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1 |
Experience of the Development of a Regional Qualification Framework for the System of Vocational EducationAlfiya R. Masalimova, Iraida G. Ovchinnikova, Lubov V. Kurzaeva & Irina V. Samarokova
pp. 979-987 | DOI: 10.12973/ijese.2016.356a | Article Number: ijese.2016.077
Abstract The article dwells upon the methodological and technological aspects of the project to develop a framework of qualifications of the Ural region, which concerned with some of the features of the procedure of doing research, as well as the development of diagnostic tools. The work presents the methods of the processing of data collected during the interviews with educational institutions in order to build "an educational qualification net", namely the determination of the adequacy of the choice of the selected descriptors, the correctness of their formulation and the clarification of the contents; the determination of correlating between the importance of assessment of training results according to selected descriptors and the completeness of their formation in educational institutions of different educational levels; the identification of the views of experts on the quality characteristics of training results in educational levels, in accordance with the selected descriptors. The obtained experience in the course of the project implementation, according to the authors, can be useful in conducting similar studies to improve the national qualification systems. Keywords: vocational education, competence approach, the requirements of labor market, qualification framework References Batrova, O. F. (Eds.) (2008). National Qualifications Framework of the Russian Federation: Recommendations. Moscow: Federal Institute for Educational Development. Baydenko, V. I. (Eds.) (2006). The Bologna Process: The Search of Generality within European Education Systems (project Tuning). Moscow: Research Centre of Training Quality Problems. Chusavitin, M. O., Chusavitina G.N., Kurzaeva L.V. (2013). Elaboration of the Competence Model for Future Teachers of Informatics and ICT in the Field of Ensuring Information Security. Basic research, 10-13, 2991-2995. Zimnyaya, I. A. (2003). Key Competencies - the Result of a New Education Paradigm. High education today, 5, 34-42. Kurzaeva, L. V., Ovchinnikovа I. G., Slepuhina G. V. (2013). Adaptive Management of Vocational Education Quality on the Basis of Competence Approach (for example, the IT Industry): Methodological Bases, Models and Basic Tools on Installation of Requirements for Learning Results. Magnitogorsk: Magnitogorsk State University. Ovchinnikova, I. G, Kurzaeva L. V., Kurchatov B. V. (2010). Regional Qualification Framework: the Role and Place in the System of Continuing Professional Education and Development Experience. Magnitogorsk: Magnitogorsk State University. Ovchinnikova, I. G., Kurzaeva L. V., Zakharova T. V., Mironova A. A. (2013) Development of basic education programs through the use of modular competence approach: methodic recommendations. Magnitogorsk: Magnitogorsk State University, 36. Oleynikova, O. N., Muraveva A. A, Koulz M. (2006). Principles and Procedures for Developing a National Framework of Qualifications. Moscow: Centre for the Study of Professional Education. Oleynikova, O. N., Muraveva A. A. (2009). The system of qualifications in the European Union. Retrieved from http://www.cvets.ru/NQF/NQF-EC.pdf Zaitseva, N. A. (2013). The role of education system in adaptation of graduates from Russian institutes and colleges at European enterprises (by example of service companies). Middle East Journal of Scientific Research, 13(5), 693-697. |
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Formation of Official Loyalty of Cadets in Educational Process of Higher Educational Institutions of Russian Penitentiary SystemElvira G. Sabirova, Stanislav V. Gornostaev, Tatiana V. Kirillova & Irina F. Moiseenko
pp. 989-1002 | DOI: 10.12973/ijese.2016.508a | Article Number: ijese.2016.078
Abstract This article is aimed at revealing the foundations of the formation of the official loyalty among the cadets of higher education institutions of the FPS of Russia by the institutions staff, and first of all, by the faculty. Leading methods of research of this problem in this article were: the analysis of scientific papers and official documents, questionnaires, interviews, observation. The article describes the key problems of formation of the official loyalty among FPS of Russia employees. Article identifies factors both assisting and impeding the process of the purposeful formation of official loyalty. Also the attention is focused on the heterogeneity of mechanisms of formation of official loyalty in behavior on the level of compliance with legal and ethical norms, disclosed the peculiarities of formation of official loyalty in the context of the educational process in educational institutions of the FPS of Russia. Principles and steps of purposeful formation of official loyalty in the higher education institutions of the FPS of Russia, practical recommendations in this direction are recommended. Keywords: higher educational institutions, Federal Penitentiary Service of Russia, the cadets, official loyalty, official status References Becker, H. S. (1960). Notes on the concept of commitment. American Journal of Sociology, 66, 1, 32-40. De Graaf G. (2011). The loyalties of top public administrators. Journal of Public Administration Research and Theory, 21(2), 285–306. Dushkin, A.S. & Schelkushkina, E.A. (2015). Psihological legal analysis of the reasons, conditions and factors of violations of service discipline and legality by police officers. Applied legal psychology, 1, 89-99. Emerson, D. M. & Helfeld, T. I. (1948). Loyalty among government employees. The Yale law journal, 58, 1, 1-14. Kasiński, M. (2010). Lojalność urzędnika w świetle prawa i etyki. Annales. Etyka w życiu gospodarczym, 13(1), 139-146. Marin, M. I. & Bochkova, A. A. (2014). Psychological peculiarities of employees of Internal Affairs Agencies inclined to offending behavior. Applied legal psychology, 3, 47-53. Marin, M. I. & Bochkova, A. A. (2015). The value system of executives in internal affairs agencies. Applied legal psychology, 1, 113-120. Maynard-Moody, S. & Musheno, M. (2003). Cops, Teachers, Counselors Stories from the front lines of public service. University of Michigan. Mentzelopoulos, A. M. (1990). Federal government public service ethics: managing public expectations. Carleton University. Retrieved July 14, 2014, from https://dspace.library.uvic.ca//handle/1828/2361 Oblonsky, A. V. et al. (2009). Public service (an integrated approach) - political science, law, labour, history, reform, country studies. Moscow: Publishing house "Delo". Panchenko, А. М. & Kanina, I. A. (2015). Legal psychology as an element of legal conscience of employees of law-enforcement agencies. Legal psychology, 1, 6-9. Royce, J. (1914). The philosophy of loyalty. New York. McMillan company. Szerer, M. (1924). An official matter in a democracy. Warshaw. Stepanova, O. S. (2009). The interdependence between emotional burnout level and the degree of adaptation of penitentiary staff to work conditions. Obrazovanie i samorazvitie, 4(14), 209-214 Uporov, A. G. (2014). The role of law principles in legal regulation and ensuring of service discipline in penitentiary system. Man: crime and punishment, 4, 37-40. Urazayeva, G. I. (2014). Social and psychological determination of crimes committed by law enforcement officers. Psychopedagogy in law enforcement bodies, 4(59), 48-52. Volova, N. Yu. (2010). Prospects of designing higher education for the penitentiary system on the basis of IT and environmental approach. Obrazovanie i samorazvitie, 2(18), 73-78. Wellisz, S. H. Bureaucracy (2002). Department of Economics Discussion Papers. Department of Economics, Columbia University. New York. Retrieved July 24, 2014, from http://academiccommons.columbia.edu/item/ac:112594 |
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The Problem of Correspondence of Educational and Professional Standards (Results of Empirical Research)Elena Piskunova, Irina Sokolova & Aydar Kalimullin
pp. 1003-1010 | DOI: 10.12973/ijese.2016.509a | Article Number: ijese.2016.079
Abstract In the article, the problem of correspondence of educational standards of higher pedagogical education and teacher professional standards in Russia is actualized. Modern understanding of the quality of vocational education suggests that in the process of education the student develops a set of competencies that will enable him or her to carry out successfully professional activities. As a part of the study of correspondence of educational and professional standards through questionnaires, the representation of employers (heads of educational institutions) about the preparedness of young teachers to the professional activity was studied. The paper presents the analysis of the results of empirical research conducted in two regions of Russia, the problem areas of teacher training are identified, which include deficits in the subject training, in skills of building interaction with the participants in the educational process, deficiencies in required professional motivation and general culture, in communication and IT skills, social infantilism. Keywords: educational standard, professional standard, higher education, correspondence, teacher training References Ilyushin, L. S., Sergienko, A. Yu. (2014). Employers’ request to the system of pedagogical education: primary analysis. Saint-Petersburg: FGNU IPOOV RAO. Koksheneva, E. A. (2010). Training university students to get ready for future profession. PhD Thesis. Kemerovo. Lezhnina, L. V. (2010). Readiness of education psychologist for the profession: stages, mechanisms, techniques. PhD Thesis. Moscow. Lisichko, E. V. (2009). Training technical university students for future profession in the physics course. PhD Thesis. Tomsk. Piskunova, E. V., Ilyushin, L. S., Sergienko, A. Yu., Sokolova, I. I. (2014). Monitoring of structure and content of pedagogical education in Russia in the context of employers’ request. Saint-Petersburg: FGNU IPOOV RAO. Nazarov, S. V. (2010). Changes in evaluation of readiness for the profession of pedagogical university graduates. PhD Thesis. Omsk. Sergienko, A. Yu. (2014). Employers’ request for the content of pedagogical education in different regions of Russia. Chelovek i obrazovanie, 2(39), 130-137. Tatur, Yu. G. (2004). Competency-based approach to describing the results and developing higher education standards]. [Online] Available: http://www.fgosvpo.ru/uploadfiles/npo/20120325221547.pdf (June 23, 2015). Tokareva, N. A. (2009). Pedagogical environment of training future teacher’s creativity in professional activity. PhD Thesis. Stavropol. |
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Educational Environment Risks: Problems of Identification and ClassificationLeysan R. Kayumova & Venera G. Zakirova
pp. 1013-1019 | DOI: 10.12973/ijese.2016.370a | Article Number: ijese.2016.080
