the Environmental Issues. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 18, 120-132. Yücel, E.Ö. & Özkan, Y. (2014). Fen bilimleri öğretmen adaylarinin çevre algilarinin kelime ilişkilendirme araciliğiyla belirlenmesi, E-International Journal of Educational Research, 5(4), 41-56. |
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2 |
The Themes of Metalworking in the Saljuqid period vis-à-vis Khorasan and Mosul SchoolsHabib Shahbazi Shiran, Samad Parvin, Maryam Mastalizadeh
pp. 2121-2132 | Article Number: ijese.2017.142
Abstract The Saljuqs were originally nomadic tribes and nomadic Turkmen from Kyrgyz regions of Central Asia. In the early eleventh century, the Saljuqs began their reign by seizing a major part of Transoxiana. The Saljuqid is one of the most important eras in Islamic-Iranian civilization in which different fine arts reached an unprecedented apogee of flourishing in the history of Iran. The remaining objects from this period show that metalworking was highly developed. Similar to previous eras, silver and gold were rarely used in the Saljuqid era because of religious bans. Silver and gold were used for plating less valuable metals such as bronze and brass. The aim of this article is to examine the forms, themes, and metals used in the Saljuqid era and to investigate the innovations made by two artistic movements, namely, Khorasan and Mosul. Some of the most important art and crafts schools, especially metalworking, of this era were Khorasan and Mosul. This article is based on bibliographic research with an analytical-descriptive approach. First the themes are analyzed, followed by a study of the symbols, and finally an analysis of the intention behind them. Keywords: Metalworking, Decorations, the Saljuqs, Khorasan, Mosul References Afrough, Muhammad, Norouzitalab, Alireza (2011). “An analysis of astrological themes in the decoration of the Saljuqid art: case study of bronze ewer”. Negareh Quarterly: 21, 69-84. Ayatollahzadeh-Shirazi, Baqer (1983). “An analysis of the art of metalwork in the Saljuqid era”. Quarterly of Art: 3. Bani-Emam, Fatemeh (2016). “Metalwork in the Saljuqid era”. Journal of Art Education: 14 (1), 27-32. Bazot et al , (2001). The Saljuqs: a history of Iran. First edition. Trans. Yaqub Azand. Tehran: Mowla. Dadvar, Abolqasem, Zojaji, Negar (2015). “A study of the influence of metalwork in the Saljuqid era (eleventh century) on the western art of metalwork in the middle ages”. Journal of Jelveh Honar: 14, 79-89.
Dehkhoda, Ali-Akbar (1994). Dehkhoda Encyclopedia. Tehran: Tehran University Press. Dehkhoda, Ali-Akbar (1994). Dehkhoda Encyclopedia. Tehran: Tehran: Tehran University Press. Dimand, S. M. (1986). Guide to Islamic industries. Trans. Abdollah Faryar. Second edition. Tehran: Elmi-Farhangi. Dimand, S. M. (2004). Guide to Islamic industries. Trans. Abdollah Faryar. Tehran: Elmi-Farhangi. Ehsani, Muhammad-Taghi (1997). Seven thousand years of metalwork in Iran. Second edition. Tehran: Elmi-Farhangi. Enayat, Tufigh (1999). “The elements of Iranian identity and culture in Islamic arts”. Monthly Book of Art: 18. Hall, James (2004). An encyclopedia of symbols in eastern and western art. Trans. Roqayeh Behzad. Tehran: Farhange Moaser. Heidarabadian, Shahram, Abbasifard, Farnaz (2009). Islamic art of metalwork. Tehran: Sobhan Nour. Helmi, Kamaladin (1985). The Saljuqid government. Trans. Abdollah Naser-Taheri. Qom: Howzeh and Daneshgah Research Center. Jobs, Gertrude (1991). Symbols. Trans. Muhammad Qobadpour. Tehran: Jahan-Nama. Katly etl al (1997). The Saljuqid art. First edition. Trans. Yaqub Azand. Vol. 8. Tehran: Mowla. Khalili, Naser etl al (2008). Instruments in astrology and science. Trans. Ali Mazandarani: Islamic art collections. Vol. 11. Tehran: Karang. Lakpur, Simin (1996). Bright faces. Tehran: Miras Farhangi. Okhovat, Hanieh, Taghvaee, Ali-Akbar (2009). “Trees, archetypal images, and the evolution of the image of the tree in Quran”. Monthly Book of Art: 33. Pope, Arthur et al (2001). Masterpieces of the Iranian art. Adapted by Parviz Natel Khanlari. Second edition. Tehran: Elmi-Farhangi. Price, Christian (1968). The history of Islamic art. Trans. Masoud Rajabnia. Tehran: Bongahe Tarjome va Nashr. Rafei, Ahmadreza, Shirazi, Ali-Asqar (2007). “The art of the Saljuqid era: arts and the sciences”. Negareh Quarterly: 5. Razani, Mehdi, Bakhshandefard, Mehdi, Tavakoli, Asqar (2010). “Saljuqid metalwork with Islamic-Iranian identity”. Quarterly of Cultural Heritage: 5 (4).
serlu, Juan Edoardo (2010). Encyclopedia of symbols. First edition. Trans. Mehrangiz Ohadi. Tehran: Dastan. Shayestefar, Mahnaz (2005). Shi’ite art. Tehran: Center for Islamic Art Studies. Spuler,Bertold (1995). The history of Moghuls in Iran. Trans. Mahmoud Miraftab. Tehran: Elmi-Farhangi. Tohidi, Faegh (20070. Basics of the art of metalwork, sculpture, etc. Tehran: Samira. Vaziri, Alinaqi (1994). A general history of visual arts. Tehran: Hirmand. Ward, Rachel (2005). Islamic metalwork. Trans. Mahnaz Shayestefar. Tehran: Center for Islamic Arts Studies. Ward, Rachel (2005). Islamic metalwork. Trans. Mahnaz Shayestefar. Tehran: Center for Islamic Arts Studies. Wilson, Eva (1987). Islamic designs. Trans. Muhammadreza Riazi. Tehran: Rooz. Zaki, Muhammad-Hassan (1987). The history of industries in Iran after Islam. Second edition. Ali Khalili. Tehran: Eqbal. Zomorodi, Homeira (2006). A comparative study of religions and myths in Ferdowsi’s Shahnameh, Nezami’s Khamseh and Manteq al-Teyr”. Tehran: Zavar. |
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3 |
Development of Electrical Engineering Teacher Competency Model Facing ASEAN Economic CommunityFid Jantje Tasiam, Djoko Kustono, Purnomo, Hakkun Elmunsyah
pp. 2133-2138 | Article Number: ijese.2017.143
Abstract The main factor facing the ASEAN Economic Community (MEA) is prepare a reliable Human Resources (HR), if not prepared carefully will be missed and citizens of Indonesia can be a guest at home. The objectives of this research are (1) to describe the competency model of vocational electrical engineering teacher to face the ASEAN Economic Community (MEA), (2) develop electrical engineering vocational model with website approach, and (3) Show feasibility level of websites when used to develop the competence of vocational high school electrical engineering teachers. Based on the validation results obtained the final data of 95% of material experts, 96.4% of media experts, and 88% of teachers. Based on the average results obtained from the test of material experts, media experts, and teachers obtained a percentage of 93.1%, so it can be concluded the website developed is valid and feasible to use. Keywords: Electrical Engineering, Competency Model, ASEAN References Amin, F. (2017, June 15). Web Musyawarah Guru Mata Pelajaran (MGMP) Pemasaran Provinsi Jawa Tengah. Diambil kembali dari Web Musyawarah Guru Mata Pelajaran (MGMP) Pemasaran Provinsi Jawa Tengah: http://eprints.unisbank.ac.id/3370/1/Rekayasa%20Web%20MGMP%20PM%20Prof%20Jateng.pdf Elmunsyah, H. (2014). Pengembangan Model Teknologi Informasi dan Komunikasi (TIK) SMK yang Sinergis Terhadap Kebijakan Kemendiknas. Asosiasi Pendidikan Teknologi dan Kejuruan Indonesia(APTEKINDO) (hal. 408-415). Bandung: Fakultas Pendidikan Teknologi dan Kejuruan dan APTEKINDO. Kresna, R. (2015, January 24). Universitas Ciputra. Diambil kembali dari Inovasi Govermental Menghadapi Masyarakat Ekonomi Asean 2015: http://www.uc.ac.id/wp-content/uploads/2015/11/INOVASI-GOVERNMENTAL-MENGHADAPI-MASYARAKAT-EKONOMI-ASEAN-2015.pdf Kuntadi, E. (2015, - -). Peranan Pengusaha Daerah Dalam Menghadapi MEA 2015. Diambil kembali dari Peranan Pengusaha Daerah Dalam Menghadapi MEA 2015: http://www.bsn.go.id/uploads/download/Peranan_Pengusaha_Daerah_dlm_MEA_Eddy_kuntadi1.pdf Prasetyo, B. (2015). Menilik Kesiapan Dunia Ketenagakerjaan Indonesia Menghadapi MEA. Jurnal RechtsVinding, 1-7. Saud, U. S. (2009). Pengembangan Profesi Guru. badung: CV. Alfabeta. Wahono, R. S. (2006, June 21). Romi Satria Wahono. Diambil kembali dari Aspek dan Kriteria Penilaian Media Pembelajaran: http://romisatriawahono.net/2006/06/21/aspek-dan-kriteria-penilaian-media-pembelajaran/ Wuryandani, D. (2014). Peluang dan Tantangan SDM Indonesia Menyongsong Era Masyarakat Ekonomi ASEAN. Info Singkat Ekonomi dan Kebijakan Publik, 13-16. |
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4 |
What Students Say About Senior High School Organic ChemistrySylvester Donkoh
pp. 2139-2152 | Article Number: ijese.2017.144
Abstract West African Examination Council’s (WAEC) Chief Examiners for chemistry have observed that most Senior High School students exhibit poor mastery of concepts in organic chemistry. The Chief Examiners recommended that chemistry teachers start teaching organic chemistry early and give more practice questions to students. In order understand the challenges students have, regarding the organic chemistry, the study aimed at finding out what students say about teaching and learning organic chemistry in Senior High Schools in Ghana. The survey employed a mixed methods approach to seek the views of students on the organic chemistry aspect of the Senior High School chemistry syllabus. The population for the study was 348 students. The students were, science and mathematics students at Foso College of education, level 100 students at the faculty of Science and the Department of Science and Mathematics Education at University of Cape Coast and students attending remedial classes at Secondi/Takoradi Metropolis. The sample consisted of 32 remedial students at Secondi/Takoradi Metropolis, 132 Mathematics and Science students at Foso College of Education, Assin Foso, and 71 level 100 students in the faculty of Science and the Department of Science and Mathematics Education of University of Cape Coast. Two instruments were used to collect data from the sample. The instruments were a focus group interview schedule, which was used to collect qualitative data, and a Senior High School Organic Chemistry Perception Assessment Tool. The students said, though they have a negative perception about organic chemistry aspect of the Senior High School chemistry syllabus, organic chemistry does not make them nervous nor bored, because they find organic chemistry interesting. They are also said they want to study organic chemistry, and even do it on their own, not for the reason of passing exams but for life. However, teachers’ ill affinity towards organic chemistry seriously affected their understanding of organic chemistry. Chemistry teachers would have to understand organic chemistry and see the organic chemistry aspect of the Senior High School chemistry syllabus as an essential component of chemistry education, if they want their students to learn organic chemistry with ease. Keywords: learning organic chemistry, teaching organic chemistry, perception, Organic chemistry References Adesoji, F. A., & Arowosegbe, O. (2004). Isolation of factors in teachers’ perception of senior secondary chemistry practical in Nigeria. Retrieved from http://www.hbcse.tifr.res.in/episteme/ episteme-2/e-proceedings/adesoji. Anders, C., & Berg, R. (2005). Factors related to observed attitude change toward learning chemistry among university students. Chemistry Education Research and Practice, 6(1), 1 – 18. Andile, M., & Makgato, M. (2006). Factors associated with high school learners' poor performance: A spotlight on mathematics and physical science. South African Journal of Education, 26(2), 253 – 266. Arrey, L. N. (2005). Intensive learning versus traditional learning in organic chemistry. Summer Academe, 521-26. Arrey, L. N. (2009). Organic chemistry: Intensive format or traditional format. Summer Academe, 637-45. Beasley, W. (1980). High school organic chemistry studies: Problems and prospects. J. Chem. Educ, 57(11), 807. Bhukuvhani, C., Zezekwa, N., & Sunzuma, G. (2011). Students' preparedness to integrate Information and Communication Technology tools and resources for the learning of Organic Chemistry concepts in the District of Masvingo, Zimbabwe. International Journal of Education & Development Using Information & Communication Technology, 7(2), 27-37. Childs, P. E., & Sheehan, M. (2009). What’s difficult about chemistry? An Irish perspective. Chemical Education Research and Practice, 10, 204 – 218. Diegelman-Parente, A. (2011). The use of mastery learning with competency-based grading in an organic chemistry course. Journal of College Science Teaching, 40(5), 50-58. Garkov, V. (2006). Problems of the general chemistry course and possible solutions: the 1-2-1general/organic/general curriculum and its challenges. Chemistry, 15(2), 86 – 100. Halford, B. (2016). Is there a crisis in organic chemistry education? Teachers say yes, but most of the problems aren’t new. Chemical & Engineering News, (94)13, 24-25. Harvey, L. C. (2002). Exploring how students learn organic chemistry. USA: Academic Exchange Quarterly. Hickey, T. T., & Pontrello, J. T. (2016). Building bridges between science courses using honors organic chemistry projects. Journal of College Science Teaching, 45(1), 18-25. Hrin, T. N., Milenković, D. D., & Segedinac, M. D. (2016). The effect of systemic synthesis questions [ssynqs] on students’ performance and meaningful learning in secondary organic chemistry teaching. International Journal of Science and Mathematics Education, 14(5), 805-824. Vachliotis, T., Salta, K., Vasiliou, P., & Tzougraki, C. (2011). Exploring novel tools for assessing high school students’ meaningful understanding of organic reactions. Journal of Chemical Education, 88(3), 337-345. Jegede, S. A. (2007). Students’ anxiety towards the learning of Chemistry in some Nigerian secondary schools. Educational Research and Review, 2(7), 193 – 197. Jimoh, A. T. (2005). Perception of difficult topics in chemistry curriculum by students in Nigeria secondary schools. Ilorin Journal of Education, 24, 71 – 78. Johnstone, A. H. (2006). Chemical education research in Glasgow in perspective. Chemistry Education Research and Practice, 7(2), 49 – 63. Lyubartseva, G. (2013). Influence of audience response system technology on student performance in organic chemistry lecture class. Education, 133(4), 439-443. Mahajan, D. S., & Singh, G. S. (2003). Instructional strategies in organic chemistry teaching: Perception of science and agriculture undergraduate students in Botswana. Education, 123(4), 714 – 720. Mahajan, D. S., & Singh, G. S. (2005). University students’ performance in organic chemistry at undergraduate level: perception of instructors from universities in the SADC region. Chemistry, 14(1), 25 – 36. Morton, R. K (2012). What Do Students Expect of a Teacher? Improving College and University Teaching 11(1), doi: 10.1080/00193089.1963.10532203. Own, Z., Chen, D., & Chiang, H. (2010). A Study on the Effect of Using Problem-based Learning in Organic Chemistry for Web-based Learning. International Journal of Instructional Media, 37(4), 417-430. Powell, W., & Kusuma-Powell, O. (2011). How to teach now. retrieved from http://www.ascd.org/publications/books/111011/chapters/Knowing-Our-Students-as-Learners.aspx. Rosenthal, L., & Boser, U. (2012). To Improve Schools, We Should Listen to Students. Retrieved from http://www.usnews.com/opinion/articles/2012/07/10/to-improve-schools-we-should-listen-to-students. Vachliotis, T., Salta, K., Vasiliou, P., & Tzougraki, C. (2011). Exploring novel tools for assessing high school students’ meaningful understanding of organic reactions. Journal of Chemical Education, 88(3), 337-345. WAEC (2005). Chief Examiners’ Report: Elective science programme. Accra: West African Examination Council (WAEC). WAEC (2006). Chief examiners’ report: Elective science programme. Accra: West African Examination Council (WAEC). WAEC (2009). Chief examiners’ report: Elective science programme. Accra: West African Examination Council (WAEC). Wright, S. (2013). Academic Teaching Doesn't Prepare Students for Life. Retrieved from http://plpnetwork.com/2013/11/07/obsession-academic-teaching-preparing-kids-life/ |
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5 |
A context Specific Framework Approach to Community-Based MonitoringIrene Muller
pp. 2153-2175 | Article Number: ijese.2017.145