Abstract The relevance of the research problem is determined by the multidimensionality of educational environment, that is the system of business and interpersonal relationships of educational process subjects. The maintenance of these relations defines quality and nature of risks for teachers and their pupils. The article aims to identify and justify the contradictions between the existing methods, to reduce the negative factors and the current state of educational environment, between established theoretical principles in organization of educational process and the needs of educational practice. The article deals with the content of the concept, with the problem of identification and risks classification of educational environment. There are drawn up recommendations to reduce the negative impact of risks on the participants in educational process. The leading methods in the study of this problem are the comparative and diagnostic methods (questionnaires, tests, interviews), in order to identify the risks of educational environment. The study involved students of distance learning, practicing teachers of educational institutions of Tatarstan Republic. Materials can be used by teachers of higher educational institutions in the learning process of students of pedagogical specialties. Keywords: pedagogical interaction, risks of educational environment, factors of risks formation, resistance to stresses, pedagogical competence. References Abramova, I. G. (1996). The theory of pedagogical risk. PhD Thesis. St. Petersburg. Arlamov, A. A. (2010). Pedagogical risk as the problem related to methodology of social pedagogy. Bulletin of Adygei state university, 1, 121-136. Bagnetova E. A. & Sharifullina E. R. (2013). The occupational risks of the pedagogical environment. Fundamental researches, 1 (1), 27-31. Belyaeva, M. A. (2014). Risk as an object of scientific analysis in pedagogy and education. Pedagogical education in Russia, 11, 16-23. Boyarov, E. N. & Abramova S. V. (2012). Noxologic approach in the education content for life safety teachers. Pedagogical education in Russia, 4, 111-116. Devisilov, V. А. (2011). Noxological aspects of education humanization. Higher education in Russia, 1, 129-132. Dmitriev, M. G., Belov, V. G. & Parfenov, Yu. A. (2010). Psychological and pedagogical diagnosis of delinquent behavior among troubled teens. St. Petersburg: CJSC "PONY". Gromova, Ch. R. (2012). Psychological and educational conditions for cooperation between primary school teachers and parents in course of educational correction of schoolchildren’s aggressive behaviour. The theory and practice of social development, 4, 117-119. Kalimullin, A. M. & Masalimova, A. R. (2016), Editorial: Actual Issues of National Education: Theory and Practice. Mathematics Education, 11(1), 1-2. Khabibullin, E. R. (2008). Readiness to take risks as a factor of effective teaching activities in situations of uncertainty. Doctoral dissertation. Moscow. Kozhanova, T. M., Karev, B. A., Khabibullina, G. Z., Ibragimov, I. D., Khisamiyeva, L. G., Zaytseva, N. V., Kulkova, M. A. (2015). The Didactic Construct of Design Technologies in the Educational Process of Modern University. Mediterranean Journal of Social Sciences, 6(2 S3), 225-232. Malyshev I. V. (2013). Socio-Psychological Personality Adaptation and Strategies of Coping-Behavior of School Teachers in the Process of Professional Socialization. News of Saratov University, 1 (2), 30-34. Mikhailova, E. N. (2010). Pedagogical risks in research and experimental activities: forcasting and mitigation. World of science, culture, education, 3, 98-100 Polovneva, E. Yu. (2011). Professional Risk as the Pedagogical Category. Bulletin of Transbaikal State University, 2, 71-74. Rogov, E. I. (1999). Handbook of a practical psychologist. Moscow: VLADOS. Sabinina, N. N. (2011). Risks in innovative activity of the teacher and their preventive maintenance. World of Science, Culture, Education, 6 (1), 85-89. Sabirova, E. G. (2012). Types of interrelations between teacher and pupil in the informational and educational environment. Kazan pedagogical magazine, 1 (91), 159-163. Shabrov, P. N. (2009). Social and pedagogical risks as characteristic feature of modern Russian school. The bulletin of the Kostroma state university of N. A. Nekrasov, 4(15), 408-412. Tagunova, I. A., Selivanova, N. L. & Valeeva, R. A. (2016). The Category of Upbringing in Russian and Western Studies. Mathematics Education, 11(1), 3-11. Valeeva, R.A. (2015). Editorial. An International Review of the Possibilities of Educational Environment in the development of Students and Teachers. International Journal of Environmental and Science Education, 10(4), 514. Zaitseva, N. A. (2013). The role of education system in adaptation of graduates from Russian institutes and colleges at European enterprises (by example of service companies). Middle East Journal of Scientific Research, 13(5), 693-697. Zakirova, V. G. & Kamalova, L. A. (2015). The formation of the pedagogical values of future primary school teachers at the University. Review of European Studies, 7 (5), 1-9. Zakirova, V. G., Masalimova, A. R. & Nikoghosyan, M. A. (2016). The Contents, Forms and Methods of Family Upbringing Studying Based on the Differentiated Approach. Mathematics Education, 11(1), 181-190. |
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Self-Regulation and Experience of Loneliness of Elderly People Who Live in Social Care ResidencesIldar R. Abitov & Inna M. Gorodetskaya
pp. 1021-1029 | DOI: 10.12973/ijese.2016.371a | Article Number: ijese.2016.089
Abstract The research addresses the peculiarities of self-regulation of loneliness experience of elderly people living in care homes. The population of the study consisted of 60 elderly people (65 – 80 years old). 30 of them live in families with spouses and children and 30 persons live in the State residential social service institution. It was found that elderly people who live in the social care residence show a higher level of sense of loneliness and lower level of involvement than those living with families. Reduction of the sense of loneliness of the care home residents correlates with high level of mindfulness and using such defense mechanisms as denial and intellectualization, projection and displacement. Reduction of the sense of loneliness of the elderly people who live in families directly correlates with high mindfulness, high hardiness and usage of the following defense mechanisms: regression, projection and displacement. In the senior care residents’ sample group strong sense of loneliness directly correlates with high hardiness and risk taking.
Keywords: psychological self-regulation, experience of loneliness, mindfulness, hardiness, defense mechanisms References Antsiferova, L. I. (1994). New stages of late life: warm autumn or severe winter? Journal on Psychology, 15 (3): 99-105. Baumeister Roy F., Vohs Kathleen D. (2004). Handbook of Self-Regulation Research, Theory, and Applications. New York – London: The Guilford Press. Frankl, V. (2006). Man's Search for Meaning. An Introduction to Logotherapy. Boston, MA: Beacon Press Frolkins, V. V. (1985). System approach, self-regulation and aging machanisms. Gerontology and geriatrics. Kiev: Vissha Shkola. Khazova, S. A. (2014). Mental resources in various age periods. Doctoral Dissertation. Kostroma. Krukova, T. L., Rytova, E. S. (2010). Coping of elderly people: do coping strategies change with aging? International conference ‘Psychology of stress and coping behavior’, Proceedings (pp. 153-156). Kostroma. Leontiev, D. A. (2000). Test “Life-purpose orientations”. Moscow: Smysl. Leontiev, D. A., Rasskazova, E. I. (2006) Hardiness Survey. Moscow: Smysl. Mendelevich, V. D. (2001). Clinical and medical psychology: practitioner’s guide. Moscow: MEDpress. Nabiullina, R. R., Tukhtarova, I. V. (2003). Psychological defense coping mechanisms. Guidebook, Kazan: IE Tukhtarov. Osin, E. N., Leontiev, D. A. (2013). Differential loneliness scale: structure and characteristics. Psychology. Journal of Higher School of Economy, 10 (1), 55 – 81. Plulchik, R., Kellerman, H., & Conte, H. R. (1979). A structural theory of ego defenses. In C.E.Izard (Ed), Emotions, personality and psychopathology. New York: Plenum. Rajgorodskiy D. Y. (2001). Practical psychodiagnostics: methods and tests. Guidebook. Samara: Bakhrah-M. Sapolsky, R. (2004). Why zebras don’t get ulcers. New York: A Holt Paperback. Sergienko, E. A., Vilenskaya, G. A., Kovaleva, Y. V. (2011). Control of behavior as an individual’s regulation. Moscow: Institute of Psychology of RSA. Weiss, R. S. (1973). Loneliness: The experience of emotional and social isolation. Cambridge, Mass.: Massachusetts Institute of Technology Press. Yalom, I. D. (2008). Staring at the Sun: Overcoming the Terror of Death. San Francisco: Jossey-Bass. Zinchenko V. P., Meshherjakov B. G. (1998). Psychological dictionary. Moscow: Pedagogika-Press. |
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The Relationships of Mental States and Intellectual Processes in the Learning Activities of StudentsAlexander O. Prokhorov, Albert V. Chernov & Mark G. Yusupov
pp. 1031-1037 | DOI: 10.12973/ijese.2016.372a | Article Number: ijese.2016.097
Abstract Investigation of the interaction of mental states and cognitive processes in the classroom allows us to solve the problem of increasing the effectiveness of training by activating cognitive processes and management of students’ mental states. This article is concerned with the most general patterns of interaction between mental state and intellectual processes in students’ academic activity. On the basis of the structural-dynamic approach two forms of influence on the intellectual process by current mental state have been identified. The first type of influence is on the transformation of the form of the process, reducing its resilience and degree of organisation as increasingly becomes integrated into the contingent mental state. The second type of influence is associated with the positive, neutral or negative dynamic of the productivity of separate indicators of the cognitive processes. The obtained results may be of interest for investigators studying the problem of mental states as well as for teachers and students concerned with the psychological aspects of training. Keywords: learning activity, students, mental state, intellectual processes References Amthauer, R. (1970). Intelligenz-Struktur-Test. I-S-T 70. Göttingen: Hogrefe. Fredrickson, B. L. (1998) What good are positive emotions? Review of General Psychology, 2, 300–319. Fredrickson, B. L. (2001). The role of positive emotions in Positive Psychology: The Broaden-and-Built Theory of Positive Emotions. American Psychologist, 56(3), 218–226. Frijda, N. H. (2005). Dynamic Appraisals: A Paper with Promises. Behavioral and Brain Sciences, 28(2), 205–206. Isen, A. M. (1985). The asymmetry of happiness and sadness in effects on memory in normal college students. Journal of Experimental Psychology: General, 114, 388–391. Isen, A. M., Daubman, K. A., Nowicki, G. R. (1987). Positive affect facilitates creative problem solving. Journal of Personality and Social Psychology, 52, 1122–1131. Izard, C. E. (1977). Human emotions. New York: Plenum Press. Lazarus , R. S. (1994). Emotion and adaptation. New York: Oxford University Press. Lewis, M. D. (2005). Bridging emotion theory and neurobiology through dynamic systems modeling. Behavioral and Brain Sciences, 28,169–194. Mednick, S. A. & Mednick, M. T. (1967). Examiner's manual: Remote Associates Test. Boston, MA: Houghton Mifflin. Sheehan, P. W. (Ed.). (1972). The function and nature of imagery. New York: Acad. Press. Snider, J. G. & Osgood, C. E. (1969). Semantic Differential Technique: A Sourcebook. Chicago: Aldine. Torrance, E. P. (1974). Torrance tests of creative thinking. Directions manual and scoring guide. Figural test booklet A and B. Lexington. Vekker, L. M. (1976). Mental processes. Vol. 2. Thinking and intelligence. Leningrad: Leningrad University. Worth, A. M. & Mackie, D. M. (1987). Cognitive mediation of positive affect in persuasion. Social Cognition, 5, 76–94. |
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Pedagogical Support of Non-Language High School Students’ Capacity for Creative Self-Realization in Foreign Language Classroom DevelopmentAlina A. Kadyrova & Agzam A. Valeev
pp. 1039-1048 | DOI: 10.12973/ijese.2016.373a | Article Number: ijese.2016.098
Abstract There is a determined number of trends in the process of intensification of high school training, including the integration of professional, linguistic and cultural training of professionals in the unity with the development of their personal qualities;. For this reason, modern educational technologies serve as a tool for practical implementation of new training systems with higher educational performance compared to traditional didactic system. The study showed the importance of the problem of identification and justification of the prerequisites for creative self-realization, which relate to the quality of education. The study describes the system design of the structural and functional model of non-language high schools students’ capacity for creative self-realization development in a foreign language clfssroom.
Keywords: non-language high school, students, capacity, creative self-realization, foreign language classroom References Andreev, V. I. (2000). Pedagogy: a training course for creative self-development. Kazan: Innovation Center. Baryshnikova, T. I. (2002). Pedagogical conditions of development of ability to self-realization of students of high school. On a material of studying a foreign language. Doctoral Dissertation. Khabarovsk. Borisova, N. V. (2001). Pedagogical conditions of self-realization of senior functions in teaching and business game. Doctoral Dissertation. Volgograd. Borozenets, J. K. (2001). Theory and practice of suggestive communication technologies of teaching foreign professional dialogue of students of not language high schools. Doctoral Dissertation. Samara. Chernjavskaja, G. K. (1994). Self-knowledge and self-realization. Methodological problems. Doctoral Dissertation. St. Petersburg. Drozdikova, L. N. (1998). Creative self-realization of senior pupils in the conditions of system-targeted differentiation of training. Doctoral Dissertation. Kazan. Gure, L. I. (2010). Technology development of professional competence of the teacher of high school: monograph. Kazan. Guryanova, T. Y. (2008). Formation of multicultural competence of students of colleges in learning a foreign language. Cheboksary. Isaev, A. K. (1993). Self-identity as a problem of social philosophy. Doctoral Dissertation. Moscow. Maslyko, E. A. (1992). Ways of formation of motivation of pupils mastering a foreign language. Moscow. Mirolubov, A. A. (2001). Cultural studies orientation in teaching foreign languages. Foreign languages at school, 5, 25-32. Mihaltsova, L. F. (2011). Formation of value-semantic orientations of the future teachers in the creative self-development in the conditions of continuous formation. Kazan: Innovation Center. Mullina, L. R. (2003). Developing capacity for creative self-realization in students of technical high schools. Doctoral Dissertation. Kazan. Panina, T. S. (2006). Modern methods of intensification of training. Doctoral Dissertation. Moscow. Passov, E. I. (1991). Communicative method of teaching foreign languages. M.: Moscow. Pronichkina, O. G. (2006). Formation of readiness of students to professional creative self-realization. Doctoral Dissertation. Penza. Rean, A. A. (1999). Psychological study of personality. Spb.: St. Petersburg University. Ryabova L. B. (1993). Problems of self-realization. Rostov: Publishing Center. Shakirova, A. A. & Valeeva, R. A. (2016). Humanistic Educational Technologies of Teaching Foreign Languages. Mathematics Education, 11(1), 151-154. Sitnikova, M. I. (2007). Professional-pedagogical self-realization of a high school teacher. Belgorod: Publishing house. Tsurikova, L. B. (2005). Self-realization of students in educational and professional activities. Doctoral Dissertation. Belgorod. Tsyrenova, L. A. (1992). Self-realization of the individual as a subject of philosophical inquiry. Doctoral Dissertation. Moscow. Valeev, A. A., Valeeva L. A., Sirazeeva A. F. (2015). Study of University Students’ Foreign Language speech activity formation. Review of European Studies. 7(5), 38-46. Valeeva R. A., Aitov V. F. & Bulatbayeva A. A. (2016a). The Levels of English Language Acquisition on the Basis of Problem-solving and Product-oriented Tasks in the Multiligual Social Medium. Mathematics Education, 11(1), 255-262. Valeeva, R. A., Baykova, O. V. & Kusainov, A. K. (2016b). Foreign Language Professional Communicative Competence as a Component of the Academic Science Teacher’s Professional Competence. International Journal of Environmental and Science Education, 11(3), 173-183. Vershlovsky, S. G. (1987). Sources of the professional activity. Moscow: Education. Vorovich R. V. (2002). Creative self-realization of students in the process of social adaptation. Doctoral Dissertation. Moscow. |
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Listening as a Method of Learning a Foreign Language at the Non-Language Faculty of the UniversityIrina G. Kondrateva, Minnisa S. Safina & Agzam A. Valeev
pp. 1049-1058 | DOI: 10.12973/ijese.2016.374a | Article Number: ijese.2016.099
Abstract Learning a foreign language is becoming an increasingly important with Russia's integration into the world community. In this regard, increased requirements for the educational process and the development of new innovative teaching methods meet the requirements of the time. One of the important aspects of learning a foreign language is listening as a kind of verbal activity. The study showed the importance of the problem of improving the mechanisms for listening in non-language faculties of the university. The article describes the relevant aspects of the difficulties of the process of listening, the essence and the main characteristics of this type of educational process and the criteria for high-quality listening in a non-language high school. The study describes a system of training of listening within the most effective exercises; learning of listening as speech culture; methodology of teaching a foreign language, which is subject to the general requirements of higher education, where listening becomes a part of developing the system of education. The results of the experimental work show the effectiveness of formation of the basic skills of listening as a speech and language in general, the successful development of students of non- language specialties of high school. Keywords: foreign language, non-language high school, language training, language development, language personality, foreign language communication, speech activity, listening, speech culture, the culture of hearing, oral communication, speech exercises References Artemov, V. A. (1969). Psychology of learning a foreign language. Moscow: Prosveshchenie. Blokhina, E. V. (1998). Some questions of training to audition. Foreign languages at school, 2, 13-24. Blonsky, L. L. (1964). Selected psychological works. Moscow: Prosveshchenie. Eluhina, N. V. (1989). Teaching listening in line with communicative-oriented techniques. Foreign languages at school, 2, 28-36. Fedorova, O. L. (1987). System organization of texts as a prerequisite for the intensification of training to audition in language high school. Doctoral dissertation. St. Petersburg. Galskova, N. D. (2004). Modern methods of teaching foreign languages. Teacher's Guide. Moscow: ARKTI. Gez, N. I., Lyakhovitskii, M. V. & Mirolubov, A. A. (1982). Methods of teaching foreign languages in high school. Moscow: Vysshaya shkola. Gez, N.I. (1981). The role of the conditions of communication in teaching listening and speaking. Foreign languages at school, 5, 32-40. Khaleeva, I. I. (1989). Fundamentals of the theory of learning foreign speech understanding. Moscow: Vysshaya shkola. Kolesnikova, I. L. & Dolgina, O. A. (2008). English-Russian terminological reference by the method of teaching foreign languages. Moscow: Drofa. Kolker, Y. M. (2000). Practical methods of teaching a foreign language. Moscow: Academia. Kolshansky, G. V. (1985). Lingua-communicative aspects of verbal communication. Foreign languages at school, 1, 10-14. Konysheva, A. V. (2005). Organization of independent work of students in a foreign language, St. Petersburg: Caro. Kulish, L. Y. (1984). Types of listening. Foreign languages at school, 2, 34-46. Lyakhovitskii, M. V. (1991). Common methods of teaching foreign languages. Moscow: Prosveshchenie. Mirolyubov, A. A. & Parahina, A. V. (1980). Common methods of teaching foreign languages in colleges. Moscow: Vysshaya shkola. Shakirova, A. A. & Valeeva, R. A. (2016). Humanistic Educational Technologies of Teaching Foreign Languages. Mathematics Education, 11(1), 151-154. Slednikov, B. L. (1993). Teaching listening a foreign language in high school. Doctoral dissertation. Moscow. Starkov, A. P. (1988). Fundamentals of foreign language oral speech teaching, Moscow: Prosveshchenie. Valeev, A. A., Valeeva L. A., Sirazeeva A. F. (2015). Study of University Students’ Foreign Language speech activity formation. Review of European Studies, 7(5), 38-46. Valeeva R. A., Aitov V. F. & Bulatbayeva A. A. (2016a). The Levels of English Language Acquisition on the Basis of Problem-solving and Product-oriented Tasks in the Multiligual Social Medium. Mathematics Education, 11(1), 255-262. Valeeva, R. A., Baykova, O. V. & Kusainov, A. K. (2016b). Foreign Language Professional Communicative Competence as a Component of the Academic Science Teacher’s Professional Competence. International Journal of Environmental and Science Education,11(3), 173-183. Vaysburd, M. L. (1985). Teaching secondary school students to understand foreign speech at hearing, Moscow: Prosveshchenie. Zimnyaya, I. A. (1991). Psychological methods of teaching foreign languages at secondary school. Moscow: Prosveshchenie. |
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Pedagogical Guest Room as an Educational Form of Students’ Pedagogical Competence DevelopmentElvira G. Sabirova
pp. 1059-1064 | DOI: 10.12973/ijese.2016.375a | Article Number: ijese.2016.100