Abstract This paper aims to outline the development of a generic citizen science framework that can be implemented at educational institutions such as university campuses and schools. The framework was developed as a reflective practice after implementation of a community-based water-monitoring project with pre-service teachers and school learners at the North-West University (Vaal Campus), South Africa. The proposed generic citizen science framework was designed by the researcher as an application of various available citizen science models to the North-West University (Vaal Campus) water-monitoring project. The designed framework is, therefore, the product of document reviews and reflection on the real-world practice of a community-based water-monitoring project. The implementation of citizen science in communities, and specifically a community-based water-monitoring project, requires planning and implementation of diverse complex concepts at different levels. Adhering to previous research and refining recommendations with practical findings from a real-life project aid to develop a framework of citizen science that can provide guidance to plan future citizen science projects at educational institutions. The proposed framework can provide sound guidance to citizen science project leaders of different educational institutions regarding citizen science projects. The proposed framework aligns literature and practical experience to create a simplistic view on citizen science projects. The proposed framework can be considered as the “big picture” in citizen science and may guide future projects as a departure point when planning a project Keywords: citizen science; community-based monitoring; participation; adaptive management; framework References Alender, B. (2016), “Understanding volunteer motivations to participate in citizen science projects: a deeper look at water quality monitoring”, Journal of Science Communication, Vol. 16 No. 3, pp. 1-19. Bonney, R., Ballard, H., Jordan, R., McCallie, E., Phillips, T., Shirk, J. and Wilderman, C.C. (2009a), “Public participation in scientific research: defining the field and assessing its potential for informal science education. A CAISE Inquiry Group Report”, Centre for Advancement of Informal Science Report, Washington, D.C. Bonney, R., Cooper, C.B., Dickinson, J., Kelling, S., Phillips, T., Rosenberg, K.V. and Shirk, J. (2009b), “Citizen science: a developing tool for expanding science knowledge and scientific literacy”, BioScience, Vol. 69, pp. 977-984. Buytaert, W., Zulkafli, Z., Grainger, S., Acosta, L., Bastiaensen, J., De Bievre, B., Bhusai, J., Clark, J., Dewulf, A., Foggin, M., Hannah, D.M., Hergarten, C., Isaeva, A., Karpousoglou, T., Pandya, B., Paudel, D., Sharma, K., Steenhuis, T., Tilahun, S., Van Hecken, G. and Zhumanova, M. (2014), “Citizen science in hydrology and water storage resources: opportunities for knowledge generation, ecosystem service management, and sustainable development”, Frontier Earth Science, available at: http://journal.frontierin.org/article/10.3389/feart.2014.0026/full (accessed 30 August 2016). Conrad, C.C. and Hilchey, K.G. (2011), “A review of citizen science and community-based environmental monitoring: issues and opportunities”, Environmental Monitoring Assessment, Vol. 176, pp. 273-291. Cooper, C.B., Dickinson, J., Phillips, T. and Bonney, R. (2007), “Citizen science as a tool for conservation in residential ecosystems”, Ecology and Society, Vol. 12 No. 2, pp. 11, available at: http://www.ecologyandsociety.org/vol12/iss2/art11/ (accessed 31 August 2016). Danielsen, F., Burgess, N.D., Balmford, A, Donald, P.F., Funder, M., Jones, J. P.G., Alviola, P., Balete, D.S., Blomley, T., Brashares, J., Child, B., Enghoff, M., Fjeldsa, J., Holt, S., Hubertz, H., Jensen, A.E., Jensen, P.J., Massao, J., Mendoza, M.M., Ngaga, Y., Poulsen, M.K., Rueda, R., Sam, M., Skielboe, T., Stuart-Hill, G., Topp-Jorgensoen, E. and Yonten, D. (2008), “Local participation in natural resource monitoring: a characterization of approaches”, Conservation Biology, Vol. 23 No. 1, pp. 31-42. Dickenson, J.L., Shirk, J., Bonter, D., Bonney, R., Crain, R.L., Martin, J., Phillips, T. and Purcell, K. (2012), “The current state of citizen science as a tool for ecological research and public engagement”, Frontier Ecology Environment, Vol. 10 No. 6, pp. 291-297. Fernandez-Gimenez, M.E., Ballard, H.L. and Sturtevant, V.E. (2008), “Adaptive management and social learning in collaborative and community-based monitoring: a study of five community-based forestry organizations in the western USA”, Ecology and Society, Vol. 13 No. 2, available at: http://wwwecologyandsociety.org/vol13/iss2/art4/ (accessed 27 March 2015). Holling, C.S. (1973), “Resilience and stability of ecological systems”, Annual Review of Ecology and Systematics, Vol. 4, pp. 1-23. Huitema, D.E., Mostert, E., Egas, W., Moellenkamp, S., Paul-Wostl, C. and Yalcin, R. (2009), “Adaptive water governance: assessing the institutional prescriptions of adaptive (co‑) management from a governance perspective and defining a research agenda”, Ecology and Society, Vol. 14 No. 1, pp. 26, available at: http://www.ecologyandsociety.org/vol14/iss1/art26/ (accessed 18 April 2015). Kruger, L.E. and Shannon, M.A. (2010), “Getting to know ourselves and our places through participation in civic social assessment”, Society & Natural Resources: An International Journal, Vol. 13 No. 5, pp. 461-478. Lawrence, A. (2006), “‘No personal motive?’ Volunteer, biodiversity and the false dichotomies of participation”, Ethics, Place & Environment, Vol. 9 No. 3, pp. 279-298. Lewenstein, B.V. (2016), “Can we understand citizen science”, Journal of Science Communication, Vol. 15 No. 1, pp. 1-5. Matthews, S. (2014), “Citizens indispensable in modern biodiversity protection”, The Water wheel, Volume 13 No. 3, available at: http://www.wrc.org.za/ (accessed 1 September 2015). Maxwell, J.A. (2013), Qualitative research design: an interactive approach, 3rd edition, Sage, Washington DC. McLoughlin, S. (2015), “Enlisting citizen scientists MiniSASS evolves into a smartphone app What’s in the citizen science toolkit”, available at: http://www.news24.com/SouthAfrica/News/Enlisting-citizen-scientistsMiniSASS-evolves-into-a-smartphone-appWhats-in-the-citizen-science-toolkit-20150521 (accessed 3 March 2016). Miller, G.T. and Spoolman, S.E. (2012), Living in the environment, 17th edition, Cengage Learning, Brooks/Cole. Munnik, V., Molose, V., Moore, B., Tempelhoff, J., Gouws, I., Motloung, S., Sibiya, Z., Van Zyl, A., Malapela, P., Buang, B., Khoadi, J., Mhlambi, L., Morotolo, M., Mazibuko, R., Mlambo, M., Moeketsi, M., Qamakwane, N., Kumalo, N. and Tsotetsi, A. (2011), “Final consolidated report: the potential of civil society organisations in monitoring and improving water quality”, available at: http://cer.org.za/wp-content/uploads/2011/11/Mvula-final-WQ-report-nov-2011iw.pdf (accessed 18 June 2015). Newman, G., Graham, J., Crall, A. and Laituri, M. (2011), “The art and science of multi-scale citizen science support”, Ecological Informatics, Vol. 6, pp. 217-227. Pollock, R.M. and Whitelaw, G.S. (2005), “Community-based monitoring in support of local sustainability, local environment”, The International Journal of Justice and Sustainability, Vol. 10 No. 3, pp. 211-228. Nieuwenhuis, J. (2007), “Analysing qualitative data”, in Maree, K. (Ed.), First steps in research, Van Schaik, Pretoria, pp. 70-92. Potschin, M. and Haines-Young, R. (2006), “Rio +10, sustainability science and landscape ecology”, Landscape and Urban Planning, Vol. 75, pp. 162-174. Pouliot, C. (2009), “Using the deficit model, public debate model and co-production of knowledge models to interpret points of view of students concerning citizens’ participation in socioscientific issues”, International Journal of Environmental and Science Education, Vol. 4 No. 1, pp. 49-73. Rivett, U., Champanis, M. and Wilson-Jones, T. (2012), “Monitoring drinking water quality in South Africa: designing information systems for local needs”, Water SA, Vol. 39 No. 3, pp. 409-414. Savan, B., Morgan, A.J. and Gore, C. (2003), “Volunteer environmental monitoring and the role of universities: the case of citizens’ environment watch”, Environmental Management, Vol. 31 No. 5, pp. 561-568. Shirk, J.L., Ballard, H.L., Wilderman, C.C., Phillips, T., Wiggins, A., Jordan, R., McCallie, E., Minarchek, M., Lewenstein, B.V., Krasny, M.E. and Bonney, R. (2012), “Public participation in scientific research: a framework for deliberate design”, Ecology and Society, Vol. 17 No. 2, p. 29. Skelcher, C., Mathur, N. and Smith, M. (2005), “Governance of collaborative spaces: discourse, design and democracy”, Public Administration, Vol. 83 No. 3, pp. 573-596. South Africa. Department of Basic Education. (2011), Curriculum and Assessment Policy Statement: Grades 10-12 Physical Science, available at: http://www.education.gov.za/LinkClick.aspx?fileticket=uVcOcx728Y8%3D&tabid=570&mid=1558 (accessed 29 March 2016). South Africa National Biodiversity Institute (SANBI). (2016), available at: http://biodiversityadvisor.sanbi.org/participation/citizen-science/ (accessed 25 January 2016). Whitelaw, G., Vaughan, Craig, B. and Atkinson, D. (2003), “Establishing the Canadian community monitoring group”, Environmental Monitoring and Assessment, Vol. 88, pp. 409-418. Tandlich, R., Luyt, C.D. and Ngqwala, N.P. (2014), “A community-based rainwater monitoring and treatment programme in Grahamstown, South Africa”, Journal of Hydrocarbons, Mines and Environmental Research, Vol. 5 No. 1, pp. 46-51. World Commission on Environment and Development. 1987. Our common future. Oxford University Press, Oxford. Wiggins, A. and Crowston, K. (2011), “From conservation to crowdsourcing: a typology of citizen science”, available at: http://andreawiggins.com/research/Wiggins2011HICSS.pdf (accessed 30 August 2016). |
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The Effect of Emotional Intelligence and Student Learning Interest on the Achievement of Economic Learning at Madrasah Aliyah in IndonesiaHeru Sriyono
pp. 2177-2183 | Article Number: ijese.2017.146
Abstract The purpose of this study is to determine the effect of emotional intelligence and interest in learning on economic achievement. The research method used is survey. The sample size is 60 students selected randomly from all students of Madrasah Aliyah in Bekasi. The data were collected through interview, direct observation, questionnaire, and documentation. Data analysis with multiple regression method. Statistical test used F test and t test. The result showed that emotional intelligence and student learning interest obtained by correlation coefficient of 0,574 with determination coefficient equal to 33% with double regression analysis is as follows: Y = 17,252 + 0,323 X1 + 0,334 X2. T = 2.612 and 2.808. Through the test analysis obtained that the correlation coefficient and regression are significant. From these equations simultaneously show that the variable of emotional intelligence and interest in learning influence on economic learning achievement. And partially that each variable of emotional intelligence effect on the achievement of economic learning and interest in learning influence on economic learning achievement. Keywords: Emotional Intelligence, Interest in Learning, Learning Achievement References Cooper, Robert and Ayman Sawaf, 1998, Executive EQ, Emotional Intelligence in Business, London: Orion Business Book. Goleman, Daniel. 1988. Emotional Intelligence: Why it Can MatterMore Than IQ. New York: Bantom Book. Howes, Herald.1999. Approach in Teaching and Learning Process. PT. Remaja Rosdakarya: Bandung. Martinus, Yamin. 2007. Student Learning Tips. Mountain Persada Press. Oemar Hamalik. 2003. Improving Student Motivation in learning. Surabaya: Aneka Ilmu. Setiaji, Bambang, 2004. Research Guide with Quantitative Approach. Surakarta: UMS Postgraduate Program. Wayan Nurkancana. 1983. Teaching Psychology. Jakarta: PT Gramedia. |
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Perception, Attitude and Health Risk Assessment of Trace Metals From Borehole Waters Collected in a Town Near Mining İndustries in Pretoria, South AfricaJoshua Oluwole Olowoyo, Ntebo Lion & Karabo Mothata
pp. 2185-2194 | Article Number: ijese.2017.147
Abstract The availability of drinking water is fast becoming a major challenge in most of the developing countries. Reliance on well and borehole water is thus on the increase without prior effort to consider their safety for human consumption. The present study investigated the concentrations of trace metals in water samples collected from borehole in a village surrounded by mining industries with a view to determining the health implication of drinking water from these boreholes. The study further examined the attitude and perception of villagers on the quality and the treatment of the water before consumption. The study was conducted in a village surrounded by different mining companies. Water samples were collected during the summer and winter seasons from randomly selected boreholes in the village and structured questionnaires were administered in order to get information on water treatment methods used by the villagers. The trace metal content of the water was determined by Inductive Couple Plasma Mass Spectrophotometer (ICP-MS). The result showed that there was no significant difference in the concentrations of trace metals obtained for the two sampling periods (p< 0.05). Concentrations of trace metals such as Zn and Hg were above the recommended limit set by World Health Organization (WHO) for trace metals in water. The report from the questionnaire showed that 97% of those interviewed do not treat the water before drinking and had no any prior knowledge of trace metals in water. The report from the questionnaire further showed that 60% of those interviewed agreed that the water is available during the summer period and may become scarce during the winter season; however the respondents agreed that there is no need to get pipe borne water from any other source. The study concluded that since the majority of the people rely on these boreholes for the supply of portable water and taking into consideration the levels of Zn and Hg in some of the boreholes, it may be necessary to monitor the levels of trace metals from these boreholes regularly. Keywords: Borehole water, water purification, Zinc, Mercury References Abdulrahman, A.S., Mohammad, I., Mohammad, S.H. 2011. "Inhibition of Corrosion of Mild Steel in Hydrochloric Acid by Bambusa Arundinacea." International Review of Mechanical Engineering. 5(1): 59-63. Adejuwon, J.O., Odekunle, T.O., Omotayo, M.O. 2007. ‘Using seasonal weather forecasts for adapting food production to climate variability and change in Nigeria.’ In: Leary, N., Adejuwon, J., Barros, V., Burton, I., Lasco, R. (eds), Adaptation to Climate Change. Earthscan, London, UK (forthcoming). Aizebeokhai, A.P. 2011. Potential impacts of climate change and variability on ground water resources in Nigeria. African Journal of Environmental Science and Technology. 5(10): 760–768. American Public Health Association (APHA). 1989. American Water Works Association (AWWA) & Water Environment Federation (WEF): Standard Methods for the Examination of Water and Wastewater. American Public Health Association (APHA). 2005. American Water Works Association (AWWA) & Water Environment Federation (WEF): Standard Methods for the Examination of Water and Wastewater, 21st Edition. Botchway, C.A., Ansa-Asare, O.D., Antwi, L.A. 1996. “Natural fluoride and trace metal levels of ground and surface waters in the greater Accra region of Ghana”. West African Journal of Medicine. 15: 204-209. Bunnell, J.E., Tatu, C.A., Busho, R.N., Stoeckel, D.M., Brady, A.M.G., Beck, M., Lerch, H.E., McGee, B., Hanson, B.C., Shi, R., Orem, W.H. 2006. Possible linkages between lignite aquifers, pathogenic microbes, and renal pelvic cancer in northwestern Louisiana, USA. Environmental Geochemistry and Health. 28: 577–587. doi: 10.1007/s10653-006-9056-y. Chimphamba, J.B., Phiri, O.L. 2014. Borehole Water Pollution and its Implication on health on the Rural Communities of Malawi. Malawi Journal of Science and Technology. 10(1). Finkelman, R.B., Palmer, C.A., Kolker, A., Mroczkowski, S.J. 1999. Quantifying the modes of occurrence of elementals in coal, Prospects for coal science in the 21st century. In: Bao, Q.L., Liu, Z.Y. (Eds.), Proceedings of the tenth international conference of coal sciences: Prospects for coal sciences in the 21st century. Shanxi Science and Technology Press, Tayiuan, China, pp. 21–24. Gbadegesin, A.S., Olorunfemi, F.B. 2011 "Sustainable technological policy options for rural water supply management in selected rural areas of Oyo State, Nigeria", Management of Environmental Quality: An International Journal. 22(40): 486-501, doi: 10.1108/14777831111136081. Gillies, M.E., Paulin, H.V. 1982. Estimations of daily mineral intakes from drinking water. Human nutrition: applied nutrition. 36: 287-292. Lion, G.N., Olowoyo, J.O. 2012. Population health risk due to dietary intake of toxic heavy metals from Spinacia oleracea harvested from soils collected in and around Tshwane, South Africa. South African Journal of Botan. 