Abstract Actuality of the studied problem is conditioned by the fact that certain work forms with students represent possibilities for organizing educative activity of more complex level. The article is aimed on revealing educative potentiality of “pedagogical guest room” as one of the forms intended on development of students’ pedagogical competence. As the main approach to studying this problem is taken query-diagnostic methods (included observation, survey, testing) that allow to reveal development level of student pedagogical competence. On the basis of analyzed materials there was revealed educative potentiality of “pedagogical guest room” for students that learn pedagogical specialties, there was described the content of this work form and described stages of carrying out “pedagogical guest room”. Presented materials can be used by teachers of higher education institutes in training process of pedagogical specialty students. Keywords: pedagogical guest room; education; students; training of pedagogues; pedagogical competence. References Kalimullin, A. M. & Masalimova, A. R. (2016). Editorial: Actual Issues of National Education: Theory and Practice. Mathematics Education, 11(1), 1-2. Kapterev, P. F. (1982). Didactic essays. Theory of education. Moscow: Pedagogics. Kodjaspirova, G. M. (2004). Pedagogics: Lesson book. Moscow: Gardariki. p528. Kulikova, L. N. (2001). Humanization of education and self-development of person. Khabarovsk: Khabarovsk State Pedagogical University. Masalimova, A. R., Porchesku, G. V. & Liakhnovitch, T. L. (2016). Linguistic Foundation of Foreign Language Listening Comprehension. International Electronic Journal of Mathematics Education, 11(1), 123-131. Mitina, L. M. (1998). Psychology of teacher’s professional development. Moscow: Flinta. Raven, J. (2002). Competence in modern society: its identification, development and release. Oxford: Oxford Psychologists Press. Shaikhelislamov, R. F., Shaehova, R. K. (2015). Innovative approach to the problem of teaching staff profession al training. Obrazovanie i samorazvitie, 3(45), 244-257. Slastenin, V. A. (1997). Pedagogics: Lesson book for students of pedagogical institutions. Moscow: School-Press. Vaill, P. (2000). Managing as performing art: new ideas for a world of chaotic change. New York: John Wiley & Sons Inc. Valeeva, R.A. & Shakirova, K.B. (2015). Development of the Future Mathematics Teachers’ Constructive Skills. Mathematic Education, 10 (3), 221-229. Vvedensky, V. N. (2003). Modeling professional competence of pedagogue. Pedagogics, 10, 1-55. Zakirova, V. G. & Kamalova, L. A. (2015). The formation of the pedagogical values of future primary school teachers at the university. Review of European Studies, 7 (5), 1-9. Zakirova, V. G., Masalimova, A. R. & Nikoghosyan, M. A. (2016). The Contents, Forms and Methods of Family Upbringing Studying Based on the Differentiated Approach. International Electronic Journal of Mathematics Education, 11(1), 181-190. Zimnaya, I. A. (2004). Key competences as result-purpose basis of competence approach in education. Moscow: Research center of quality problems in training of specialists. |
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The Target Model of Strategic Interaction of Kazan Federal University and the Region in the Field of EducationValerian F. Gabdulchakov
pp. 1065-1072 | DOI: 10.12973/ijese.2016.376a | Article Number: ijese.2016.103
Abstract The subject of the study in the article is conceptual basis of construction of the target model of interaction between University and region. Hence the topic of the article "the Target model of strategic interaction between the University and the region in the field of education". The objective was to design a target model of this interaction. The methods of study were comparative analysis and instructional design, as well as benchmarking as a methodology of quality control of the interaction. The result was the definition of five main blocks of issues that determine the quality and effectiveness of pre-school, general and additional education at the university. The research results can be used in the design of teacher education in the universities of Russia. This paper therefore concludes that the allocation of basic blocks between the University and the region will allow detailed conceptual and structural essence of the target model of interaction. Keywords: trust model, the university, the region, quality of education References Arzhanova, I. V., Larionova, M. V., Zavarykina, L. V., Perfil'eva, O. V., Nagornov, V. A., Lopatina, A. S., Lazutina, I. V., Zhurakovskiy, V. M. & Baryshnikova, M. Yu. (2013). Model'naya metodologiya mnogomernogo ranzhirovaniya rossiyskikh vuzov. Vestnik mezhdunardnoj organizatsiy, 1, 8-30. Bolotov V. A. (2007). Sistemy otsenki kachestva obrazovaniya. Moscow: Logos. GOST R ISO 2001–2008. (2009). Sistemy menedzhmenta kachestva. Trebovaniya. Moscow: Standartinform. Kalimullin, A. M. & Gabdulchakov, V. F. (2014a). Tutoring of pedagogical activity and new ideology of teacher training in the higher education institution. Life Science Journal, 11(11s), 183-187. Kalimullin, A. M. & Gabdulchakov, V. F. (2014b). Diversification of Education and a New Model for Preparation of Instructors. Life Science Journal, 11(12s), 107-113. Kamalova, L. A. & Raykova, E. (2016). The quality and criteria of evaluation of educational work at the universities of Russia at the contemporary stage. Mathematics Education, 11(1), 71-79. Kane, M. M., Ivanov, B. V., Koreshkov, V. N. & Skhirtladze, A. G. (2008). Sistemy, metody i instrumenty menedzhmenta kachestva: ucheb. St. Petersburg: Piter. Kazantsev, D. I., Minyurova, S. A., & Umnikova, E. L. (2014). Munitsipal'naya sistema otsenki kachestva obrazovaniya kak instrument sravnitel'noy otsenki konkurentosposobnosti obrazovatel'nykh uchrezhdeniy. Pedagogicheskoe obrazovanie v Rossii, 12, 41-45. Postanovlenie Pravitel'stva RF ot 05.08.2013 № 662 «Ob osushchestvlenii monitoringa sistemy obrazovaniya». Prikaz Ministerstva obshchego i professional'nogo obrazovaniya Sverdlovskoy oblasti №767-i ot 29.11.2013 «Ob utverzhdenii Plana meropriyatiy na 2014 god po formirovaniyu i vnedreniyu na territorii Sverdlovskoy oblasti nezavisimoy sistemy otsenki kachestva raboty obrazovatel'nykh organizatsiy». Sbornik normativno-pravovykh aktov, primernykh kriteriev i pokazateley po sisteme otsenki kachestva obshchego obrazovaniya v Zabaykal'skom krae. (2008). In Skidanova, L. A. (Ed.). Chita: ChIPKRO. Selezneva, N. A. (2007). Sistemy obespecheniya kachestva i upravleniya kachestvom professional'nogo obrazovaniya po spetsial'nostyam (napravleniyam podgotovki) kak glavnye ob"ekty kompleksnogo issledovaniya i modernizatsii: doklad v slaydakh. Moscow. Sitnikova, M. I. & Tarasova, S. I. (2012). Strukturno-funktsional'naya model' upravleniya kachestvom obrazovaniya v usloviyakh innovatsionnogo razvitiya vuza. Pedagogicheskoe obrazovanie v Rossii, 2, 41-45. Sovremennye sredstva regional'noy sistemy otsenivaniya kachestva obrazovaniya: uchebnoe posobie. (2011). In Maksimova, V. P. (Ed.). Yuzhno-Sakhalinsk: SakhGU. Tagunova, I. A., Selivanova, N. L. & Valeeva, R. A. (2016). The Category of Upbringing in Russian and Western Studies. Mathematics Education, 11(1), 3-11. Upravlenie kachestvom obshchego obrazovaniya v usloviyakh realizatsii kompleksnogo proekta modernizatsii sistemy obrazovaniya Kubani: gumanisticheskiy i kompetentnostnyy podkhody: monografiya. (2010). In Bondareva, P. B. (Ed.). Krasnodar: Kuban. Valeeva, R. A. (2015). Editorial. An International Review of the Possibilities of Educational Environment in the development of Students and Teachers. International Journal of Environmental and Science Education, 10(4), 514. Volokhonskiy V. & Sokolov M. (2013). Politicheskaya ekonomiya rossiyskogo vuza. Otechestvennye Zapiski, 4(55). Retrieved from http://www.stranaoz.ru/2013/4/politicheskaya-ekonomiya rossiyskogo vuza. |
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The Study of the Application Rate of Effective Learning Technologies in Self-Regulation of KFU and VIIU StudentsAnvar N. Khuziakhmetov & Azimi Sayed Amin
pp. 1073-1078 | DOI: 10.12973/ijese.2016.377a | Article Number: ijese.2016.101
Abstract The aim of the present research is the study of the application rate of learning technologies in KFU and VIIU electronic courses to improve students’ self-regulation. For this aim, this research was based on Kitsantas research, the rate of the use of effective learning technologies in students’ self-regulation in electronic courses in these two universities were studied. The statistical sample included the professors and attendants of the online courses. The research tool was interview. Results showed that wiki sites, podcasts and blogs that are effective in the creation of some of the self-regulatory processes are not used. In addition, the professors as a key factor in teaching process do not have sufficient knowledge about the role of learning technologies in promoting students’ self- regulation. Keywords: learning technologies, self-regulation, e-learning courses, Iran, Russia References Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. (1991). Social cognitive theory of moral thought and action. In W. M. Kurtines & J. L. Gewirtz (Eds.), Handbook of moral behavior and development: Vol. 1. Theory (pp. 45-103). Hillsdale, NJ: Erlbaum Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational behavior and human decision processes, 50(2), 248-287. Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O. & Lai, S. (2009). Measuring self-regulation in online and blended learning environments. Internet & Higher Education, 12(1), 1-6. Chang, M. (2007). Enhancing web-based language learning through self-monitoring. Journal of Computer Assisted Learning, 23(3), 187-196. Dabbagh, N., & Kitsantas, A. (2005). Using web-based pedagogical tools as scaffolds for self-regulated learning. Instructional Science, 33(5-6), 513-540. Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and higher education, 15(1), 3-8. De Backer, Liesje, Van Keer, H., & Valcke, M. (2015). Promoting university students’ metacognitive regulation through peer learning: the potential of reciprocal peer tutoring. Higher education, 70, 469–486. Kassab, S. E., Al-Shafei, A. I., Salem, A. H., & Otoom, S. (2015). Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis. Advances in medical education and practice, 6, 27. Kauffman, D. F. (2004). Self-regulated learning in web-based environments: Instructional tools designed to facilitate cognitive strategy use, metacognitive processing, and motivational beliefs. Journal of Educational Computing Research, 30(1), 139-161 Kitsantas, A. (2013). Fostering college students' self-regulated learning with learning technologies. Hellenic Journal of Psychology, 10(3), 235-252. Kitsantas, A., & Dabbagh, N. (2011). The role of Web 2.0 technologies in self-regulated learning. New Directions for Teaching and Learning, 2011(126), 99-106. Kramarski, B., & Gutman, M. (2006). How can self-regulated learning be supported in mathematical e-learning environments? Journal of Computer Assisted Learning, 22(1), 24-33. Lynch, R., & Dembo, M. (2004). The relationship between self-regulation and online learning in a blended learning context. The International Review of Research in Open and Distributed Learning, 5(2), 18-24. Nasibullov, R. R., Kashapova, L. M., Shavaliyeva, Z. S. (2015). Conditions of formation of social successfulness of students with disabilities in the system of continuous inclusive education on the basis of value approach. International Journal of Environmental and Science Education, 10(4), 543-552. Perry, N. E., & Winne, P. H. (2006). Learning from learning kits: Study traces of students' self-regulated engagements using software. Educational Psychology Review, 18, 211-228. Pintrich, P. R. (2000). The role of goal orientation in Self-Regulated Learning. In M. Boekaerts,. Pintrich, P & Zeidner, M (Eds.), Handbook of self-regulation (pp. 451-502). San Diego, CA: Academic Press. Rowe, F. A., & Rafferty, J. A. (2013). Instructional design interventions for supporting self-regulated learning: enhancing academic outcomes in postsecondary e-learning environments. Journal of Online Learning and Teaching, 9(4), 590-601. Valeeva, R. A., Baykova, O. V. & Kusainov, A. K. (2016). Foreign Language Professional Communicative Competence as a Component of the Academic Science Teacher’s Professional Competence. International Journal of Environmental and Science Education, 11(3), 173-183. Vlasova, V. K., Kirilova, G. I. & Curteva, O. V. (2016). Matrix classification of information environment algorithms application in the educational process. Mathematics Education, 11(1), 165-171. Whipp, J. L., & Chiarelli, S. (2004). Self-regulation in a web-based course: A case study. Educational technology research and development, 52(4), 5-21. Williams, P. E., & Hellman, C. M. (2004). Differences in self-regulation for online learning between first-and second-generation college students. Research in Higher Education, 45(1), 71-82. Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. Guilford Publications. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekarts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press. Zimmerman, B. J., & Schunk, D. H. (Eds.). (2001). Self-regulated learning and academic achievement: Theoretical perspectives. Hillsdale, NJ: Erlbaum. |
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Helping Adolescents with Health Problems to Become Socially CompetentAlbina R. Drozdikova-Zaripova & Nadezhda Yu. Kostyunina
pp. 1079-1090 | DOI: 10.12973/ijese.2016.378a | Article Number: ijese.2016.102
Abstract The purpose of the article is to present and analyze the results of experimental work to verify the efficiency of the developed and approved program aimed at the formation of social competence in adolescents with physical problems. The leading method in the study of this problem is a consequent version of the pedagogical experiment. The results of this experimental work approved the consistency of the proposed program "I'm in the world of people" to improve the overall indicator level of social competence in adolescents with physical illness and its components, such as cognitive, value-meaningful, activity-based and communicative. The developed program includes content, a variety of forms and methods of pedagogical interaction with teenage pupils with physical problems. The paper identified the differences in systemically important components of social competence of adolescents with poor health at the ascertaining and control stages of the experiment, determined specific nature of socialization and social networking features of the sample participants. The program developed for the formation of social competence in adolescents can be used in the practice of special institutions for children with physical illnesses, as well as recommended for the comprehensive school, contributing to the expansion of the arsenal of tools used for the formation of social competence in adolescents. Keywords: social competence, adolescents, physical illnesses, forms and methods of formation of social competence, socialization, social networks References Allen, J. P., Weissberg, R. P. & Hawkins, J. A. (1989). The Relation Between Values and Social Competence in Early Adolescence. Journal of Developmental Psychology, 25, 458-464. Bespalova, G. M. (2009). Diagnosis of pupils’ competence. Handbook for classroom teacher, 1, 44-54. Borisova, O. F. (2009). Formation of social competence in children of preschool age. Doctoral dissertation. Chelyabinsk: Chelyabinsk State Pedagogical University. Celik, I., Akin, A., & Saricam, H. (2014). A Scale Adaptation Study Related to the Examination of Adolescents' Levels of Educational Stress. Üniversitepark Bülten, 3(1-2). Ewart, С. K., Jorgensen, R. S., Suchday, S., Chen, E. & Matthews, K. A. (2002). Measuring Stress Resilience & Coping in Vulnerable Youth. The Social Competence Interview. Psychological Assessment, 14, 339-352. Gabelaya, I. V. (2013). Indicators of social competence in adolescents. Vestnik of South Ural State University. Series "Psychology", 3 (6), 16-119. Giyenko, L. N. (2009). Formation of social competence in adolescents of educational institution Doctoral dissertation. Barnaul: Barnaul State Pedagogical University. Gusev, A. (2002). Education of social competence in children at orphanages. Uchitel, 6, 7 - 10. Ivanov, L. M. & Koneva, E. V. (2001). Application of the Dutch model of adolescents’ social competence improvement. Journal of psychological and social rehabilitation work, 2, 30-76. Kaz'mina, O. Yu. (1993). Guidance on the assessment of the high school students’ level of social behavior development. Moscow: Center for the Sociology of Education RAO. Karimova, L. S. & Valeeva, R. A. (2014). Research of Future Pedagogue-Psychologists’ Social Competency and Pedagogical Conditions of its Formation. Procedia - Social and Behavioral Sciences, 131, 40-44. Khuziakhmetov, A. N. (2016). Social competence formation of students in the process of students` self-government. Mathematics Education. 11(1), 81-89. Knyazeva, O. (1998). A new trend in pre-school education: development of social competence in preschool children. Early childhood education, 9, 2-5. Kolobova, O. V. (2003). Formation of social competence in graduates of the classical university (based on a foreign language learning). Doctoral dissertation. Ryazan: S.A. Esenin Ryazan State Pedagogical University. Kondratova, T. S. (2009). Pedagogical support of social competence development in adolescents as a means to prevent deviant behavior in comprehensive school. Doctoral dissertation. Maykop: Adygey State University. Korotina, Yu. V. (2011). Formation of social competence of younger pupils by means of subject teaching. Doctoral dissertation. Tambov: G.R. Derzhavin Tambov State University. Kostyunina, N. Yu. & Valeeva, R. A. (2015). Prevention and Correction of Juvenile Neglect. Review of European Studies, 7(5), 225-230. Kutlu, M., & Pamuk, M. (2016). Analysis of Social and Emotional Loneliness According to Glasser’s Basic Needs. Educational Process: International Journal, 5(2), 128-138. Levikova, E. V. (2011). Social competence in adolescents with schizophrenia. Doctoral dissertation. Moscow: Lomonosov Moscow State University. Minullina, A. F., Akramova, I. A. & Murtazina, E. I. (2015). Study of the relationship between emotional attachment of preschool children to parents and their age and gender identity. Mediterranean Journal of Social Sciences, 6(3), 208-212. Nedorezova, V. L. (2009). Formation of social competence in students in a cross-cultural interaction in the educational environment of a liberal arts college. Doctoral dissertation. Birobidzhan: Amur Humanities and Pedagogics University. Nigmatullina, I. A., Simonova, G. I. & Agathangelou, E. (2016). The content of pedagogical support of students` social adaptation. Mathematics Education, 11(1), 243-254. Oyserman, D. & Saltz, E. (1993). Competence, Delinquency and Attempts to Attain Possible Selves. Journal of Personality and Social Psychology, 65, 360-374. Ogurlu, U. (2015). Ostracism among Gifted Adolescents: A Preliminary Study in Turkey. Educational Process: International Journal, 4(1-2), 18-30. Paliy, T. P. (2009). Formation of social competence in adolescents in difficult life situations in the context of children's center of health and education. Doctoral dissertation. Yoshkar-Ola: Mari State University. Prikhozhan, A. M. (2007). Diagnosis