88: 178–182. Manyatsi, A.M., Tfwala, S.S. 2012. The Status of Domestic Water at Velezizweni, Swaziland, Department of Agricultural and Biosystems, Engineering, University of Swaziland, Current Research Journal of Social Sciences. 4(2): 128-134. Msonda, K.W.M., Masamba, W.R.L., Fabiano, E. 2007. A study of fluorides groundwater occurrence in Nathenje, Lilongwe, Malawi. Physics and Chemistry of the Earth. 32: 1178-1184. Nartey, V.K., Klake, R.K., Hayford, E.K., Doamekpor, L.K., Appoh, R.K. 2011. Assessment of Mercury Pollution in Rivers and Streams around Artisanal Gold Mining Areas of the Birim North District of Ghana. Journal of Environmental Protection. 2: 1227-1239. Nienie, A.B., Periyasamy, S.B., Amandine, L.B., Patience, N.A., Jean-Paul, O.A., Alphonse M.A., Crispin, K., Mulaji, C., Josué, I., Mubedi, A., Pius, T., Mpiana, C., John, P. 2017. Seasonal variability of water quality by physicochemical indexes and traceable metals in suburban area in Kikwit, Democratic Republic of the Congo. International Soil and Water Conservation Research. 1- 8 DOI : 10.1016/j.iswcr.2017.04.004. Nriagu, J. 2007. Zinc Toxicity in Humans. Elsevier Publication. 1-7. Nyong, A., Kanaroglou, P.S. 2001. “A Survey of Household Domestic Water-Use Patterns in Rural Semi-Arid Nigeria,” Journal of Arid Environments. 49 (2): 387-400. doi:10.1006/jare.2000.0736. Olowoyo, J.O., Odiwe, A.L., Mkolo, N.M., Macheka, L. 2013. Investigating the concentration of different elements in soil and plant composition from mining area. Polish Journal of Environmental Studies. 22: 1135–1141. Pritchard, M., Mkandawire, T., O’Neill, J.G. 2008. Assessment of groundwater quality in shallow wells within the Southern districts of Malawi. Physics and Chemistry of the Earth Journal. 33: 812–823. Sallau, A., Mangs, A., Adamu, M., Lar, A.U. 2014. Assessment of potentially toxic metals in soil and sediments of the Keana Brinefield in the Middle Benue Trough, Northcentral Nigeria. American Journal of Environmental Protection. 3(6-2): 77-88 doi: 10.11648/j.ajep.s.2014030602.19. Solomons, N.W. 1988. Zinc and copper. In: Shils ME, Young VR, eds. Modern nutrition in health and disease. Philadelphia, PA, Lea & Febiger. Ubuoh, E.A. 2012. Susceptibility of Roofing Sheets to Atmospheric - Borne Corrosive Agents in Owerri, Nigeria‖. International People-ware Appliance for Gateway to Analytical Learning (Pakistan). 1: 1- 10. Ubuoh, E.A. Obeta, M.C. and Eze, E.C. 2014. Perception of Sources, Accessibility and Consequences of Domestic Water Supply in Mbaitoli Local Government Area of Imo State, Nigeria. Advances in Life Science and Technology. 18: 2224-7181. www.iiste.org ISSN. WHO. 2004. Xylenes in drinking-water. Background document for preparation of WHO Guidelines for drinking-water quality. Geneva, World Health Organization (WHO/SDE/ WSH/03.04/25). World Health Organization (WHO). 2011. Manganese in Drinking-water Background document for development of WHO Guidelines for Drinking-water Quality. World Health Organization. WHO/SDE/WSH/03.04/104/Rev/1. www.dwa.gov.za/drought. 2017. www.johannesburgwater.co.za/report/. 2016 |
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Active Learning in a Summer Genetics Course: Positive Shifts in Attitudes with CLASS-BioJulie Fairbanks Westerlund & Christina R Chapman
pp. 2195-2211 | Article Number: ijese.2017.148
Abstract We describe a newly developed summer genetics course based upon active learning within a social community. To gauge the success of the course, we examined the attitudes of 72 genetics students on a continuum from novice to more expert-like thinking using the Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio) (Semsar, Knight, Birol and Smith, 2011). The study occurred during two summer courses in 2015 (N=55) and 2017 (N=57) that were designed as active learning communities. By the end of the course, the perceptions of students in both years became more expert-like or positive in all categories on the CLASS-Bio. There were both substantive (Cohen’s d effect size ≥ .3) and statistically, significant (p ≤ .05) differences between pre-and post- means in the following categories in 2015: Problem-Solving Synthesis & Application, Conceptual Connections, and Problem-Solving Strategies and in the following categories in 2017: Enjoyment, Real World, Problem-Solving Synthesis & Application, Problem-Solving Effort and Conceptual Connections. We demonstrate that there were significant shifts in student attitudes towards more positive and expert-like views in a newly designed summer genetics course. These results were consistent in both of the years. Keywords: Active Learning, Genetics, Summer Courses, CLASS-Bio References Adams, W. K. (2005). The Design and Validation of the Colorado Learning Attitudes about Science Survey. AIP Conference Proceedings. doi:10.1063/1.2084697 Adams, W. K., & Wieman, C. E. (2011). Development and Validation of Instruments to Measure Learning of Expert‐Like Thinking. International Journal of Science Education, 33(9), 1289-1312. doi:10.1080/09500693.2010.512369 American Association for the Advancement of Science [AAAS]. (n.d.). Vision and Change: A Call to Action. Retrieved from http://visionandchange.org/files/2011/03/Revised-Vision-and-Change-Final-Report.pdf Anastasi, J. S. (2007). Full-Semester and Abbreviated Summer Courses: An Evaluation of Student Performance. Teaching of Psychology, 34(1), 19-22. doi:10.1177/009862830703400103 Armbruster, P., Patel, M., Johnson, E., & Weiss, M. (2009). Active Learning and Student-centered Pedagogy Improve Student Attitudes and Performance in Introductory Biology. Cell Biology Education, 8(3), 203-213. doi:10.1187/cbe.09-03-0025 Brewe, E., Kramer, L., & O’Brian, G. (2009). Modeling Instruction: Positive attitudinal shifts in introductory physics measured with CLASS. Physical Review Special Topics – Physics Education, 5(1). doi: 10.1103/physrevstper.5.013102 Christy, D. F. (1991). Motivation of intensive English program participants: A factor analytical exploration. Dissertation Abstracts International 54:782. Daniel, E. L. (2000). A review of time-shortened courses across disciplines. College Student Journal, 34(2), 298-308. Daniel, K. L. (2016). Impacts of Active Learning on Student Outcomes in Large-Lecture Biology Courses. The American Biology Teacher, 78(8), 651-655. doi:10.1525/abt.2016.78.8.651 Dougherty, M. J. (2009). Closing the Gap: Inverting the Genetics Curriculum to Ensure an Informed Public. The American Journal of Human Genetics, 85(1), 6-12. doi:10.1016/j.ajhg.2009.05.010 Educreations (n.d.). Retrieved from https://www.educreations.com Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. doi:10.1073/pnas.1319030111 Genetics Society of America [GSA]. (n.d.). Education Resource Wishlist | Genetics Society of America. Retrieved May 20, 2017, from http://www.genetics-gsa.org/education/GSAPREP_CoreConcepts_CoreCompetencies.shtml Hansen, M. J., & Birol, G. (2014). Longitudinal Study of Student Attitudes in a Biology Program. Cell Biology Education, 13(2), 331-337. doi:10.1187/cbe.13-06-0124 Holm, B., Carter, V. C., & Woodin, T. (2011). Vision and change in biology undergraduate education: Vision and change from the funding front. Biochemistry and Molecular Biology Education, 39(2), 87-90. doi:10.1002/bmb.20502 Ismat, A. (1998). Constructivism in Teacher Education: Considerations for those Who Would Link Practice to Theory. ERIC Document Reproduction Service No. 426986. Retrieved from http://www.ericdigests.org/1999-3/theory.htm Knight, J. K., & Smith, M. K. (2010). Different but Equal? How Nonmajors and Majors Approach and Learn Genetics. Cell Biology Education, 9(1), 34-44. doi:10.1187/cbe.09-07-0047 Kucsera, J. V., & Zimmaro, D. M. (2010). Comparing the Effectiveness of Intensive and Traditional Courses. College Teaching, 58(2), 62-68. doi:10.1080/87567550903583769 Mager, R. F. (1968). The Mager Library: [collection of Robert Mager's handbooks]. Belmont, CA: Pitman Learning Inc. McCarthy, M. E., Pretty, G. M., & Catano, V. (1990). Psychological sense of community and student burnout. Journal of College Student Development, 31, 211-216. McMillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14(1), 6-23. doi:10.1002/1520-6629(198601)14:1<6::aid-jcop2290140103>3.0.co;2-i Moravec, M., Williams, A., Aguilar-Roca, N., & O'Dowd, D. K. (2010). Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class. Cell Biology Education, 9(4), 473-481. doi:10.1187/cbe.10-04-0063 Morgan, C. K., & Tam, M. (1999). Unravelling the complexities of distance education student attrition. Distance Education, 20(1), 96-108. doi:10.1080/0158791990200108 Planchard, M. (2015). Homework, Motivation, and Academic Achievement in a College Genetics Course. Bioscene, 41(2), 11-17. Prows, C. A., Hetteberg, C., Johnson, N., Latta, K., Lovell, A., Saal, H., … Steinberg, N. (2014). Outcomes of a Genetics Education Program for Nursing Faculty. Nursing Education Perspectives, 24(2), 81-85. Pukkila, P. J. (2004). Introducing Student Inquiry in Large Introductory Genetics Classes. Genetics, 166(1), 11-18. doi:10.1534/genetics.166.1.11 Rovai, A. P., & Jordan, H. (2004). Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses. The International Review of Research in Open and Distributed Learning, 5(2). doi:10.19173/irrodl.v5i2.192 Russell, J., & Hollander, S. (1975). A Biology Attitude Scale. The American Biology Teacher, 37(5), 270-273. doi:10.2307/4445229 Scott, P. A. (2003). Attributes of high-quality intensive courses. New Directions for Adult and Continuing Education, 2003(97), 29-38. doi:10.1002/ace.86 Semsar, K., Knight, J. K., Birol, G., & Smith, M. K. (2011). The Colorado Learning Attitudes about Science Survey (CLASS) for Use in Biology. Cell Biology Education, 10(3), 268-278. doi:10.1187/cbe.10-10-0133 Smith, M. K., Wood, W. B., Adams, W. K., Wieman, C., Knight, J. K., Guild, N., & Su, T. T. (2009). Why Peer Discussion Improves Student Performance on In-Class Concept Questions. Science, 323(5910), 122-124. doi:10.1126/science.1165919 Sullivan, G. M., & Feinn, R. (2012). Using Effect Size—or Why the P value Is Not Enough. Journal of Graduate Medical Education, 4(3), 279-282. doi:10.4300/jgme-d-12-00156.1 University of Colorado Boulder (n.d.). The Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio). Retrieved from http://www.colorado.edu/sei/class/CLASS-Bio.html. |
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The Effect of Learning Discovery Model on the Learning Outcomes of Natural Science of Junior High School Students IndonesiaMamik Suendarti
pp. 2213-2216 | Article Number: ijese.2017.149
Abstract The purpose of this study is to determine the effect of discovery learning model on the learning outcomes of Natural Sciences. The research was done by experimental method. The sample of the research is ninth grade students of Junior High School. Data analysis using Analysis of variance (ANOVA). The results showed that there is a significant effect of discovery learning model on the learning outcomes of Natural Sciences. This shows that to improve the learning outcomes of Natural Sciences it is necessary to use discovery learning model. Keywords: Learning Model, Discovery, Learning Outcomes, Natural science References Alma, Buchari, et al. (2010). Professional Teachers Mastering Methods and Teaching Skills. Bandung: Alfabeta Publisher. Bundu, Patta. (2006). Assessment of Process Skills and Scientific Attitudes in Science Learning in Elementary School. Jakarta: Depdiknas. Iskandar, Srini M. (1996). Education of Natural Science. Jakarta. Department of Education and Culture. Ministry of Education and Culture. (2014). Regulation of the Minister of Education and Culture of the Republic of Indonesia number 58 of 2014 on the Curriculum of 2013 Junior High School / Madrasah Tsanawiyah. Jakarta: Depdiknas Muhibbin, Shah. (2004). Educational Psychology with New Approach. Bandung: PT Remaja Rosdakarya. Riduwan. (2015). Statistics Basics, Bandung: Alfabeta Wonorahardjo, S. (2010). Fundamentals of Science (Creating A Conscious Society |
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Principles and Legal Conditions of Confidentiality of Arbitration in International TradeReza Fatin Azara, Seyyed Mehdi Salehi
pp. 2217-2231 | Article Number: ijese.2017.150
Abstract Arbiter advantages against governmental justice cause to traders reference to arbiter in themselves pleas at international level . The main question relate to arbiter secrecy based on international trade and commercial arbiter resources. What are delinquency sanction and domain? Comparative study of legal systems show that, they don’t have same viewpoint commitment to mentioned existence resources. Really, commitment confirming in lack of clear agreement between contract parties faced with many important problems. In some countries law, this principal or commitment was denied. In current research, we tried to confirm this commitment as a contract implied and implicit condition and determine sanction violation . Also we can say , attendance to plaints is open in justice courts and private and exceptional attendance need to affirmation . Keywords: Secrecy , Privacy , Arbiter , Internal law , International trade References Etemadi , Farhad ( 1384 ) , Iran and America claiming arbiter court , Tehran ; Ganjeh Danesh Library , 1st edition Bazgir , Yadollah (1380) Civil proceeding ceremonies in country supreme trial votes& views feedback , Tehran , Ferdowsi publications , 1st edition , 1380 Bazgir , Yadollah(1386) , Arbiter and it’s verdicts , Tehran , Ferdowsi publications Bordbar , Mohsen (1384) , Competency in international arbiter trials , Tehran , Goghnous publications , 1st edition Lngroudi , Mohammad Jafar(1389) , Law terminology , Tehran , Ganjeh DaneshPublications Lngroudi , Mohammad Jafar(1386) , Legal dictionary , 3&5 volumes , Tehran , Amir Kabir Publications , 4th edition Lngroudi , Mohammad Jafar(1389), Trade and Civil law dictionary , 1st volume , Tehran , Ganjeh DaneshPublications Habibi , Yadollah(1385) , Governmental transaction regulation and laws, Tehran , Majd Publications Khodabakhshi , Abdollah(1391) , Arbiter laws and related claims in justice circuit , Tehran , Enteshar body corporation , 1st edition David , Rene (1385) , Arbiter role and concept in international trade , Translated by Seyyed Hossien Safaie , Tehran , Mizan Publications Daryabari , Seyyed Mohammad Zaman (1384), Justice trials vote&view selection, Tehran , Behnami Publications , 1st edition Ravand , Morteza(1386) , Justice and law circuit in Iran , Tehran , Cheshmeh Publications Zandi , Mohammadreza (1388) , Arbiter , revision courts justice circuit of Tehran Province in civil affairs , 1st edition , Tehran , Jungle Publications Katouzian , Naser(1388) , Judged affair validity in civil claim , Tehran , Justice attorney center, 3rd edition Katouzian , Naser(1390) , Introduction of law knowledge and studying in Iran legal system , Tehran, Enteshar body corporation , by participating of BahmanBorna 22nd edition Kamiar, Mohammadreza(1386) , Legal courts vote&view selections, 3rd complex , Tehran , Hogoghdan Publication , 1st Publication Clayuo Eshmitov (1388) , International trade law , Translated by Behrooz Akhlaghi and et al. , 1st volume , SAMT Publication , 1st edition |
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Formative Assessment with Stages of Understanding by Design (UbD) in Improving Habits of MindRia Yulia Gloria, Sudarmin, Wiyanto, & Dyah Rini Indriyanti
pp. 2233-2242 | Article Number: ijese.2017.151
Abstract A new trend in the education world is the effort to improve high level thinking skills and smart thinking habits. This is due to a change of the paradigm in teaching: from teacher centered learning to student centered learning. A student centered learning will make students encounter various problems, therefore a learning that can train high thinking skills and smart thinking habits is needed. One way to train and form habits of mind is by applying formative assessment. This study is aimed to know the effect of formative assessment in improving habits of mind. The method used was quasi-experiment design. As many as 31 students were given treatment i.e. by giving them formative assessment through stages of UbD for one semester. The strategies of formative assessment given were discussion and presentation; mind mapping, analysis of scientific articles, and practices. Pre test and posttest were given to measure the students’ habits of mind. Observation of activities during teaching and learning process, both theory and practice, was done. Research result with t-test showed there was a significant improvement in habits of mind, and the value of habits of mind per category in each formative assessment strategy has significant differences when using one-way anova test. Keywords: Formative Assessment, Habits of mind, Understanding by design (UbD) References Admiraal, W., Huisman, B.& Maarten van de Ven. (2014). Self and Peer Assessment in Massive Open Online Courses. International Journal of Higher Education 3(3), 119-128. www.sciedu.ca/ijhe. Black, P. And William (2004). The formative purpose: Assessment must first promote learning. In M. Wilson (Ed.), Towards coherence between classroom assessment and accountability. Chicago: University of Chicago Press. Beverley., & Cowie, B., (2002). Formative Assessment and Science Education. New York, Boston, Dordrecht, London, Moscow: Kluwer Academic Publishers Carter, C., Bishop, J & Kravits, S.L. (2005). Keys of Effective Learning Developing Powerful Habits of Mind. Australia: Pearson Prentice Hall. Cheung, Wing Sum dan Hew, Khe Foon. (2008). Examining facilitators habits of mind and leaners participation. Melbourn: Proceeding Ascilite Melbourn. (online). Tersedia: http://portal.acm.org/citation.cfm?id=1383846. Costa, Arthur L. & Kallick, Bena. (2000). Describing 16 Habits of Mind. Habits of Mind : A Developmental Series. Alexandria, VA. [online]. Tersedia: http://www.ccsnh.edu/documents/CCSNH MLC. Habits og Mind Costa Kallick. Costa, Arthur L. & Kallick, Bena. (2004). Launching self-directed Leaners. Educational Leadership. 62(1). 51-57. Costa, Arthur L. & Kallick, Bena. (2008). Learning and Leading With Habits of Mind . Alexandria Virginia USA : Association for Supervision and Curriculum Development. Creswell, J.W. (2015). RisetPendidikan :Perencanaan Pelaksanaandan EvaluasiRiset Kualitatif dan Kuantitatif. Yogyakarta :PustakaPelajar Creswell, J. W. (2014). Research Design, PendekatanKualitatif, Kuantitatif, dan Mixed. Yogyakarta: PustakaPelajar. Ezzahra, K.F., Islama, O. And Radid. (2015).Self-assessment of the progress of thesis for the phd students in theMoroccan university. Procedia - Social and Behavioral Sciences 197: 1789 – 1795. Thin, A. G. 2006. Using online Micro assessment to Drive Student Learning. BioscienceEducatione-Journal.7-7.[online].Tersedia: http://www.bioscience.heacademy.ac.uk/journal/vol9/beej 7-7 .aspx. Gloria, R Y (2017). Efektivitas Pembelajaran Kapita Selekta Biologi Berbasis Masalah Untuk Membentuk Habits Of Mind Mahasiswa Calon Guru. Scientiae Educatia: Jurnal Pendidikan Sains. 6 (1): 8–14. http://www.syekhnurjati.ac.id/jurnal/index.php/sceducatia/article/view/1372 Gloria, R.Y., Sudarmin., Wiyanto., and Indriyanti, D.R. (2017). The Analysis of Costa and Kallick’s Habits of Mind on the Students of Prospective Biology Teachers. Unnes Science Education Journal. 6(2),1617-1624. http://journal.unnes.ac.id/sju/index.php/usej Kusairi, S., Alfad, H. & Zulaikah, S., (2017). Development of Web-Based Intelligent Tutoring (iTutor) to Help Students Learn Fluid Statics. Journal of Turkish Science Education. 14(2), 1-20. Lee hang, D.M. and B. Bell. (2015). Written Formative Assessment and Silence in the Classroom. Cult Stud of Sci Educ. 10: 763-775. DOI 10.1007/s11422-014-9600-5. Meltzer, D.E. (2002). The Relationship between Mathematics preparation and Conceptual Learning Gain in Pgysics: a Possible hidden variable in diagnostic pretest score. Am. J.Phys.70(2).1259-1267.Tersedia: http:/www.physics.Iastate.edu/per/does/Addendum_on_normalizedgain.pdf. Ramaprasad, A. 1983. On the definition of feedback. Behavioral Science, 28 (1).4-13. Ronnis, Diane. (2011). Asesmen Sesuai Cara Kerja Otak. Jakarta : Indeks Sriyati, S., Rustaman, N., & Zainul, A. (2010). “Kontribusi Asesmen Formatif terhadap Habits of Mind Mahasiswa Biologi”. Jurnal Pengajaran MIPA. 15 (2). 77- 86. Sriyati, S.(2015). Peran Asesmen Formatif dalam Membentuk Habits of Mind Mahasiswa Biologi Sekolah Pasca Sarjana Pendidikan IPA UPI. Disertasi; Tidakditerbitkan. Saptono, Sigit. (2015). Pengembangan Program Integrasi Atribut Asesmen Formatif Dalam Perkuliahan Biologi Sel (IAAF-BS) Untuk Meningkatkan Kemampuan Penalaran dan Berpikir Analitik. Bandung : Disertasi UPI. Tidak diterbitkan. Steinkuehler, Constance and Duncan, Sean. (2008). Scientific Habits of Mind in Virtual Worlds. Journal of Science Education and Technology. Vol 17 Issue 6 . pp 530-543. Shavelson, R. J. (2006). On the integration of formative assessment in teaching and learning with implications for teacher education. Paper prepared for the Stanford Education Assessment Laboratory and the University of Hawaii Curriculum Research and Development Group. Available at www.stanford.edu/dept/SUSE/SEAL Sadler, D.R. (1989). Formative assessment and The Design of The Instructional Syistems. Instructional Science. 18 (2), 119-144. Wiggins, G., & McTighe, J. (1999). The Understanding by Design handbook. Alexandria, VA: Association for Supervision and Curriculum Development. Wiggins, G., & McTighe, J. (2005). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development. Wiggins, G., & McTighe, J. (2011). The Understanding by Design Guide to Creating High-Quality Units. Alexandria, VA: Association for Supervision and Curriculum Development. Wulan, A.R. (2007). Pembekalan Kemampuan Performance Assessment Kepada Calon Guru Biologi dalam menilai kemampuan Inquiri. Disertasi UPI Bandung: PPS UPI. Yusuff, Kazeem B. (2015). Does self-reflection and peer-assessment improve Saudi pharmacy students’ academic performanceand metacognitive skills?. Saudi Pharmaceutical Journal. 23, 266–275 Ziman, Meyer, Plastow, Fyfe, G., Fyfe S., sanders, Hill, Brightwell. (2007). “Student Optimism and Appreciation of Feddback”. Teaching and Learning Forum 2007.[online].Tersedia:http://otl.curtin.edu.au/tif.tif2007/refereed/ziman.html |
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Factors Affecting Physical Activity Participation of the Turkish Individuals Living in the United StatesMeral Kucuk-Yetgin
pp. 2243-2259 | Article Number: ijese.2017.152
Abstract The aim of the study was to evaluate the factors affecting physical activity participation of the Turkish people living in the United States (US) since sociocultural adaptaion processes might affect behavior towards physical activities. 514 Turkish people (307 women, 207 men) living in the US participated in the research on average aged 36,72. The data were collected with a 31-item research scale developed from Kaiser-Meyer-Oikin parameter and Barlett Sphericity test, and analyzed with Explanatory Factor Analysis (AFA) test and Cronbach’s Alpha. Comparing the data sets, consisting of two-group variables, independent sample t-test was used whereas for the data sets, consisting of more than two group variables, a one-way ANOVA was used. According to BMI values, a significant difference [F (3,513)=3,581,p<.05] was found in terms of individual factors in physical activity participation. Overall it was found that the Turkish people living in the US have a high motivation to participate in physical activity. However, women compared to men, married individuals compared to singles, and obese individuals compared to average weighted individuals were found to encounter more obsticles participating in physical activities. Keywords: the United States, BMI, physical activity, obesity, Turkish people References Abraído-Lanza AF, Armbrister AN, Flórez, KR, Aguirre AN, 2006. Toward a theory-driven model of acculturation in public health research. American Journal of Public Health 96: 1342-1346. Ahmed NU, Smith GL, Flores AM, Pamies RJ, Mason HR, Woods KF, Stain SC, 2005. Racial/ethnic disparity and predictors of leisure-time physical activity among US men. Ethnicity & Disease 15: 40-52. Alexandris K, Carroll B, 1997. An analysis of leisure constraints based on different recreational sport participation levels: Results from a study in Greece. Leisure Sciences 19: 1– 15. Arcia E, Skinner M, Bailey D, Correa V, 2001. Models of acculturation and health behaviors among Latino immigrants to the US. Social Science & Medicine 53; 41-53. Aslan N, 2009. An examination of family leisure and family satisfaction among traditional Turkish families. Journal of Leisure Research 41: 157–176. Azevedo MR, Araújo CLP, Reichert FF, Siqueira FV, da Silva MC, Hallal PC, 2007. Gender differences in leisure-time physical activity. International Journal of Public Health 52: 8. Becker AE, Gilman SE, Burwell RA, 2005. Changes in prevalence of overweight and in body image among Fijian women between 1989 and 1998. Obesity 13:110-117. Beville JM, Umstattd Meyer MR, Usdan SL, Turner LW, Jackson JC, Lian, BE, 2014. Gender differences in college leisure time physical activity: application of the theory of planned behavior and integrated behavioral model. Journal of American College Health 62: 173-184. Brownson RC, Eyler AA, King AC, Brown DR, Shyu YL, Sallis JF, 2000. Patterns and correlates of physical activity among US women 40 years and older. American Journal of Public Health 90: 264. Bryman A, Cramer D, 1999. Aggregating variables Exploratory factor analysis. Quantitative Data Analysis with SPSS Release 8 for Windows: For Social Scientists, pp 271-285. Caperchione CM, Kolt GS, Mummery WK, 2009. Physical activity in culturally and linguistically diverse migrant groups to Western Society. Sports Medicine 39: 167-177. Caperchione CM, Kolt GS, Tennent R, Mummery WK, 2011. Physical activity behaviours of Culturally and Linguistically Diverse (CALD) women living in Australia: a qualitative study of socio-cultural influences. BMC Public Health 11:26. Carvajal SC, Hanson CE, Romero AJ, Coyle KK. 2002. Behavioural risk factors and protective factors in adolescents: a comparison of Latinos and non-Latino whites. Ethnicity and Health 7: 181-193. Cokluk O, Sekercioglu G, Buyukozturk S, 2014. Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL Uygulamaları. Pegem Akademi. Ankara. Crespo CJ, Smit E, Carter-Pokras O, Andersen R, 2001. Acculturation and leisure-time physical inactivity in Mexican American adults: results from NHANES III, 1988–1994. American Journal of Public Health 91: 1254-1257. De Knop P, Theeboom M, Wittock H, De Martelaer K, 1996. Implications of Islam on Muslim girls' sport participation in Western Europe. Literature review and policy recommendations for sport promotion. Sport, Education and Society 1:147-164. Dijkshoorn H, Nierkens V, Nicolaou M, 2008. Risk groups for overweight and obesity among Turkish and Moroccan migrants in The Netherlands. Public Health, 122: 625-630. Ding D, Sallis JF, Kerr J, Lee S, Rosenberg DE, 2011. Neighborhood environment and physical activity among youth: a review. American Journal of Preventive Medicine 41: 442-455. Durand CP, Andalib M, Dunton GF, Wolch J, Pentz MA, 2011. A systematic review of built environment factors related to physical activity and obesity risk: implications for smart growth urban planning. Obesity Reviews 12: 173–182. Erkip F, 2009. Leisure in the Turkish context: A preliminary account. World Leisure Journal 51: 275-281. Evenson KR, Sarmiento OL, Ayala GX, 2004. Acculturation and physical activity among North Carolina Latina immigrants. Social Science & Medicine 59: 2509-2522. Eyler AE, Wilcox S, Matson-Koffman D, Evenson KR, Sanderson B, Thompson J, Rohm-Young D, 2002. Correlates of physical activity among women from diverse racial/ethnic groups. Journal of Women's Health & Gender-Based Medicine 11: 239-253. Flegal KM, Carroll MD, Kit BK, Ogden CL, 2012. Prevalence of obesity and trends in the distribution of body mass index among US adults, 1999-2010. The Journal of the American Medical Association 307: 491-497. Gerber M, Barker D, Pühse U, 2012. Acculturation and physical activity among immigrants: A systematic review. Journal of Public Health 20: 313-341. Goel MS, McCarthy EP, Phillips RS, Wee CC, 2004. Obesity among US immigrant subgroups by duration of residence. The Journal of the American Medical Association 292: 2860-2867. Gürbüz B, Henderson KA, 2014. Leisure activity preferences and constraints: perspectives from Turkey. World Leisure Journal 56: 300-316. Gürbüz B, Özdemir AS, Sarol H, Karaküçük S, 2010. Comparison of recreation behaviours of individuals with regard to demographic variables. Series Physical Education and Sport/Science, Movement and Health, 10:362 – 365. He XZ, Baker DW, 2005. Differences in leisure‐time, household, and work‐related physical activity by race, ethnicity, and education. Journal of General Internal Medicine 20: 259-266. Hirooka N, Takedai T, D’Amico F, 2014. Assessing physical activity in daily life, exercise, and sedentary behavior among Japanese moving to westernized environment: a cross-sectional study of Japanese migrants at an urban primary care center in Pittsburgh. Asia Pacific Family Medicine 13: 3. Hosper K, Klazinga NS, & Stronks K, 2007. Acculturation does not necessarily lead to increased physical activity during leisure time: a cross-sectional study among Turkish young people in the Netherlands. BMC Public Health 7:230. Jaconelli A, Stephan Y, Canada B, Chapman BP, 2012. Personality and physical functioning among older adults: The moderating role of education. Journals of Gerontology Series B: Psychological Sciences and Social Sciences 68:553-557. Kaczynski AT, Henderson KA, 2008. Parks and recreation settings and active living: a review of associations with physical activity function and intensity. Journal of Physical Activity and Health 5: 619-632. Kandula NR, Lauderdale DS, 2005. Leisure time, non-leisure time, and occupational physical activity in Asian Americans. Annals of Epidemiology 15: 257-265. Koca C, Handerson AK, Asci FH, Bulgu N, 2009. Constraints to Leisure-Time Physical Activity and Negotiation Strategies in Turkish Women. Journal of Leisure Research 41: 225-25. Kocak F, 2017. Leisure Constraints and Facilitators: Perspectives From Turkey. European Journal of Physical Education and Sport Science 3: 32 -47. Krejcie RV, Morgan DW, 1970. Determining sample size for research activities. Educational and Psychological Measurement 30:607-610. Lassetter JH, Callister LC, 2009. The impact of migration on the health of voluntary migrants in western societies: a review of the literature. Journal of Transcultural Nursing 20: 93-104. Lawton J, Ahmad N, Hanna L, Douglas M, Hallowell N, 2005. ‘I can't do any serious exercise’: barriers to physical activity amongst people of Pakistani and Indian origin with Type 2 diabetes. Health Education Research 21: 43-54. Lee MM, Wu-Williams A, Whittemore AS, Zheng S, Gallagher R, Teh CZ, Jiao DA, 1994. Comparison of dietary habits, physical activity and body size among Chinese in North America and China. International Journal of Epidemiology 23: 984-990. Lee SK, Sobal J, Frongillo EA, 2000. Acculturation and Health in Korean Americans. Social Science & Medicine 51:159-173. Liu JH, Chu YH, Frongillo EA, Probst JC, 2012. Generation and acculturation status are associated with dietary intake and body weight in Mexican American adolescents. The Journal of Nutrition 142: 298-305. McCormack GR, Shiell A, 2011. In search of causality: a systematic review of the relationship between the built environment and physical activity among adults. International Journal of Behavioral Nutrition and Physical Activity 8:125. Miller K, Staten RR, Rayens MK, Noland M, 2005. Levels and characteristics of physical activity among a college student cohort. American Journal of Health Education 36:215-220. Nakanishi S, Okubo M, Yoneda M, Jitsuiki K, Yamane K, Kohno N, 2004. A comparison between Japanese-Americans living in Hawaii and Los Angeles and native Japanese: the impact of lifestyle westernization on diabetes mellitus. Biomedicine & Pharmacotherapy 58: 571-577. National Research Council (US); Institute of Medicine (US). Editors: Steven H Woolf and Laudan Aron. U.S. Health in International Perspective, Shorter Lives, Poorer Health, Washington (DC): National Academies Press (US); 2013. ISBN-13: 978-0-309-26414-3ISBN-10: 0-309-26414-6 https://www.ncbi.nlm.nih.gov/books/NBK115854/. Accessed 5 November 2017). O’Driscoll T, Banting LK, Borkoles E, Eime R, Polman R, 2014. A systematic literature review of sport and physical activity participation in culturally and linguistically diverse (CALD) migrant populations. Journal of Immigrant And Minority Health 16: 515-530. O'dea JA, 2008. Gender, ethnicity, culture and social class influences on childhood obesity among Australian schoolchildren: implications for treatment, prevention and community education. Health & Social Care in the Community 16: 282-290. OECD- Organization for Economic Co-operation and Development, 2012. Obesity update 2012. http://www.oecd.org/health/49716427.pdf. Accessed 10 May 2015. OECD-Health-Statistics-2015-Frequently-Requested-Data, 2015. http://www.oecd.org/els/health-systems/oecd-health-statistics-2014-frequently-requested-data.htm, Accessed 10 Jun 2016. Ogden CL, Carroll MD, Kit BK, Flegal KM, 2014. Prevalence of childhood and adult obesity in the United States, 2011-2012. The Journal of the American Medical Association 311: 806-814. Perez CE, 2002. Health status and health behaviour