of teenagers’ personal development. Moscow: ANO "PEB" Ribakova, L. A., Parfilova, G. G. & Karimova, L. S. (2014). Evolution of communicative competence in adolescents growing up in orphanages. Life Science Journal, 11(12s), 114-117. Rototayeva, N. A. (2002). Psychological conditions of social competence development in adolescence. Doctoral dissertation. Moscow: Russian Academy of Public Service under the President of the Russian Federation. Salyakhova, G. I. & Valeeva, R. A. (2015). Pedagogical Stimulation of University Students’ Social Competence Development by Means of Interdisciplinary Integration. Review of European Studies, 7(5), 186-192. Samsonova, T. I. (2006). Social competence of adolescents and technology of its formation. Doctoral dissertation. St. Petersburg: St. Petersburg State University. Sokolova E. T. & Nikolaeva, V .V. (2005). Personality traits in borderline disorders and somatic diseases. Moscow: SvR-Argus. Solobutina, M. M. (2014). Personal leadership is a factor of youth social activity. Procedia - Social and Behavioral Sciences, 141, 1244-1248. Straus, V. A. (2006). Psycho-regulation of educational activity of younger teenagers with chronic somatic diseases. Doctoral dissertation. Vladimir: Vladimir State Pedagogical University. Trusova, S. S. (2006). Organization of educational work with children with somatic diseases in medical educational institution. Doctoral dissertation. Kostroma: N.A. Nekrasov Kostroma State University. Uchurova, S. A. (2007). The development of social competence in adolescents in the study group work. News of the Ural State University, 50, 47-51. Vorontsov, D. B. (2006). Formation of social competence in adolescents at risk. Doctoral dissertation. Kostroma: N.A. Nekrasov Kostroma State University. |
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Organizational and Pedagogical Conditions for Training Teachers Under Distance Education FrameworkAnvar N. Khuziakhmetov, Dilyara N. Suleymanova, Ramis R. Nasibullov & Ilnar F. Yarullin
pp. 1091-1103 | DOI: 10.12973/ijese.2016.379a | Article Number: ijese.2016.104
Abstract Distance education in a professional higher school is of particular importance in terms of fundamental changes in modern educational institutions. This form of training together with the expansion of information technologies can effectively solve the problem of training students and life-long learning. Distance education is able to solve the problem of teacher training more effectively than any other method of education. In the same context, the opportunities of distance education to develop verbal and cogitative activities and information culture are considered. As a result of the use of network principles, the integrity of educational institutions can be effectively guaranteed and realized in continuity of principles and approaches to the management of different functional and territorial subsystems, and in the more distant future - its equitable integration into the world community. Keywords: distance education, information technologies, information culture, information society References Bilgin, H. & Aykac, N. (2016). Pre-Service Teachers’ Teaching-Learning Conceptions and Their Attitudes towards Teaching Profession. Educational Process: International Journal, 5(2), 139-151. Clarin, M. V. (1989). Pedagogical technologies in educational process. Analysis of foreign experience. New in Life, Science and Technology. Ser. Pedagogy and Psychology, 6. Davydov, V. V. (2004). Problems of developmental teaching. Experience in theoretical and experimental psychological research. Moscow: Pedagogy. Fuchs, I. H. (1998). The promise end challenge of new technologies in higher education. In: Proceedindgs of the American Philosophical society, 14(2), 197-206. Gabdrakhmanova, R. G. & Egereva, S. F. (2012). Multiprofessional approach to anti-drug education for young people as a factor of self-identity. Education and self-development, 4, 126-131. Kamalova, L. A., Korchagina, G. I. & Bulatbaeva, K. N. (2016). Professional self-affirmation of a teacher as a functional activity system. Mathematics Education, 11(1), 279-290. Khutorskoy, A. V. (2010). Internet at school. Workshop on distance learning. Moscow: The ISE RAE. Khuziakhmetov, A. N. & Nasibullov, R. R. (2012). Pedagogical activity in distance learning. Higher education in Russia, 4, 98-102. Khuziakhmetov, A. N. & Nasibullov, R. R. (2015). Philosophy and History of Education. Kazan, Kazan (Volga region) Federal University. Retrieved from http://libweb.kpfu.ru/ebooks/20-IPO/20_221_A5kl-000892.pdf Laney, J. D. (1996). Going the distance: effective instruction using distance learning technology. Educational technology, 36(2), 51-54. Polat, Y. S. (1996). Distance learning: organizational and pedagogical aspects. Informatics and Education, 3, 87-91. Robert, I. V. (2002). Informatization of education (pedagogical and ergonomic aspects). Moscow: RAE. Sekerci, A. R., & Canpolat, N. (2014). Effect of Argumentation on Prospective Science Teachers' Scientific Process Skills and Their Understanding of Nature of Scientific Knowledge in Chemistry Laboratory. Üniversitepark Bülten, 3(1-2). Valeeva, R. A., Baykova, O. V. & Kusainov, A. K. (2016). Foreign Language Professional Communicative Competence as a Component of the Academic Science Teacher’s Professional Competence. International Journal of Environmental and Science Education,11(3), 173-183. Volov, V. T. (2000). Distance learning: sources, problems, prospects. Samara: Samara Research Center. Yarullin, I. F. & Nasibullov, R. R. (2014). Formation of future teachers’ civil responsibility in the contemporary society. Life Science Journal, 11, 311-315. Yorulmaz, Y. I., Altinkurt, Y., & Yilmaz, K. (2015). The Relationship between Teachers’ Occupational Professionalism and Organizational Alienation. Educational Process: International Journal, 4(1-2), 31-44. Воnk, С. J. (1996). Еlесtгоniс соnfегеnсing tооls for student арргеntiсеshiр аnd регsресtivе taking. Еduсаtiоnаl tесhnоlоgy, 36(5), 8-18. Нughes, Сh. & Неwsоn, L. (1998). Оnlinе intегасtiоns: Developing, а nеglесtеd аsресt of the virtual classroom. Educational technology, 38(4), 48-55. |
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Adolescents` School Anxiety Correction by Means of Mandala Art TherapyNadezhda Yu. Kostyunina & Albina R. Drozdikova-Zaripova
pp. 1105-1116 | DOI: 10.12973/ijese.2016.380a | Article Number: ijese.2016.105
Abstract School anxiety is one of the main problems faced by teachers and school counselors. This problem attracts special attention for teachers - practitioners, as it is a clear sign of school maladaptation in children, which adversely affects all spheres of their life: not only the studies but also communication, both inside and outside the school, health and general level of mental development and psychological well-being. The article reveals the essence, the reasons, factors, features of school anxiety displays in adolescence. It also analyzes the methods and forms of school anxiety correction in teenagers by means of mandala art therapy in extracurricular activities. The study determined pedagogical conditions of school anxiety correction in adolescents: conducting diagnostics to identify school anxiety in adolescents; development and implementation of a comprehensive correction program "Magic Power of a Circle" by means of mandala art therapy. The study led to the conclusion that the approved comprehensive program applying mandala art therapy methods is an effective means of school anxiety correction in adolescents. Keywords: art therapy, extracurricular activities, mandala art therapy, anxiety, anxiety disorder, adolescents, correction, school anxiety References Asadullin, R. M., Teregulov F. Sh., Koletvinova, N. D. & Egamberdieva, N. M. (2016). Fundamental and applied education – a new look. Mathematics Education, 11(1), 23-33. Breslav, G. M. (1990). Emotional peculiarities of personality formation in childhood: Standards and deviation. Moscow: Pedagogy. Demir, Y., & Kutlu, M. (2016). The Relationship between Loneliness and Depression: Mediation Role of Internet Addiction. Educational Process: International Journal, 5(2), 97-105. Dolgova, V. I. & Kormushina, N. G. (2009). Correction of the death fear in adolescents. Chelyabinsk: REKPOL. Etkind, A. M. (2001). Color Test of Relations (CTR). In: L. A, Golovei & E. F. Rybalko. Practical work on psychology. St. Pertersburg: Rech. Hosgorur, T., & Apikoglu, S. (2013). Relationship Between School Administrators’ Anxiety Levels for Authority Use and Burnout Levels. Educational Process: International Journal, 2(1-2), 19-35. Izard, C. E. & Blumberg, S. H. (1985). Emotion theory and the role of emotion in anxiety in children and adults. In: A. H. Tuma, J. D. Master (Eds.) (1985). Anxiety and the anxiety disorders. Hillsdale, NJ: Erlbaum. Jung, C. G. (2002). Mandala Symbolism (Concerning the symbolism of the mandala) In: On the nature of the psyche (pp. 95-182). Moscow: Refl-book; Kiev: Vakler. Karimova, L. S. & Valeeva, R. A. (2014). Research of Future Pedagogue-Psychologists’ Social Competency and Pedagogical Conditions of its Formation. Procedia - Social and Behavioral Sciences, 131, 40-44. Kopytin A. I. (Ed.). (2002). Diagnostics in art therapy. The method of "Mandala". St Petersburg: Rech. Kopytin, A. I. & Svistovskaya, E. E. (2007). Art and therapeutic methods used in working with children and adolescents: a review of recent publications. Journal of Applied Psychology and Psycho-analysis, 4. Retrieved from http://psyjournal.ru/j3p.htm Kostyunina, N. Yu. & Valeeva, R. A. (2015). Prevention and Correction of Juvenile Neglect. Review of European Studies, 7(5), 225-230. Lavrentieva, G. P. & Titarenko, T. M. (2000). Questionnaire on detecting anxiety states in children. In E. K, Lyutova & G. B. Monina, Psycho-correctional work with hyperactive, aggressive, anxious and autistic children. Moscow: Genesis. Luskanova, N. G. (1993). Methods of study of children with learning difficulties. Moscow: FOLIUM. Miklyaeva, A. V. & Rumyantsev, P. V. (2004). School anxiety: diagnosis, prevention, correction. St Petersburg: Rech. Petrovsky, A. V. & Yaroshevskii, M. G. (1990). Psychology. Dictionary. 