among immigrants [Canadian community health survey-2002 annual report]. Health Reports 13:89. Roberts K, 2011. Is leisure studies “ethnocentric”? If so, does this matter? World Leisure Journal 52: 164–176. Sam DL, 2006. Acculturation: conceptual background and core components. In: Sam DL, Berry JW, editors. The Cambridge handbook of acculturation psychology. New York: Cambridge University Press. Schwartz SJ, Unger JB, Zamboanga BL, Szapocznik J, 2010. Rethinking the concept of acculturation: implications for theory and research. American Psychologist 65: 237. Shaw S M, Henderson KA, 2005. Gender analysis and leisure constraints: An uneasy alliance. In E. L. Jackson (Ed.), Constraints to leisure (pp. 23–34). State College, PA: Venture Publishing. Sobal J, 2001. Social and Cultural Influences on Obesity International Textbook of Obesity. Edited by Per Bjorntorp. John Wiley & Sons Ltd. Print ISBNs: 0-471-988707 (Hardback); 0-470-846739 (Electronic) Cornell University, Ithaca, New York, USA. Sundquist J, Winkleby M, 2000. Country of birth, acculturation status and abdominal obesity in a national sample of Mexican–American women and men. International Journal of Epidemiology 29: 470-477. Sundquist K, Eriksson U, Kawakami N, Skog L, Ohlsson H, Arvidsson D, 2011. Neighborhood walkability, physical activity, and walking behavior: the Swedish Neighborhood and Physical Activity (SNAP) study. Social Science & Medicine 72: 1266-1273. TBSA-Türkiye Beslenme ve Sağlık Araştırması 2010 Raporu, 2014. T.C. Sağlık Bakanlığı Yayını No:931, Ankara, ISBN: 978-975-590-483-2. Tekin A, 2010. The influence of religious and socio-cultural variables on the participation of female university students in leisure activities. World Applied Sciences Journal 9:1286-1293. Tremblay MS, Bryan SN, Pérez CE, Ardern CI, Katzmarzyk PT, 2006. Physical activity and immigrant status: evidence from the Canadian Community Health Survey. Canadian Journal Of Public Health/Revue Canadienne De Sante'e Publique 97:277-282. Trost SG, Owen N, Bauman AE, Sallis JF, Brown W, 2002. Correlates of adults’ participation in physical activity: review and update. Medicine & Science in Sports & Exercise 34:1996-2001. Van Dyck D, Cardon G, Deforche B, Sallis JF, Owen N, De Bourdeaudhuij I, 2010. Neighborhood SES and walkability are related to physical activity behavior in Belgian adults. Preventive Medicine 50: 74-79. Walker GJ, Deng J, Dieser RB, 2005. Culture, self-construal, and leisure theory and practice. Journal of Leisure Research, 37(1), 77–99. Walker GJ, Jackson EL, Deng J, 2007. Culture and leisure constraints: A comparison of Canadian and Mainland Chinese university students. Journal of Leisure Research 39: 567–590. Walseth K, Fasting K, 2003. Islam’s view on physical activity and sport: Egyptian women interpreting Islam. International Review for the Sociology of Sport 38: 45-60. |
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Problem Based Learning (PBL-Civics) Model Development of Civic Education to Improve the Motivation and Learning OutcomesDarmawati, Patta Bundu, Darman Manda
pp. 2261-2273 | Article Number: ijese.2017.153
Abstract ABSTRACT This study aimed to obtain pictures in learning about Citizenship Education (Civics) in STISIP Muhammadiyah Sinjai and obtain the Valid PBL-Civics model, practical and effective way to improve motivation and learning outcomes of students who programmed the Civics course. This type of research is the study of education with the approach of Research and Development which refers to the development of learning model as proposed by Sugiono (2011). This study was analyzed quantitatively to determine whether the model developed already meet the criteria for effective learning to improve student learning motivation. Products developed comprising: a model of books, textbooks, lesson plans, MFI. The learning model is implemented as a whole and has met the criteria effectively to improve student learning motivation. Mastery learning is very good as well as the management of learning very well that this model is considered effective. Keywords: Model Development, Valid, Practical, Effective References Arikunto. 2001. Fundamentals of Educational Evaluation. Jakarta: Earth Literacy. Djamarah, BS and A. Zain. 2006. Teaching and Learning Strategies. Jakarta: Rineka Reserved. Emzir. 2012. Methodology Education, Jakarta: PT. King Grafindo. Flavell, JH 1979. Metacognition and Cognitive Monitoring, A New Area of Cognitive-Developmental Inquiry. Hadith, A. 2008. Educational Psychology in .Badung: Alfabeta. Hasnun Anwar. 2004. Principles of People Bima, Structure and Content of Pantun Bima. Mataram: Mahani Persada. Howard, JB 2004. Metakognitive Inquiry Eloy School of Education University (online) Imas Kurnasih. 2014. Implementation of Curriculum 2013. Surabaya: Pena said. Keiichi, S. 2000. Metacognition in Mathematics Education, Mathematics Education in Japan. Japan: JSME. Mahfud Choirul. 2005. Multicultural Education. Yogyakarta: Pustaka Learning. Marliani Rosleny.2013. Psychology Exsperiment. Bandung: Pustaka Setia CV. Miranda, Y. 2010. Learning Metacognitive (Online). http: // www. vilila. com /. Nuryana, Eka, and Sugiarto, Bambang. 2012. Relationship Skills Metacognition with Learning Outcomes in the Matter Reduction Reactions Oxidation (Redox) Sidoarjo: Class X-1 SMA Negeri 3 Sidoarjo. Prasetyo, Miftahul Lina.2012. Quantitative Research, Jakarta: PT. King Grafindo. Purwandari, N. 2009. On Metacognitive Skills Learning science Biology among Junior High School Students of Blitar. (Thesis). Malang: State University of Malang. Adi Putra. 2013 Cross Cultural counseling .Yogjakarta: Graha Science. Rasjidi, M. 1980. Strategy Culture & Education Renewal Nasioanal. Surabaya: Moon Star. Robert, L. Soslo. 2007. Cognitive Psychology. Jakarta: Erland. Romli. Muhammad. 2012. Building Strategies Metacognition High School Students in Mathematics Problem Solving. Makassar: UNM. Sagala Syaiful. 2013. Reinventing Cultural and Educational Organization. Bandung: Alfabeta. Saliman. 2007. Application of Learning Culture-Based Learning Quality Improvement Efforts as the Course: Lesson Planning. http://staff.uny.ac.id/ Sarwono, W. Sarlito.2014. Psokologi Cross Cultural .Jakarta: Radjagrafindo PT Persada. Schraw, G. & Dennison, RS 1994. Assessing Awareness Metacognitive. Contemporary Educational Psychology, 19, 460-475. Sedyawati Edi.2013. .Jakarta Culture Indonesia: PT Radjagrafindo Persada. Slavin, Robert E. 2009. Cooperative Learning Theory, Research and Practice (Translated by Lita). Jakarta: Nusa Media. Sudiarta, P. 2006. Application of Learning Strategies Oriented Problem Solving Approach To Improve Understanding Concepts Metacognition and Learning Outcomes. Makassar: UNM. Sugiyono. 2010. Educational Approach Qualitative Research Methods, Quantitative, and R & Bandung: Alfabeta. Suharrianta. Gd, et al. 2014. Effect of Simulation-Based Learning Method Learning Outcomes of Local Culture IPS. Makassar: UNM. Sulistiyo. 2008. The Indonesian Teachers Metacognition Ability in Learning Writing, (dissertation). Semarang: Semarang State University FBS. Suratno. 2010. Empowering Students with Skills Metacognition strategy, Jigsaw-Reciprocal Learning Teaching (sepulcher). http://isjd.pdii.lipi.go.id/admin/jurnal/ |
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Application of Waste Rubberwood Ash in Carbon Dioxide AbsorptionThiwa Rattanaya, Prapassorn Sawasdisan, Preeyaporn Srichuay, Alisa Samanwiwat, Prawit Kongjan, Paowarit Yuso, Mahlipeng Waehamah, Rattana Jariyaboon, & Alissara Reungsang
pp. 2275-2287 | Article Number: ijese.2017.154
Abstract In upgrading raw natural gaseous fuel, CO2 has to be removed. Waste rubberwood ash solution was applied in CO2 absorption. The pH of the rubberwood ash suspension was max. 12.4, with the main dissolved minerals being potassium, magnesium and sodium, and no significant amounts of heavy metals were found. Rubberwood ash solution was able in a packed column reactor to remove 41% v/v of CO2 in an N2 stream. The highest 95.2 % CO2 removal efficiency was achieved at the gas flow and absorbent flow rates of 600 L/h and 500 L/h, respectively, and required 35.4 kg ash/kg CO2 removed. A concept for the application of rubberwood ash in biofuel production for biomass power plant is proposed. The discussion reveals the possibility of a good practice waste management utilizing waste ash in upgrading gaseous fuel and furthermore in environmentally benign biofuel production. Keywords: carbon dioxide; rubberwood ash; chemical absorption; packed column References Alamdari, A., Alamdari, A. and Mowla, D. 2014. Kinetics of calcium carbonate precipitation through CO2 absorption from flue gas into distiller waste of soda ash plant. J. Ind. Eng. Chem. 20, 3480-3486. Aronsson, K.A., Ekelund, N.G.A., 2006. Effects on growth, photosynthesis and pigments of the freshwater moss Fontinalis antipyretica Hedw. after exposure to wood ash solution. Sci. Total Environ. 372, 236-246. Baccanelli, M., Langé, S., Rocco, M.V., Pellegrini, L.A., Colombo, E., 2016. Low temperature techniques for natural gas purification and LNG production: An energy and exergy analysis. Appl. Energ. 180, 546-559. Baciocchi, R., Carnevale, E., Costa, G., Gavasci, R., Lombardi, L., Olivieri, T., Zanchi, L. and Zingaretti, D. 2013. Performance of a biogas upgrading process based on alkali absorption with regeneration using air pollution control residues. Waste Manage. 2694-2705. Baltrėnas, P. and Misevičius, A. 2015. Biogas production experimental research using algae. J. Environ. Health Sci. Eng. 2015, 13-18. Bandyopadhyay, A., Biswas, M.N., 2012. CO2 capture in spray column using a critical flow atomizer. Sep. Purif. Technol. 94, 104-114. Dasaesamoh, A., Maming, J., Radeang, N., Awae, Y., 2011. Physical Properties and Mechanical Properties of Para Rubber Wood Fly Ash Brick. Journal of Yala Rajabhat University. 6(1), 25-35. Eze, J.I., Agbo, K.E., 2010. Maximizing the potentials of biogas though upgrading. Am. J. of Sci. Ind. Res. 1(3), 604-609. Hawa, A., Tonnayopas, D., Prachasaree, W., 2014. Performance evaluation of metakaolin based geopolymer containing parawood ash and oil palm ash blends. Mater. Sci. 20(3), 339-344. Jiang, J., Wang, Y.P., Yu, M., Li, K., Shao, Y., Yan, J., 2016. Responses of soil buffering capacity to acid treatment in three typical subtropical forests. Sci. Total Environ. 564, 1068-1077. Kuropka, J., 2011. Removal of nitrogen oxides from flue gases in packed column. Environ. Prot. Eng. 3(1), 13-22. Lu, J.G., Zheng, Y.F., He, D.L., 2006. Selective absorption of H2S from gas mixtures into aqueous solutions of blended amines of methyldiethanolamine and 2-tertiarybutylamino-2-ethoxyethanol in a packed column. Sep. Purif. Technol. 52, 209-217. Maneerung, T., Kawi, S., Chi-Hwa, W., 2015. Biomass gasification bottom ash as a source of CaO catalyst for biodiesel production via transesterification of palm oil. Energ. Convers. Manage. 92, 234-243.Misra, M.K, Ragland, K.W., Baker, A.J., 1993. Wood ash composition as a function of furnace temperature. Biomass Bioenerg. 4(2), 103-116. Masae, M., Sikong, L., Kongsong, P., Phoempoon, P., Rawangwong, S., Sririkun, W., 2013. Application of Rubber Wood Ash for Removal Nickel and Copper from Aqueous Solution. Environ. Nat. Res. J. 11(2), 17-27. Pöykiö, R., Nurmesniemi, H., Dahl, O., Mäkelä, M., 2014. Chemical fractionation method for characterization of biomass-based bottom and fly ash fractions from large-sized power plant of an integrated pulp and paper mill complex. T. Nonferr. Metal. Soc. 24, 588-596. Ryckebosch, E., Drouillon, M., Vervaeren, H., 2011. Techniques for transformation of biogas to biomethane. Biomass Bioenerg. 35, 1633-1645. Sakthivel, S.R., Tilley, E., Udert, K.M., 2012. Wood ash as a magnesium source for phosphorus recovery from source-separated urine. Sci. Total Environ. 419, 68-75. Sarperi, L., Surbrenat, A., Kerihuel, A., Chazarenc, F., 2014. The use of an industrial by-product as a sorbent to remove CO2 and H2S from biogas. J. Environ. Chem. Eng. 2, 1207-1213. Snoeyink, V.L. and Jenkins, D. 1980. Water Chemistry, John wiley&Sons, New York, U.S.A. Tan, L.S., Shariff A.M., Lau, K.K. and Bustam M.A. 2012. Factors affecting CO2 absorption efficiency in packed column: A review. J. Ind. Eng. Chem. 18, 1874-1883. Tippayawong, N., Thanompongchart, P., 2010. Biogas quality upgrade by simultaneous removal of CO2 and H2S in a packed column reactor. Energy. 35, 4531-4535. Zeng, Q., Guo, Y., Niu, Z., Lin, W., 2013. The absorption rate of CO2 by aqueous ammonia in a packed column. Fuel Process. Technol. 108, 76-81. |
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E-Future Classroom: A study Mixed Reality Learning Environment for Deaf Learners in ThailandYada Atanan, Suwanna Sombunsukho, Surapon Boonlue
pp. 2291-2315 | Article Number: ijese.2017.155
Abstract Learning environment could both directly and indirectly affect human learning in terms of abstract and concrete concepts. For education, classroom was regarded as one of significant learning environments which teachers and learners provided activities and instructional models to promote learners’ learning and help them achieve curriculum objectives. This research aimed to develop an e-future classroom (electronic future classroom) which consisted of several elements as follows: electronic innovative technology, education instruction, education environment, and evaluation standard. The e-future classroom was different from general classrooms since it was a learning resource combined with AR hologram technology and specially designed for deaf and hard of hearing (DHH) learners. Mixed reality learning environment was created to enhance instructional experience by focusing on visual learning to suite target learners through activities in class, instructional models, and knowledge and skill practices. Interactive learning was also emphasized using a variety of technologies such as image, animation, and virtual reality to improve learning efficiency of DHH learners via total communication instruction which was a main instructional model currently used in many schools for the deaf. This e-future classroom was beneficial to increase learning efficiency, learning achievement, information and communications technology (ICT) skill, and information literacy for the DHH learners. Keywords: E-future Classroom, Mixed Reality Learning Environment, Deaf and hard of hearing (DHH) References Amattayakul, P., Tammasaeng, M., & Punong-ong, P. (1995). Sectoral Survey on Special Education in Thailand (Education for Children with Disabilities): Reported to October-December 1995. Ratchasuda College Mahidol University. Arrayavinyoo, P. (1983). The effectiveness of various management systems in special education schools in Thailand (Doctoral dissertation, Florida Atlantic University). Arthur, L., Beecher, B., & Downes, T. (2001). Effective learning environments for young children using digital resources: An Australian perspective. Information technology in childhood education annual, 2001(1), 139-153. Assar, S., & Franzoni, A. L. (2009). Student learning styles adaptation method based on teaching strategies and electronic media. A report. Educational Technology & Society, 12(4), 15-40. Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. IEEE computer graphics and applications, 21(6), 34-47. Barnett, J. E., & Seefeldt, R. W. (1989). Read something once, why read it again?: Repetitive reading and recall. Journal of Reading Behavior, 21(4), 351-360. Bat-Chava, Y., & Martin, D. (2002). Sibling relationships for deaf children: The impact of child and family characteristics. Rehabilitation Psychology, 47(1), 73. Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2), 39-43. Branson, J., Miller, D., & Sri-on, J. (2005). A history of the education of deaf people in Thailand. Bangkok: Chulalongkorn University Printing House. Bruffee, K. A. (1993). Collaborative learning: Higher education, interdependence, and the authority of knowledge. Johns Hopkins University Press, 2715 N. Charles Street, Baltimore, MD 21218-4319. Burns, K., & Polman, J. (2006). The impact of ubiquitous computing in the Internet age: How middle school teachers integrated wireless laptops in the initial stages of implementation. Journal of Technology and Teacher Education, 14(2), 363-386. Callaghan, V., Gardner, M., Horan, B., Scott, J., Shen, L., & Wang, M. (2008). A mixed reality teaching and learning environment. Hybrid Learning and Education, 54-65. Carter, S. L. (2006). The Development of Special Education Services in Thailand. International Journal of Special Education, 21(2), 32-36. Casey, B. L. (2009). Learning styles of hearing and vision impaired students. Retrieved November 14, 2016, from http://www.brighthub.com/education/special.aspx. Chavis, J. (2009). 