2nd ed., rev. and add. Moscow: Politizdat. Phillips B. N. (1978). School stress and anxiety: Theory, Research and Intervention. New York: Human Sciences Press. Prikhozhan, A. M. (2000). Anxiety in children and adolescents: psychological nature and age dynamics. Moscow: Moscow psycho-social institute; Voronezh: Publishing house of the NGO "MODEK". Sadovaya, V. V., Khakhlova, O. N. & Reznikov, A. A. (2015). The formation of professional readiness of a social teacher to organization of children`s leisure time activities. International Journal of Environmental and Science Education, 10(4), 595-602. Saricam, H., & Canatan, A. (2015). The Adaptation, Validation, Reliability Process of the Turkish Version Orientations to Happiness Scale. Üniversitepark Bülten, 4(1-2). Study of anxiety (Ch. D. Spielberger, adaptation by Yu.L.Hanin). (2002). In: Dermanova I. B. (Ed.). Diagnostics of emotional and moral development. St Petersburg, pp.124-126. |
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Religious Identity and Value Systems of Future Preschool TeachersValentina F. Petrova
pp. 1117-1125 | DOI: 10.12973/ijese.2016.381a | Article Number: ijese.2016.106
Abstract This topic is urgent in Tatarstan (RF region) nowadays as young people, including students, future preschool teachers, actively join religious organizations. This paper presents facts of young people showing latent national and religious aggression, which can lead to religious extremism. The purpose of the research is to elicit the specific nature of religious identity in the context of value system development among female university students, and future preschool teachers. Methods of the research included monitoring students' activity in different kinds of academic activity and practical work; interviewing students; Religions Orientation Scale (Allport G., Ross J.); values scales (Schwartz). As a result we determined that most students share external religious attitude. Visiting cults, participation in religious ceremonies which are the means to prove their belonging to generally accepted mode of life. The information can be useful to the university professors to personalize the process of professional training, to use the technologies of developing and self-developing moral and professional values in future preschool teachers.
Keywords: religious identity; value system; university training for preschool teachers; future preschool teachers References Abu-Rayya, H. & White F.A. (2010). Acculturation orientations and religious identity as predictors of Anglo-Australians’ attitudes towards Australian Muslims. International Journal of Intercultural Relation, 34, 592-599. Allport, G. & Ross, M.J. (1967). Personal religious orientation and prejudice. Journal of Personality and Social Psychology, 5, 432-443. Allport, (2002). Achievement of personhood. In P.А. Leonyev. (Ed.). Moscow: Smysl. Assor, A., Cohen-Malayev, M., Kaplan, A. & Friedman, D. (2005). Choosing to stay religious in a modern world: Socialization and exploration processes leading to an integrated internalization of religion among Israeli Jewish youth. In M. L. Maehr & S. Karabenick, (Eds.), Advances in motivation and achievement: Motivation and religion, 14, 107-152. Barnea, M, & Schwartz, S.H. (1998). Values and voting. Political Psychology, 19, 17-40. Baser, H. B., & Kilinc, E. (2015). Investigating Pre-service Social Studies Teachers’ Global Social Responsibility Level. Educational Process: International Journal, 4(1-2), 45-55. Bilgin, H., & Aykac, N. (2016). Pre-Service Teachers’ Teaching-Learning Conceptions and Their Attitudes towards Teaching Profession. Educational Process: International Journal, 5(2), 139-151. Bilsky, W., & Schwartz, S. H. (1994). Values and personality. European Journal of Personality, 8, 163-181. Bichurina, S.U. (2012). The problem of getting students ready for moral upbringing of the younger generation. Vestnik of Kazan state university of culture and arts, 4, 114-117. Chesnokova, V.F. (2005). Close way: the process of churching of Russian people in late XX cent. Moscow: Academic project. Colak, I., Altinkurt, Y., & Yilmaz, K. (2014). The Relationship between Teachers’ Teacher Leadership Roles and Organizational Commitment Levels. Educational Process: International Journal, 3(1-2), 35-51. Dollinger, S.J. (2001). Religiosity Identity: An Autophotographie Study. International Journal for the Psychology of Religion, 11, 2, 71-92. Drobizheva, L.M. (2011). Russian identity and the problems of inter-ethnic harmony. Kazan Federalist, 4 (30), 4-21. Edelbrock, A., Schweitzer, F. & Biesinger, A. (2010). Wie viele Götter sind im Himmel? Religiöse Differenzwahrnehmung im Kindesalter. Interreligiöse und interkulturelle Bildung im Kindesalter Band 1. Münster-New York-München-Berlin: Waxmann. Emmos, R. (2004). Psychology of the highest aspirations: motivation and spirituality of individual. Moscow: Smysl. Fleck, C. & Leimgruber S. (2011). Interreligiöses Lernen in der Kita. Grundwissen und Arbeitshilfen für Erzieher/innen. Köln: Bildungsverlag Eins. Gabdulkhakov, V.F. & Kalimullin, A.M. (2014). Diversificftion of Education and a New Model for Preparation of Instructors. Life Sci, 11(12), 107-113. Gabdulchakov, V.F. & Yashina, O.V. (2015). Prevention of Latent National Aggression in the Course of Future Teacher Education. Asian Social Science, 11(2), 275. Guzelbayeva, G. Ya. (2012). Islamic identity of young Tatars in the Republic of Tatarstan. Bulletin of Kazan University, 154(6), 176-186. Hoffman, E. (2009). Interreligiöses Lernen im Kindergarten? Eine empirische Studie zum Umgang mit religiöser Vielfalt in Diskussionen mit Kindern zum Thema Tod. Berlin: LIT. Ilbay, A. B., & Akin, A. (2014). The Impact of Solution-Focused Brief Group Psychological Counseling on University Students’ Burnout Levels. Üniversitepark Bülten, 3(1-2). Khodgayeva, E. A. ,& Shumilova ,E. A. (2008). The types of religiosity of Tartar youth of the Republic of Tatarstan: on material of mass survey of the first half of 2000th. Modern ethno-sociological research in the Republic of Tatarstan: Collection of scientific articles, 190-218. Kalimullin, A . M., (2014). Processes of reforming teacher training in modern Russia (experience of the Kazan federal university). American Journal of Applied Sciences, 11, 8, 1365-1368. Karandashev, V. N. (2004). Schwartz Values Scale. Manual Saint Petersburg: Rech. Karimova, L. S. & Valeeva, R. A. (2014). Research of Future Pedagogue-Psychologists’ Social Competency and Pedagogical Conditions of its Formation. Procedia - Social and Behavioral Sciences, 131, 40-44. Khoury-Kassabr, M., Attar-Schwartz, S. & Zur, H. (2014). The likelihood of using corporal punishment by kindergarten teachers: The role of parent-teacher partnership, attitudes and religiosity. Child Indicators Research. Hebrew University of Yerusalem, 7, 2, 369-386. Krylov, A. N. (2012). Religious identity. Individual and collective self-consciousness n postindustrial space. Moscow: Ikar. Kudashkina, A. N. (2010). The development of value systems of a preschool teacher on learning stage. Saransk: Mordovian state pedagogical institute Evseeva M.E. Kuusisto, A. & Lamminmäki-Vartia, S. (2010) b.“Katsomusten kohtaaminen päiväkodissa—Kohti uskontosensitiivistä kasvatusotetta [Worldviews encountering in kindergarten: towards religiously sensitive educational approach],” in Kokonaisvaltainen kasvatus, lapsi ja uskonto [Holistic education, child and religion]. In M. Ubani, A. Kallioniemi & J. Luodeslampi, (Eds). Helsinki: Lasten Keskus. Lytsiousi, S. (2014). How teachers cope with the religious diversity in greek kindergarten classes. From theory to realty. International Journal of Education Learning and Development, 2, 5, 18-32. Mukhametshin, R. M. (2006). Confessional component of ethnic identity. Kazan Federalist, 4, 20, 96-108. Mchedlov, M. P. (2006). Religioznaya identichnost'. O novyh problemah v mezhtcivilizacionnyh kontaktah . Sociological researches, 10, 33–41. Petrova, V. (2015). The Problems of Personification of Students Educational Activities in the System “Teacher Training College - University”. Mediterranean Journal of Social Sciences MCSER Publishing, Rome-Italy, 6, 2, 162-168. Pismannik, M. P. (2011). Moral values coved by religion. Social values and choosing the time. Kurgan: Kurgan state university. Rip, B., Vallerand R. J., & Lafreniere, M.A.K. (2012). Passion for a Cause, Passion for a Creed: On Ideological Passion, Identity Threat, and Extremism. European Journal of Personality, 80(3), 573-602. Ryan, R. M. & Deci E. L. (2006). Self-regulation and the problem of human autonomy: Does psychology need choice, self-determiniation, and will? Journal of Personality, 74(6), 1557–1586. Rokeach, M. (1973). The nature of human values. New Y: Free Press. Salikhova, N. R., (2013). Characteristics of Personal Value-meaning Systems: a