3D holographic technology. Retrieved December 10, 2015, fromhttp://www.ehow.co.uk/about_5448579_holographic-technology.html. Chaisanit, S., & Suksakulchai, S. (2011). The Online Participatory DAISY talking book production system (OPDAISYS): A shared information and knowledge system for print disabled students. Journal of Engineering and Applied Sciences, 6, 242-249. Chandee. (2011). Learning Framework for Hearing Impaired Students (Doctor dissertation). Bangkok: Faculty of Industrial Education and Technology King Mongkut’s University of Technology Thonburi. Chang, G., Morreale, P., & Medicherla, P. (2010, March). Applications of augmented reality systems in education. In Proceedings of society for information technology & teacher education international conference (Vol. 1, pp. 1380-1385). Chesapeake, VA: AACE. Chang, G. (2016). How Mixed Reality Improves Learning. Retrieved October 10, 2017, from https://www.linkedin.com/pulse/how-mixed-reality-improves-learning-grace-cheng Cho, J. (2008, June 13). Talking to Mona Lisa & Michelangelo. ABC News. Retrieved September 27, 2016, from http://abcnews.go.com/International/Travel/story?id=5060941&page=1 Friend, M., & Bursuck, W. D. (2002). Including students with special needs: A practical guide for classroom teachers. Allyn & Bacon, A Pearson Education Company, 75 Arlington Street, Boston, MA 02116. Fukuda, S. T. (2009). Support for deaf students in ESL/EFL conversation classes. The Internet TESL Journal. Galimova, E. G., & Shvetsova, M. G. (2016). Modern Educational Technologies in Teaching Senior Secondary Pupils' Communication in the Form of a Monologue and in Generating Their Cognitive Interest. International Journal of Environmental and Science Education, 11(8), 1951-1962. Gentry, M. M., Chinn, K. M., & Moulton, R. D. (2004). Effectiveness of multimedia reading materials when used with children who are deaf. American Annals of the Deaf, 149(5), 394-403. Ghuloum, H. (2010). 3D hologram technology in learning environment. In Proceedings of informing science and IT education conference (pp. 694-704). Hadadian, A., Koch, K., & Merbler, J. (2012). A Field-Based Deaf Education Teacher Training Model: Does It Make a Difference?. International Journal of Special Education, 27(3), 5-13. Habibia, Kuswantob, H., & Yantic, F. A. (2017). Exploration of Teaching Skills of Pre-service High School Teachers’ Through Self-regulated Learning Based on Learning Style. International Journal of Environmental and Science Education, 12(3), 339-347. Hung, W., Jonassen, D. H., & Liu, R. (2008). Problem-based learning. Handbook of research on educational communications and technology, 3, 485-506. Iam-Khong, N., Suksakulchai, S., Poolek, W., & Plubsawat, J. (2011). The comparative study of learning achievement in Thai language between hearing impaired and normal students: a case study of Thungmahamek school of the deaf. Proceedings of International E-Learning Conference, January 13-14, 2011, Bangkok, pp: 189-194. Jarrett, D. (1997). Inquiry Strategies for Science and Mathematics Learning: It's Just Good Teaching. Kamps, D. M., Barbetta, P. M., Leonard, B. R., & Delquadri, J. (1994). Classwide peer tutoring: An integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers. Journal of applied behavior analysis, 27(1), 49-61. Klemm, W. R. (2016). One Best Way to Remember Anything. Psychology Today.Retrieved October 15, 2017, from https://www.psychologytoday.com/blog/memory-medic/201604/the-one-best-way-remember-anything Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). Guided Inquiry: Learning in the 21st Century: Learning in the 21st Century. ABC-CLIO. Matthews, R. S. (1996). Collaborative learning: Creating knowledge with students. Teaching on solid ground: Using scholarship to improve practice, 1996, 101-124. Meadow, K. P. (1981). Studies of behaviour problems of deaf children. Deafness and mental health, 3-22. Medeshova, A., Amanturlina, G., & Sumyanova, E. (2016). Development of Training Skills in Students as the Precondition for Educational Competencies. International Journal of Environmental and Science Education, 11(17), 9649-9656. Memisevic, H., & Hodzic, S. (2011). Teachers’ attitudes towards inclusion of students with intellectual disability in Bosnia and Herzegovina. International Journal of Inclusive Education, 15(7), 699-710. doi:10.1080/13603110903184001. Morin, A. (2013). 5 Ways Kids Use Working Memory to Learn. Understood. Retrieved October 14, 2017, from https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/executive-functioning-issues/5-ways-kids-use-working-memory-to-learn O’Driscoll, C. (2009). Smart Classroom technology. In Advances in Technology, Education and Development. InTech. Office of National Education Committee. (1999). National Education Act BE 2542. Bangkok: Seven Printing Group Co, Ltd. Office of the Permanent Secretary, Ministry of Education, Thailand (2007). Report: The problem and need to use instructional of teacher and student in deaf school in Bangkok. Education and technology center. Non-formal Education Office. Quint, F., Sebastian, K., & Gorecky, D. (2015). A mixed-reality learning environment. Procedia Computer Science, 75, 43-48. Reilly, C. B., & Reilly, N. (2005). The rising of lotus flowers: Self-education by deaf children in Thai boarding schools. Gallaudet University Press. Rosenbaum, P. L., Armstrong, R. W., & King, S. M. (1988). Determinants of children's attitudes toward disability: A review of evidence. Children's Health Care, 17(1), 32-39. Samphan, C. and S. Suksakulchai, (2007, November 6-9). Expectation in collaborative learning for the deaf students in higher education. Proceedings of the ICASE Asian Symposium, Thailand. Samphan, C. and S. Suksakulchai, (2012). The Factors Influencing the Achievement of Hearing Impaired Students in Thailand. The Social Sciences, 7: 224-230. Thai Department of Education. (2003). National education act BE 2542 as amended (2nd ed.). Bangkok: Aksornthai Press. Thomas, J. W., Mergendoller, J. R., & Michaelson, A. (1999). Project based learning for middle school teachers. Middle School Journal, 36(2), 28-31. Thomas, J. W. (2000). A review of research on project-based learning. Unesco. (1994). The Salamanca Statement and Framework for action on special needs education: adopted by the World Conference on Special Needs Education; Access and Quality. Salamanca, Spain, 7-10 June 1994. Unesco. Wicha, S., Sharp, B., Sureephong, P., Chakpitak, N., & Atkins, A. (2012). An animated dictionary for hearing‐impaired students in Thailand. Journal of Research in Special Educational Needs, 12(4), 234-244. Varee, T. (2004). Special education. Bangkok: Netikul Press. Techaraungrong, P., Kaewprapan, W., & Suksakulchai, S. (2014). The Design and Use of Multimedia Storytelling Book for Hearing Impaired Students. The Asian Conference on Education 2014 Official Conference Proceedings. Techaraungrong, P., Suksakulchai, S., Kaewprapan, W., & Murphy, E. (2017). The design and testing of multimedia for teaching arithmetic to deaf learners. Education and Information Technologies, 22(1), 215-237. Thirajit, W. (1994). Education for children with special needs. Bangkok, Thailand: Chulalongkorn University Press Woodward, J. (1996). Modern standard Thai Sign Language, influence from ASL, and its relationship to original Thai sign varieties. Sign Language Studies, 92(1), 227-252. Yau, S. S., Gupta, S. K., Karim, F., Ahamed, S. I., Wang, Y., & Wang, B. (2003, June). Smart classroom: Enhancing collaborative learning using pervasive computing technology. In ASEE 2003 Annual Conference and Exposition (pp. 13633-13642). sn. Zhou, F., Duh, H. B. L., & Billinghurst, M. (2008, September). Trends in augmented reality tracking, interaction and display: A review of ten years of ISMAR. In Proceedings of the 7th IEEE/ACM International Symposium on Mixed and Augmented Reality (pp. 193-202). IEEE Computer Society. |
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Strengthening the Basic Competence of Sciences for Master Students of Science Education ProgramNathan Hindarto, Wiyanto, Retno Sri Iswari
pp. 2317-2325 | Article Number: ijese.2017.156
Abstract Based on Indonesian National Qualification Framework (known as, KKNI), master studen in science education alumnus is targeting to well understanding about materials or concepts that rely on memorization will impact on students' inability to construct relationships between concepts, integrate new concepts with previous concepts to create imagination in understanding concepts. In order to achieve the specific target, the research used explorative research design with writing test data, then for triangulation data, the test result is followed up with in-depth interview. In-depth interviews were conducted through clinical interviews and individual demonstration interviews. The results showed that the initial ability of science S2 students in science subjects is low. On a scale of 0-100 the profiles of basic competence in science of the students is 35.4 for Physics, 43.7 for Biology and 49.7 for Chemistry. Interviews indicate that unfavorable learning materials are complex materials and a lot of discussion on work mechanism, abstract material and many scientific terms and materials that require a high level of understanding. Based on these results need to be developed student-centered learning that is learning that activate and cause high curiosity. Implementable learning is a learning model with experiment / practice, problem solving, assignment or project, invention and simulation so that students find their own concept or material to be learned. The results of this learning will be more memorable and not easy to forget. . Keywords: Basic concept, Science education References Ambrose, B.S., P.R.L.Heron,S.Vokos, and L.C.McDermott.1999. Student understanding of light as an electromagnetic wave: Relating the formalism to physical phenomena. American Journal of Physics, 67(10): 891-898. Cimer, A. 2012. What Makes Biology Learning Difficult and Effective: Students Views. Educational Research and Reviews, 7 (3): 61 - 71 Cochran, M.J. and P.R.L. Heron.2006.Development and assessment of research-based tutorials on heat engines and the second law of thermodynamics. American Journal of Physics, 74(8): 734-741. Colonnese, D., P.R.L. Heron, M. Michelini, and A.Stefanel.2012.A vertical pathway for teaching and learning the concept of energy. Review of Science, Mathematics and ICT Education, 6(1): 21-50. Ezenduka, C.U., Okafor, C.O., &Akusoba, E.U. 014. The Impact of Teacher Erros on Senior Students Understanding of Concept Respiration, in Awka, Anambra State: International Journal of Scientific and Research Publication. 4 (11) Hazelton, R.L.C., M.R. Stetzer, P.R.L. Heron, and P.S. Shaffer. 2012. Investigating Student Ability To Apply Basic Electrostatics Concepts To Conductors. PERC Proceedings, AIP Conf. Proc. Heron, P.R.L. and L.C. McDermott. 1998. Bridging the gap between teaching and learning in geometrical optics: the role of research. Optics and Photonics News, 9(9), 30-36. Jones, K.D. 2010.The Unstructured Clinical Interview.Journal of Counseling & Development, 88(2): 220-226. Tersedia di http://onlinelibrary.wiley.com/doi/10.1002/jcad.2010.88.issue-2/issuetoc[Download 16-3-2016] Kautz, C.H., P.R.L. Heron, M.E.Loverude, and L.C. McDermott. 2005. Student understanding of the ideal gas law, Part I: A macroscopic perspective. American Journal of Physics, 73(11): 1055-1063. Kose, S. 2008. Diagnosing Student Misconception: using Drawing as a Research Method. World.Applied Science Journal, 3 (2): 283 - 293 Loverude, M.E., P.R.L. Heron, and C.H. Kautz. 2010.Identifying and addressing student difficulties with hydrostatic pressure. American Journal of Physics, 78(1): 75-85. McDermott, L.C. 2013. Improving the teaching of science through discipline-based education research: An example from physics.European Journal of Science and Mathematics Education, 1(1): 1-12. McDermott, L.C and P. S. Shaffer. 2013.Research as a guide for improving student learning. Paper presented in New Physics and Astronomy Faculty Workshop, Physics Education Group at the University of Washington, June 2013. Moon, A., C. Stanford, R. Cole, and M. Towns. 2016. The nature of students' chemical reasoning employed in scientific argumentation in physical chemistry. Chemistry Education Research and Practice, first published online: 02 Feb 2016 (http://pubs.rsc.org/). Scherr, R.E., P.S. Shaffer, and S. Vokos. 2002. The challenge of changing deeply held student beliefs about the relativity of simultaneity. American Journal of Physics, 70(12): 1238-1248. Shaffer, P.S. and L.C. McDermott. 2005. A research-based approach to improving student understanding of the vector nature of kinematical concepts. American Journal of Physics, 73(10): 921-931. |
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How French Students Meet the Environmental Challenges?Faouzia Kalali
pp. 2327-2346 | Article Number: ijese.2017.157
Abstract Whilst the science education for the 21st century is meant to foster an engagement and an understanding of science in society and environmental problems, there is a need to examine those aspects and issues that are relevant (major issues, role of scientists and experts, role of the future...). However, little attention was paid to these concerns in the curriculum. Yet, young people’s views of the future reflect the sociopolitical concerns of the time (Hicks, 1996). In the present article, the purpose is to document to what extent students do agree with the statements about some environmental challenges (pollution, overuse of resources, global changes of the climate, future...) with a data from a questionnaire-based study involving students attending secondary school in France. This study forms part of a wider international survey, the Relevance of Science Education (ROSE) project, based at the University of Oslo. Our result show that French students are interesting in learning about pollution of water and air, but are not interesting in learning about practices that limit the effects of pollution and pesticides. Students seem to be unaware of the causal chain that is at the origin of pollution. Lange (2012) ensures the contribution of science partially to equip the citizen for democratic deliberation within particular contexts. However, environmental knowledge can be uncertain. This doubt maintains the democratic potential of the environmental issues, arousing controversies which are the lifestyle choices and the choices of society. Given these findings, we have to help students to build a relationship to the environment, more relevant on social and personal level, with more informed and located knowledge. A relationship renewed between humans and environment based on integrated designs of the future. Keywords: gender, secondary schools, relationship to the environment, the Relevance of Science Education Project, engaging young people with environmental challenges References Académie de sciences (2004). Avis sur l’enseignement scientifique et technique dans la scolarité obligatoire: école et collège. [Review of scientific and technical education in compulsory education: school and college]. Paris: Académie des Sciences. Aikenhead, G.S., & Ryan, A. (1992). The development of a new instrument: “Views On Science-Technology-Society” (VOSTS), Science Education, 76(5), 477-491. Almeida, N. (2005). De l’environnement au développement durable, l’institution d’un objet et la configuration d’une question [From Environmental to sustainable development, the institution of an object and the configuration of a question]. Communication et organisation, 26. 12-24. American Association for the Advancement of Science (AAAS) (1989). Science for all Americans: A project 2061 report on literacy goals in science, mathematics and technology. New York: Oxford University Press. American Association for the Advancement of Science (AAAS) (1993). Benchmarks for Science Literacy. Author. [On-line] Available: http://www.project2061.org/ Asloum, N., & Kalali, F. (2013). Repères historico-critiques de l’évolution des curricula Prescrits de l’enseignement agricole et de l’éducation nationale. Cas de l’éducation au développement durable, Penser l’éducation, Hors série, 449-466. Assemblée Nationale (2006). Réconcilier les jeunes et les sciences [Reconciling young people and science], (information report by Rolland, J.M., N°. 3061). Paris: Assemblée Nationale. Boutet, M., (2003). L'éducation relative à l'environnement pour vaincre l'exclusion des jeunes en difficultés. In N. Rousseau, & L. Langlois (Eds), Vaincre l'exclusion scolaire et sociale des jeunes : Vers des modalités d'intervention actuelles et novatrices (pp. 63-84). Québec : Les Presses de l'Université du Québec. Bowers, C.A. (2001). Educating for Eco-Justice and Community. Athens (GA): University of Georgia Press. Canguilhem, G. (1965). La connaissance de la vie. Paris: Vrin. Cohen, L, Manion, L. & Morrison, K. (2000). Research Methods in Education. London: Routledge Falmer. Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hove & London: Lawrence Erlbaum associates. Cohen, M. (1989). Connecting with nature-creating moments that let Earth teach. Eugene (OR): World Peace University. Collomb, Ph., Gérin-Pace, F. & Berlan, M. (1993). Perceptions de l’environnement [Perceptions of environment], Population et Sociétés, p.280. ISSN 01847783. Cooper, D.E. & Palmer, J.A, (Ed.) (1998). Spirit of the environment: religion, value and environmental concern. London: Routledge. Dercourt, J. (2004). Les flux d’étudiants susceptibles d’accéder aux carrières de recherche. L’exemple de l’lle de France dans le cadre national [The flow of students considering careers in research. Example of lle de France in the national context]. EDP: Académie des Sciences. European Commission (2004). Europe Needs More Scientists: Report by the High Level Group on Increasing Human Resources for Science and Technology in Europe. Brussels: European Commission Directorate C. European Commission (2009). Challenging Futures of Science in Society: Emerging trends and cutting-edge issues. Brussels: European Commission. Eckersley, R. (1994). A machine at the heart of the world: youth and the future. Paper for forum ‘Shaping Schools Futures’, Melbourne: Victoria. Eckersley, R. (1999). Dreams and expectations: young people’s expected and preferred futures and their significance for education. Futures, 31, 73-90. Gardner, P.L. (1995). Measuring attitudes to science: Unidimensionality and internal consistency revisited. Research in Science Education, 25(3), 283-289. Gidley, J.M., & Hampson, G.P. (2005). The evolution of futures in school education, Futures, 37(4), 255-271. Hicks, D. A. (1996). A lesson for the future: young people’s hopes and fears for tomorrow. Futures, 28(1), 1-13. Hicks, D. A., & Holden, C. (1995). Visions of the future: why we need to teach for tomorrow. Staffordshire, England: Trentham Books. Hicks, D. & Holden, C. (2007). Remembering the future: what do children think? Environmental Education Research, 13(4), 501-512. Host, V. (1985). Théories de l'apprentissage et didactique des sciences. Annales de didactique des sciences, 1. Rouen : Presses de l'Université. House of Lords (2006). Science teaching in schools: Report with evidence. London: The Stationary Office. Hurd, P. D. (1986). Inventing science education for the new millennium. New York and London: Teachers College Press. Hurd, P. D. (2002). Modernizing science education. Journal of Research in Science Teaching, 39, 3-9. Jenkins, E.W. (2006). The Student Voice and School Science Education, Studies in Science Education, 42, 49-88. Julien, M.P. , Chalmeau, R. , Vergnolle-Mainar, C. , Léna, J.Y & Calvet, A. (2014). « Concevoir le futur d'un territoire dans une perspective d'éducation au développement durable », VertigO - la revue électronique en sciences de l'environnement [En ligne], 14 (1). URL : http://vertigo.revues.org/14690. DOI : 10.4000/vertigo.14690 Kalali, F. (2010). L’enquête ROSE en France (Relevance Of Science Education): Analyse statistique des populations scolaires de Paris et de Créteil [The survey ROSE in France (Relevance Of Science Education): statistical analysis of school populations from Paris and Créteil] Retrieved from www.roseproject.no/network/countries/france/ROSE-Kalali.pdf Lange, J.M. (2012). Education in sustainable development: How can science education contribute to the vulnerability perception? Research in Science Education, 42, 109-127. Lehrke, M., Hofmann, L. & Gardner, P. L. (1985). Interests in science and technology education. Kiel: Institut für die Pädagogik der Naturwissenschaften. Ministère de l’éducation nationale Français (MEN) (2005). Programmes des enseignements de mathématiques, de sciences de la vie et de la terre, de physique-chimie pour els classes du cycle central du collège (classes de cinquième et de quatrième) [Syllabus for teaching mathematics, life sciences and Earth, physics-chemistry (grade 7 and 8)]. BO 5, 25 Aout 2005. Ministère de l’éducation nationale Français (MEN) (2007). Éducation au développement durable, 2e phase de généralisation de l’éducation au développement durable (EDD). [Second phase of generalization of ESD]. Bulletin Officiel, 14 du 5 avril 2007. Ministère de l’éducation nationale Français (MEN) (2011). Troisième phase de généralisation de l’éducation au développement durable. [Third phase of generalization of ESD]. Circulaire n° 2011-186 du 24-10-2011. National Research Council (1996). National science education standards, Washington DC: National Academy Press. National Research Council (2013). Next Generation Science Standards: For States, By States, Washington DC: National Academy Press. Millar, R. & Osborne, J. (Ed.). (1998). Beyond 2000: Science Education for the Future. London: School of Education, King's College. Osborne, J.F. & Collins, S. (2001) Pupils’ views on the role and the value of the science curriculum: a focus-group study, International Journal of Science Education, 23, 5, 441-468. Polak, F.L. (1973). The image of the future. Amsterdam : Elsevier Scientific Publishing Company Sauvé, L. (1998). L’éducation relative à l’environnement et la perspective du développement durable. [ Environmental education and the sustainable development perspective]. Les cahiers du Millénaire trois, 4, 57-60. Schibeci, R. A. (1984). Attitudes to science: an Update. Studies in Science Education, 11, 25-69. Schreiner, C. & Sjøberg, S. (2004). Sowing the seeds of ROSE. Background, Rationale, Questionnaire Development and Data Collection for ROSE (The Relevance of Science Education) - a comparative study of students' views of science and science education (pdf) (Acta Didactica 4/2004). Oslo: Dept. of Teacher Education and School Development, University of Oslo. Schreiner, C., & Sjøberg, S. (2005). Empowered for action? How do young people relate to environmental challenges? Published in Alsop, S. Beyond Cartesian Dualism. Encountering Affect in the Teaching and Learning of Science. (pp. 53-69). Dordrecht: Springer, Science and Technology Education Library. Sjøberg, S. & Schreiner, C. (2008). Concern for the environment. Data from ROSE. Oslo. Sjøberg, S. & Schreiner, C. (2010). The ROSE project. An overview and key findings. Oslo. Available at: http://eacea.ec.europa.eu/education/eurydice. Tamir, P. & Gardner, P.L. (1989). The structure of interest in high school biology, Research in Science & Technological Education, 9(2), 113-140. Taylor, D. E. (1989). Blacks and the environment: Toward an explanation of the concern and action gap between Blacks and Whites. Environment and Behavior, 21(2), 175-205. Thélot, C. (2004). Pour la réussite de tous les élèves [For the success of all students], Rapport de la commission du débat national sur l’avenir de l’école, Paris : Documentation française. |
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Contamination levels of metals (Cu, Cr, Cd and Pb) in Patella rustica from the Moroccan Atlantic coastLalla Meryem IDRISSI AZZOUZI, Rachid Ben Aakame, Abdellah El Abidi, Mariam Naciri
pp. 2347-2361 | Article Number: ijese.2017.158
Abstract This study was carried out to determine the levels of some metal including copper (Cu), chromium (Cr), cadmium (Cd) and lead (Pb) in tissues of the mollusca gastropoda limpet (Patella rustica), using the standard atomic absorption spectrometry (AAS) technique after mineralization method. These samples were collected from three different locations (Yacoub Al Mansour, Harhoura and Guy ville) of Moroccan Atlantic coast during four seasons (winter, spring, summer and autumn). The average ranges of elements concentrations measured in samples were: Yacoub Al Mansour coast (Cu: 0.46-2.19 μg/g; Cr: 0,60-2,21 μg/g; Cd: 0,32-1,06 μg/g and Pb: 0,47-1,30 μg/g), Harhoura coast: (Cu: 0.81-3.17 μg/g; Cr: 0,94-2,5 μg/g; Cd: 0,47-0,95 μg/g and Pb: 0,76-1,42 μg/g) and Guy ville coast (Cu: 1.24-4.14 μg/g; Cr: 0,87-3,98 μg/g; Cd: 0,56-1,18 μg/g and Pb: 1,08-2,13 μg/g). During all seasons and from different sampling sites, the results obtained indicate that metals concentration in Patella rustica tissues were distributed differently. Keywords: Contamination assessment, Patella rustica, Gastropod molluscs, Metals, Moroccan Atlantic coast References Baby, J., Raj, J. S., Biby, E. T., Sankarganesh, P., Jeevitha, M.V., Ajisha, S.U., Rajan, S. S. (2010). Toxic effect of heavy metals on aquatic environment. Int. J. Biol. Chem. Sci, 4(4), 939-952. Bergasa, O., Ramirez, R., Collado, C., Hernandez-Brito, J. J., Gelado-Cabarello, M. D., Rodriguez-Somozas, M., Haroun, R. J. (2007). Study of metals concentration levels in Patella piperata throughout the Canary Islands, Spain. Environ Monit Assess, 127, 127-133. Ben Aakame, R., Fekhaoui, M., El Abidi, A., Dussauze, J., Laghzizal, M., Saoiabi, A. (2014). Groundwater contamination by pesticides and metals elements in agricultural areas of the Northwest of Morocco and health hazard. IOSR-JESTFT, 8(1), 68-71. Bergasa, O. (2009). Study of metals concentrations levels in Patella piperata through the Canary Islands, Spain. Fresenius Environmental Bulletin, 15, 1234-1240. Boumaza, F., Z. (2014). Évaluation de l’état de santé des eaux du golfe d’Annaba à travers un Mollusque Gastéropode Patella caerulea (L., 1758): paramètres écologiques et biochimiques. These, 1-194. Bradl, H. (2005). Heavy Metals in the Environment: Origin, Interaction and Remediation. Interface science and Technology, 1(6), 282. Chaibi, M., & Sedrati, M. (2009). Coastal erosion induced by human activities: the case of two embayed beaches on the Moroccan coast. Journal of Coastal Research, SI56, 1184-1188. Collado, C., Ramirez, R., Bergasa, O., Hernandez-Brito, J. J., Gelado-Caballero, M. D., Haroun, R., J. (2006). Heavy metals (Cd, Cu, Pb and Zn) in two species of limpets (Patella rustica and Patella candei crenata) in the Canary Islands, Spain. WIT Transactions on Ecology and the Environment, 95, 45-53. Conti, M. E., Cecchetti, G. (2003). A biomonitoring study: trace metals in algae and molluscs from Tyrrhenian coastal areas. Environ Res, 93, 99-112. Cravo, A., Bebianno, M., J. (2005). Bioaccumulation of metals in the soft tissues of Patella aspera: Application of metal/shell weight indices. Estuar Coast Shelf Sci, 65, 571-586. Duysak, O., and Ersoy, B. (2014). A biomonitoring study: heavy metals in Monodonta turbinata (Mollusca: Gastropoda) From Iskenderun Bay, North-Eastern Mediterranean. Pakistan J. Zool, 46, 1317-1322. Duysak, O., and Azdural, K. (2017). Evaluation of Heavy Metal and Aluminium Accumulation in a Gastropod, Patella caerulea L., 1758 in Iskenderun Bay, Turkey. Pakistan J. Zool, 49(2), 629-637. Glasby, G. P., Szefer, P., Geldon, J., Warzocha, J. (2004). Heavy-metal pollution of sediments from Szczecin Lagoon and the Gdansk Basin, Poland. Science of the Total Environment, 330, 249–269. Hamed, M. A., Emara, A. M. (2006). Marine molluscs as biomonitors for heavy metals in the Gulf of Suez, Red Sea. J Mar Syst, 60, 220-234. He, Z. L., Yang, X. E., Stoffella, P. J. (2005). Trace elements in agroecosystems and impacts on the environment. J Trace Elem Med Biol, 19(2–3)125–140. Idrissi Azzouzi, L. M., Senouci, S., El Qazoui, M., Oumzil, H., Naciri, M. (2017). Detection of enterovirus in mussels from Morocco by cell culture and real-time PCR. Afr. J. Biotechnol. 16(34), 1791-1799. Jaishankar, M., Tseten, T., Anbalagan, N., Mathew, B. B., Beeregowda, K. N. (2014). Toxicity, mechanism and health effects of some heavy metals. Interdiscip Toxicol. 7(2), 60-72. Kelepertzis, E. (2013). Heavy Metals Baseline Concentrations In Soft Tissues Of Patella Sp. From The Stratoni Coastal Environment, Ne Greece. ECOL CHEM ENG S, 20(1), 141-149. Maanan, M., Zourarah, B., Carruesco, C., Aajjane, A., Naud, J. (2004). The distribution of heavy metals in the Sidi Moussa lagoon sediments (Atlantic Moroccan Coast). Journal of African Earth Sciences, 39, 473-483. Maanan, M. (2008). Heavy metal concentrations in marine molluscs from the Moroccan coastal region. Environmental Pollution, 153, 176-183. Maanan, M., Zourarah, B., Sahabi, M., Maanan, M., Le Roy, P., Mehdi, K., Salhi, F. (2015). Environmental risk assessment of the Moroccan Atlantic continental shelf: The role of the industrial and urban area. Science of the Total Environment. 511, 407-415. Mitra, A., Barua, P., Zaman, S., Banerjee, K. (2012). Analysis of Trace Metals in Commercially Important Crustaceans Collected from UNESCO Protected World Heritage Site of Indian Sundarbans. Turk. J. Fish. Aquat. Sci. 12, 53-66. Mulgrave, V. (2017). Flame Atomic Absorption Spectrometry Analytical Methods. Agilent Technologies. 14, 23-41. Nakhle, K. F., Cossa, D., Khalaf, G., Beliaeff, B. (2006). Brachidontes variabilis and Patella sp. as quantitative biological indicators for cadmium, lead and mercury in the Lebanese coastal waters. Environmental Pollution, 142, 73-82. Richir and Gobert. (2016). Trace Elements in Marine Environments: Occurrence, Threats and Monitoring with Special Focus on the Coastal Mediterranean. J Environ Anal Toxicol, 6(1), 1-19. Sa-Pinto, A., Baird, S. J. E., Pinho, C., Alexandrino, P., Branco, M. (2010). A three-way contact zone between forms of Patella rustica (Mollusca: Patellidae) in the central Mediterranean Sea. Biological Journal of the Linnean Society, 100, 154-169. Singh, R., Gautam, N., Mishra, A., Gupta, R. (2011). Heavy metals and living systems: An overview. Indian J. Pharmacol, 43(3), 246–253. Singh, N.K. S., Sudarshan, M., Chakraborty, A., Devi, C. B., Singh, T. B., Singh, N. R., (2014). Biomonitoring of Fresh Water of Loktak Lake, India. European Journal of Sustainable Development, 3(1), 179-188. Snoussi, M., Ouchani, T., Niazi, S. (2008). Vulnerability assessment of the impact of sea-level rise and flooding on the Moroccan coast: The case of the Mediterranean eastern zone. Estuarine Coastal and Shelf Science, 77, 206-213 Storelli, M. M., & Marcotrigiano, G., O. (2005). Bioindicator organisms: Heavy metal pollution evaluation in the Ionian Sea (Mediterranean sea-Italy). Environmental Monitoring and Assessment, 102, 159-166. Tchounwou, P. B., Yedjou, C. G., Patlolla, A. K., Sutton, D. J. (2012). Heavy Metals Toxicity and the Environment. NIH Public Access, 101, 133-164. Velma, V., Vutukuru, S. S., Tchounwou, P. B. (2009). Ecotoxicology of Hexavalent Chromium in Freshwater Fish: A Critical Review. Rev Environ Health, 24(2), 129-145. Yuzereroglu, T. A., Gok, G., Cogun, H. Y., Firat, O., Aslanyavrusu, S., Maruldali, O., Kargin, F. (2010). Heavy metals in Patella caerulea (mollusca, gastropoda) in polluted and non-polluted areas from the Iskenderun Gulf (Mediterranean Turkey). Environ Monit Assess, 167(1-4), 257-264. Wani, R. A., Ganai, B. A., Shah, M. A., Uqab, B. (2017). Heavy Metal Uptake Potential of Aquatic Plants through Phytoremediation Technique - A Review. J. Bioremediat Biodegrad, 8(4), 1-5. |
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Gender Difference in Interpersonal Intelligence:A Meta-AnalysisFang-Pin Lai, Kai-Hao Liu, Li-Ru Chen, Shao-Shiun Chang
pp. 2363-2373 | Article Number: ijese.2017.162
Abstract The aim of the study is to examine the literature of meta-analysis concerning whether interpersonal intelligence varies with the gender, verify the possible causes between them, end the debate of different perspective and analyze the influential factors of interpersonal intelligence development. In addition, by detail-to-detail testing the characteristic of the literatures, including the subject categories, published years, languages and published categories, the study analyzes the interference variables on the appearance of interpersonal intelligence. Using the meta-analysis, compiled from 2000 to 2016 published academic journals, through the inclusion, exclusion and search of the research guidelines. Proposed the research framework and empirical analysis, by Comprehensive Meta-Analysis of the operation. Extract the main effect size of the literatures, and then analyze the overall average effect of Hedges's g. Based on the study found that interpersonal intelligence education to develop substantive recommendations, as references for practical and research workers. Keywords: interpersonal intelligence, gender difference, meta-analysis References Armstrong, T. (1999). 7 kinds of smart: Identifying and developing your multiple intelligences. Plume Books. Armstrong, T. (2009). Multiple intelligences in the classroom: Ascd. Alderson, P., Green, S., & Higgins, J. P. T. (2004). Cochrane reviewers’ handbook 4.2. 2 [updated March 2004]. The Cochrane Library, 1, 1-59. Aydemir, H., & Karalı, Y. (2014). Study of secondary school students’ multiple intelligence areas (Malatya case). Procedia - Social and Behavioral Sciences, 152, 167-172. Broverman, I. K., Vogel, S. R., Broverman, D. M., Clarkson, F. E., & Rosenkrantz, P. S. (1972). Sex‐Role Stereotypes: A Current Appraisal1. Journal of Social issues, 28(2), 59-78. Biggs, J. B., & Collis, K. F. (1991). Multimodal learning and the quality of intelligent behaviour. Intelligence: Reconceptualization and measurement, 57-76. Birditt, K. S., & Fingerman, K. L. (2003). Age and gender difference in adults' descriptions of emotional reactions to interpersonal problems. The Journals of Gerontology Series B: Psychological Sciences and Social Sciences, 58(4), P237-P245. Biklen, S. K., & Pollard, D. (2001). Feminist perspectives on gender in classrooms. Handbook of research on teaching, 4, 723-748. Borenstein, M., Hedges, L. V., Higgins, J., & Rothstein, H. R. (2010). A basic introduction to fixed‐effect and random‐effects models for meta‐analysis. Research Synthesis Methods, 1(2), 97-111. Blanchard, K. H. (2010). Leading at a higher level: Blanchard on leadership and creating high performing organizations: FT Press. Beetham, D. (2013). The legitimation of power: Palgrave Macmillan. Bjorklund, D. F., & Causey, K. B. (2017). Children's thinking: Cognitive development and individual differences: SAGE Publications. Cohen, J. (1992). A power primer. Psychological bulletin, 112(1), 155-159. Checkly, K. (1997). Problem-based learning. ASCD Curriculum Update, Summer, 3. Campbell, L., Campbell, B., & Dickinson, D. (1999). Through multiple intelligences. Needham Heights, MA: Allyn & Bacon. Child, J., Faulkner, D., & Tallman, S. B. (2005). Cooperative strategy: Oxford University Press, USA. *Chan, D. W. (2007). Musical aptitude and multiple intelligences among Chinese gifted students in Hong Kong: do self-perceptions predict abilities? Personality and Individual Differences,43(6),1604-1615. Cooper, H., Hedges, L. V., & Valentine, J. C. (Eds.). (2009). The handbook of research synthesis and meta-analysis. Russell Sage Foundation. Coban, S., & Dubaz, İ. (2011). The relationship between active learning models in music lessons in elementary schools and multiple intelligence areas. Procedia - Social and Behavioral Sciences,28, 684-690. Daniel G. (1995). Emotional intelligence. New York :Bantam Books. Erkan, S., & Öztürk, M. B. (2013). A study on the multiple intelligences of kindergarteners from different socioeconomic backgrounds. Procedia - Social and Behavioral Sciences,106, 250-258. Eisenberg, J., Lee, H.-J., Brück, F., Brenner, B., Claes, M.-T., Mironski, J., & Bell, R. (2013). Can business schools make students culturally competent? Effects of cross-cultural management courses on cultural intelligence. Academy of Management Learning & Education, 12(4), 603-621. Fiske, S. T., & Berdahl, J. (2007). Social power. Social psychology : Handbook of basic principles, 2, 678-692. Furnham, A. (2001). Self-estimates of intelligence: culture and gender difference in self and other estimates of both general (g) and multiple intelligences. Personality and Individual Differences, 31,1381-1405. |
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Retrospective Tracer Study: Investigation of the Barriers and Fluidity Transdisciplinary to Develop Curriculum for Higher Teacher EducationNurul Ulfatin, Amat Mukhadis
pp. 2375-2384 | Article Number: ijese.2017.161
Abstract Curriculum in higher education which prepare teacher candidates is considered as effort of engage in borderless transdisciplinary interaction to construct a collective and coherent understanding of disciplinary interconnectedness and interdependency, which will serve as the foundation for teaching, research, and engagement. Retrospective tracer study is methods for investigation to link the relationship and relevance of transdisciplinary which occurs at teachers’ workplace with transdisciplinary curriculum at the almamater. Keywords: transdisciplinary curriculum, retrospective tracer study, integrated, higher education, preservice education References Fogarty, R. 1997. Problem-Based Learning and Other Curriculum Models for the Mutiple Intelligences Classroom. Arlington Heights: Skylight Publishing, Inc. Gardner, H. & Hatch, T. 1989. Multiple Intelligences Go to School: Educational Implications of the Theory of Multiple Intelligences. Educational Researcher 18 (8). 4-10. Hoy, W.K. & Miskel, C.G. 2005. Educational Administration: Theory, Research, and Practice. New York: Mc Graw Hill Company. Hyun, E. 2010. Transdisciplinary Higher Education Curriculum: A Complicated Cultural Artifact. Research in Higher Education Journal. 1-19. www.aabri.com/ manuscripts/11753.pdf Hyun, E., Kretovics, M., & Crowe, A. 2006. Curriculum characteristics of time-compressed course in a U.S. Higher Education Institution. Educational Research and Review, 1 (2). 29-33. Kadir, A. 2015. Development of Senior High School Teacher Training Management Model about Global Competence Based Framework. Dissertation not published. Malang: Post graduate program of State University of Malang. Kolodinsky, J., Fukagawa, N. K., Roche, E., Belliveau, C., & Johnson, H. 2012. Walking the talk of food systems at a small land-grant university: Overcoming process barriers to a transdisciplinary approach. Journal of Agriculture, Food Systems, and Community Development, 2 (3), 149–159. http://dx.doi.org/ 10.5304/jafscd. 2012. 023.015 Krug, D.H. & Cohen-Evron, N. 2000. Curriculum Integration Position and Practices in Art Education. Studies in Art Education. Spring, 41 (3), 258-275. Lauritzen, C. & Jaeger, M. 1994. Language Arts Teacher Education within a Transdisciplinary Curriculum. Language Arts, Vol.71 (8) December 1994. 581-587. Lawlor, E.F, Kreuter, M.W, Sebert-Kuhlmann, A.K. & McBride, T.D. 2015. Methodological Innovations in Public Health Education: Transdisciplinary Problem Solving. American Journal of Public Health. Supplement 1,Vol 105, No. S1, pp.1-6. Mukhadis, A. & Ulfatin, N. 2015. Mapping the Lecturer and Students Need in Improving and Accelerating The Study Completion of Education Students at Malang State University, Education Science: Theory and Practice of Education Journal. Vol.41, (1), 1-12. Mukhadis, A. & Ulfatin, N. 2014. Integrated Learning of “Shared” Based on “Gallery Project” Model of Research Methodology and Report to Improve Quality and Accelerating the Study Completion of Education Student. Research Grant of Higher Education, Multi years program of State University of Malang. Pasiak, T. 2006. Intelligence Management: Empowering IQ, EQ and SQ For Life Success. Bandung: Mizan Pustaka. Pohl, C., von Kerkhoff, L., Hadorn, G.H., & Bammer, G. 2008. Core terms in transdisciplinary research. In G. Hirsch Hadorn, H. Hoffmann-Riem, S. Biber-Klemm, W. Grossenbacher-Mansuy, D. Joye, C. Pohl, U. Wiesmann, & E. Zemp (Eds.), Handbook of Transdisciplinary Research (pp. 427–432). Dordrecht: Springer. http://dx.doi.org/10.1007/978-1-4020-6699-3_28 Tanner, D. & Tanner, L.N. 1980. Curriculum Development. Theory into Practice. Second Edition. New York: MacMillan Publishing Co, Inc. Ulfatin, N. & Mukhadis, A. 2013. “Jalakar” Curriculum for one Roof Junior High School: Fulfillment alternative of Learners at Rural and Remote Area. Education Science: Theory and Practice Investigation Journal. Vol.40 (2), 167-179. Ulfatin, N. & Mukhadis, A. 2017. The Development of Transdisciplinary Based Curriculum with Retrospective Tracer Study. Research Grant of Higher Education for IDB 4 in 1 Program at State University of Malang. Ulfatin, N. 2016a. Curriculum Development of Learning and Work. Malang: UM Press. Ulfatin, N. 2016b. Transdisciplinary Based Curriculum as Flexibility Alternative Development and Curriculum Widening of LPTK To Global Competence. Konaspi 8 Paper. Jakarta 12-15 October 2016. Law of Republic Indonesia No. 14 Year 2005 about Teacher and Lecturer Wickson, F., Carew, A. L., & Russell, A. W. 2006. Transdisciplinary research Characteristics, quandaries and quality. Futures, 38 (9), 1046–1059. http://dx.doi. org/ 10.1016/j.futures.2006.02.011 |
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Analysis of Drought Severity Level as a Hydrological Disaster Mitigation Effort in Sub-Watershed of Krueng Jreue, Aceh Besar Regency-IndonesiaHelmi, Hairul Basri, Sufardi & Helmi
pp. 2385-2400 | Article Number: ijese.2017.160
Abstract Drought affects the availability of water reserves in the soil in Krueng Jreue Sub-Watershed, for the benefit of agriculture as well as for human needs. There were three stages of analysis for the research of the severity of the Krueng Jreue drought, namely: (1) identify the rainfall station for the area of study. Monthly rainfall data used is the result of observation data for 10 years (2005–2014) from two stations of rainfalls; Indrapuri and Jantho, according to isohyets method analysis; (2) analysis of precipitation to obtain meteorological drought index of each station with the method of precipitation Standardized Precipitation Index (SPI); and (3) analysis of interpolation method of Inverse Distance Weighted (IDW) drought index values of each rainfall stations to get the spread of drought. The results of the analysis using the method of SPI scale 3 monthly (SPI-3), indicating that the historical rainfall in 2005–2014 not experiencing dry conditions, because during the 12 months from January-December for 10 years, only in June-July-August (JJA) are experiencing conditions slightly dry with average drought index between (-1,23) – (-0,39). The rest of September-October-November (SON), December-January-February (DJF) and March-April-Mai (MAM) experienced a medium (normal) condition, the value of SPI in range (0,99) – (-0,99). Hydrological disaster mitigation efforts in the zone of the severity of the drought with the criteria slightly dry can be done by means of structural and non-structural. Structurally it is done through optimizing the development of dams and building Krueng Jreue, rehabilitation and maintenance of the irrigation network. The storage of excess water in the rainy season is for use in the dry season. Non-structural way is by making predictions of drought, drought index map, agroforestry, planting water-efficient plants, the use of mulch and organic materials. Keywords: Standardized Precipitation Index, The severity of the drought, The spread of drought, Hydrological disaster mitigation, Sub-Watershed of Krueng Jreue References Agwata, J. F. (2014). Spatial characteristic of drought duration anf severity in the Upper Tanah Basin, Kenya. International Research Journal of Environment Sciences, 3 (4): 18-26. Azpurua, M., & Ramos, K. D. (2010). A Comparizon of Spatial Interpolation Methods for Estimation Average Electromagnetic Field Magnitude. Progress in Electromagnetics Research, 14: 135-145. Bhatt, D., & Mall, R. K. (2015). Surface Water Resources, Climate Change and Simulation Modelling. International Conference on Water Resources, Coastal and Ocean Engineering. Aquatic Procedia, 4: 730-738. |
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Historical processes of architectural transition in Ardabil’s Jome Mosque (The symbol of an Iranian Islamic architecture)Habib Shahbazi Shiran
pp. 2423-2331 | Article Number: ijese.2017.163
Abstract Jame Mosque as a glorious building in a city which has exhibited an unknown and rich treasure of the art of architecture, culture and Islamic civilization, is not totally Seljuk but those parts of the Seljuk era, even today, are also its main augustness. In its completely distinctive spectrum, more than 1100 years of Iran’s architecture is transparent and in its lengthy life, there have been several wars and it has been damaged and recovered many times and nothing is remained of that. However, the mosque is there and its remained architecture is like a book that every time it is read, it provides a new meaning spectrum of the past.The remaining of the building is located in north-west of the current city and it is built on an artificial hill with 5 meters’ height with the absence of the other buildings and despite approaching disastrous events and happenings, it has maintained its strength. The noteworthy point is its scattered but pleasant architectural and functional decorations of the Ilkhani era being in full harmony and magnificent beatings of facades of the building are based on the mathematical calculations; however, those parts of the Seljuk era, even today, are also its main augustness. Jome Mosque which has been the highest building of the city, in its current condition, is composed of three related parts placing with distance and in an independent manner. 1- The dome is built as the mother cell and the Seljuk mosque’s base and during the time, the other elements are attached to it. 2-Porch which is currently placed as a mosque and its south side is ended to dome area though a big and high crater. 3- Steeple which is a large brick cylindrical building located in 16/43 meters of the western wall and along the middle axis of the mosque and its location is even more tragic tradition since it is a building which is totally separated and there is not any sign of its attachment to Seljuk’s building. In so doing, its tension with the mosque and its moral function in relation with the other elements of the building as well as its independency from the mosque attract the attention as a unique element. Keywords: Ardabil, Jome Mosque, building, architecture, Seljuk References Olearius, A. (1984). Travelogue by Adam Olearius, Translated by Ahmad Behpour. Tehran, Ebtekar. Torabi Tabatabaei, S. J. (1976). Archeological works of Azarbayjan, second volume. Tehran, national works. De Morgan, J. (1959). The studies of French scientific staff in Iran “geographical studies”. Translated by Kazem Vadiei. First volume, Tabriz, Chehr. Dibaj, I. (1967). Archeological works and Azarbayjan’s historical buildings. Tehran, Central Board of the Imperial Feast. Siroux, M. (1980). Ardabil’s Jome Mosque, translated by Nadiyeh Imani, Asar journal, No. 15 and 16, winter. Shahbazi Shiran, H. (2004). Investigation and analysis of the components and elements of Ardabil’s Jome Mosque. Tabriz, Sadra publication. Safari, B. (1991). Ardabil in history track. second volume, second edition. Tehran, Islamic Azad University of Ardabil. Kiyani, M.Y. (2004). Iran’s architectural art history in Islamic era. Second edition. Tehran, Samt. Mashkour, M. J. (1970). A commentary on Azarbayjan’s history and its archeological works and demography. Tehran, National works association. Moghaddasi, A. I. A. (1982). The best in the knowledge of the regions. Translated by Alinaghi Monzavi, second volume. Tehran, Iran authors and translators’ company. Mousavi, M. (2002). Ardabil’s Jame Mosque in light of archeological discoveries. Archeological and history journal, No 32, year 16, spring and summer. Wilber, D. (1967). The architecture of Islamic Iran in Ilkhani era. Translated by Abdullah Faryar, Tehran. Hillenbrand, R. (2008). Islamic architecture, Translated by Ayatollahzadeh Shirazi. Fourth edition, Tehran, Rozaneh. |
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Analyzing and Ranking the Indices of Innovation Model in Food ProductsRamzan Gholami Avati, Mohammad Mehdi Parhizgar, Mohammad Taghi Amini, Mohammad Mahmoudi Meymand
pp. 2433-2446 | Article Number: ijese.2017.164
Abstract In the era of knowledge-based economy, rapidly changing and uncertain business environment, means that the company's biggest challenge. Confrontation with the problem of how to exploit the current market, achieve a competitive advantage. Some researchs suggest that innovation is the most important tool for companies to maintain a competitive advantage from the use. For this purpose, what this research seeks to measure the pattern is innovation. The population of the research staff collected food and roses. 2250 people who use formula cochran sample of 250 individuals were determined. Direction Determine the reliability of the composite reliability 0.92 was used. Factor analysis was used to test the validity of the questionnaire. Using structural equation modeling software to analyze the data lisrel and PLS. Results showed that the pattern Innovation evaluation model was perfect, and indicators needed to measure innovation in the field of research and development and investment 8In knowledge, human resources, innovation policies, performance, innovation, technology and the associated information Global flows Global economy, and productivity and trade classifications, and it was determined that the effect of each of the indicators is positive. Keywords: innovation, business and productivity, innovation performance, research and development References Archibugi D. and Pianta M. (1996). 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