Comparative Study of American and Russian University. Procedia - Social and Behavioral Sciences, 86, 349 – 354. Struch, N., Schwartz, S. H. & van der Kloot, W. A. (2002). Meanings of basic values for women and men: A cross-cultural analysis. Personality and Social Psychology Bulletin, 28, 16-28. Schwartz, S. H. (1992). Universals in the content and structure of values: Theory and empirical tests in 20 countries. In.M. Zanna & S. H. Schwartz (Еds). Advances in experimentental social psychology, 25, 1-65. Schwartz, S. Н. (1994). Are there universal aspects in the content and structure of values? Journal of Personality and Social Psychology, 50, 19-45. Shaikhelislamov, R. F., Shaekhova, R. K. & Murzalinova, A. Zh. (2016). Modern pre-school education from the standpoint of self-worth childhood. Mathematics Education, 11(1), 173-180. Shcherbakova, Y. I. (2010). Personal religious identity as a factor of tolerance in interpersonal relations. Moscow: Russian state social university. Sokolovskaya, I. E. (2015). Social psychology of religious identity of modern youth. Moscow: Moscow state pedagogical university. Suchkova, O. V. (2009). Social and psychological aspects of youth religiosity in the context of psychological safety. Saint Petersburg: Russian state pedagogical university. Valeeva, R. A. (2015). Content and organizational basis of psychologic and pedagogic education. Education and self-development, 2(44), 16-22. Wei, Mei-Hue. (2013). Multiple abilities and subjective well-being of Taiwenese kindergarten teachers. Social Behavior and Personality: an International Journal, 41, 7-16. |
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Adolescents` Demonstrative Behavior ResearchGulfiya G. Parfilova & Lilia Sh. Karimova
pp. 1127-1135 | DOI: 10.12973/ijese.2016.382a | Article Number: ijese.2016.109
Abstract The problem of demonstrative behavior is very topical among teenagers and this issue has become the subject of systematic scientific research. Demonstrative manifestations in adolescents disrupt the favorable socialization; therefore, understanding, prevention and correction of demonstrative behavior at this age is relevant and requires special attention. The purpose of the research is to examine and diagnose demonstrative behavior in adolescents (college students), as well as to develop and implement the program aimed at preventing demonstrative manifestations in adolescents. The experiment involved 90 first-year students of the Kazan College of Humanities and Social Sciences. The leading method in the study of this problem was the diagnostic testing that helped to reveal the level of demonstrativeness and personal accentuation of teenagers. The following diagnostic tools were applied: H. Schmieschek’s personality accentuation test (Schmieschek Fragebogen) designed to diagnose the type of personality accentuation; test on demonstrativeness. On the basis of the results of the ascertaining experiment, the program containing a variety of forms and methods of preventing demonstrative manifestations in adolescents was developed. Statistical analysis of empirical research was carried out by means of standard techniques of mathematical statistics (Student’s t-test). The given program has practical value to educators, psychologists and classroom teachers of secondary schools in the organization of the educational process. Keywords: demonstrativeness, demonstrative manifestations in adolescents, demonstrative behavior, personality accentuation, adolescence References Bityanova, M. R. (2010). Social psychology. Moscow: International Pedagogical Academy. Bozhovich, L. I. (2008). Personality and its formation in childhood. St. Petersburg: Piter. El'konin, D. B. (1978). Psychology of games. Moscow: Pedagogika. Gabdrakhmanova, R. G., Khuziakhmetov, A. N. & Yesnazarova, U. A. (2016). Pedagogical conditions of socialization of senior pupils in school labor unions. Mathematics Education, 11(1), 113-121. Gannushkin, P. B. (1933). Clinic of psychopathy. Moscow: Sever. Ilbay, A. B., & Akin, A. (2014). The Impact of Solution-Focused Brief Group Psychological Counseling on University Students’ Burnout Levels. Üniversitepark Bülten, 3(1-2). Kasimova, R. S. & Valeeva, R.A. (2015). Development of Attention in Graders. The Social Sciences, 10, 765-768. Kolominsky, Y. L., Pan’ko, E. A. & Igumnov, S. A. (2004). Mental development of children in health and disease. St. Petersburg: Peter. Kostyunina, N. Yu. & Valeeva, R. A. (2015). Prevention and Correction of Juvenile Neglect. Review of European Studies, 7(5), 225-230. Kravtsova, E. E. (2009). Pedagogy and psychology. Moscow: Forum. Leonhard K. (1989). Accentuated personalities. Moscow: Phoenix. Lichko, A. E. (2009). Psychopathy and accentuation of character in adolescents. St. Petersburg: Rech. Novik, N. N. & Podgorecki, J. A. (2015). Model of developing communication skills among adolescents with behavioral problems. International Journal of Environmental and Science Education, 10(4), 579-587. Ozbey, A., & Saricam, H. (2016). Human Values and Compassionate Love in Highly Gifted Students and Normal Student. Educational Process: International Journal, 5(2), 116-127. Pokrass, M. L. (2006). Active depression. Healing by selfishness. Samara: Publ.H. Bachrach-M. Ribakova, L. A., Parfilova, G. G. & Karimova, L. S. (2014). Evolution of communicative competence in adolescents growing up in orphanages. Life Science Journal, 11(12s), 114-117. Rogov, E. I. (1995). Handbook of practical psychologist in education. Moscow: VLADOS. Sadovaya, V. V., Korshunova, O. V. & Nauruzbay, Zh. Zh. (2016). Personalized education strategies. Mathematics Education, 11(1), 199-209. Sahin, S. H. (2014). Comparison of Geography Self-Efficacy Levels of Students Taking Geography Course. Üniversitepark Bülten, 3(1-2). Salyakhova, G. I. & Valeeva, R. A. (2015). Pedagogical Stimulation of University Students’ Social Competence Development by Means of Interdisciplinary Integration. Review of European Studies, 7(5),186-192. Schmieschek, H. !970). Fragebogen zur Ermittlung akzentuierter Personlichkeiten. Psychiat. Neurol. med. Psychol. 10, 378. Vygotsky, L. S. (2004). Problems of children (age) psychology. St. Petersburg: Soyuz. Zeer, E. F. (2007). Psychology of professional development: Manual for University students. Moscow: Publishing center "Academy". |
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Esthetic Education of Children with Special Needs by Means of Computer ArtRasykh F. Salakhov, Rada I. Salakhova & Ramis R. Nasibullov
pp. 1137-1148 | DOI: 10.12973/ijese.2016.383a | Article Number: ijese.2016.107
Abstract Thematic justification of the problem under study: growth of social stratification in the present context of social and economic transformations and emerging forms of social inequality, which is creating serious obstacles for the younger generation's social adaptation, specifically among those social groups that are dealing with difficulties due to specific circumstances. First of all, it concerns children with special needs. Specifically, processes of modern public reform and how they often lead to the violation of social integration and adaptation for this group of children. Such a process poses a problem of an independent living arrangement, juxtaposed with the background of low efficiency of realization of educational and habilitation technologies. It has been observed that educational institutions have not yet been able to fully counteract these negative factors. Growth of the number of children with special needs, on the one hand, and humanization of public life, wide circulation of ideas, increases the importance of social and rehabilitation activity. The purpose is to enhance the social and educational training and increase maximum achievable adaptation of life, granted to children with special needs, a chance to develop skills for social orientation, ethics and cultural social attitude. This data and analysis of such is relevant to the esthetic education of children with special needs as conditions of formation of a socially valuable personality. Keywords: esthetic education, computer art, personality, special needs, development References Aksenova, L. I. (1997). Legal basis of special education and social protection of children with special needs. Defectology, 1, 3-10. Becker, K. P. (1979). Rehabilitations pеdagogik. Berlin: DDR. Bespalko, V. P. (1989). Components of Pedagogical Technology. Moscow: Pedagogika. Bezzubik, К. V. (2009). Modern creative art-therapeutic approach as means of physical and psychological well-being maintenance. Service in Russia and abroad, 10, 49-56. Bordovskaya, N. V. & Rean, А. А. (2001). Pedagogics. St Petersburg: Piter. Cakir, L., & Kocabas, I. (2016). Mentoring in Gifted Student’s Education and a Model Suggestion. Educational Process: International Journal, 5(1), 76-90. Celik, I., Akin, A., & Saricam, H. (2014). A Scale Adaptation Study Related to the Examination of Adolescents' Levels of Educational Stress. ÜNİVERSİTEPARK Bülten, 3(1-2). Dandy, J. & Cullen, C. (1992). Integration and mainstreaming: a review of the effi-cacy of mainstreaming and integration for mentally handicapped pupils. Educational Psychology: an International Journal of Experimental Educational Psychology, 8(3), 177-195. Egorova, Т. V. (2000). Pedagogical support of children with special needs' integration. Moscow. Fetiskin, N. P., Kozlov, V. V. & Manuylov, G. М. (2002). Social psychological diagnostics of personality development and of small groups. Moscow: Institute of Psychotherapy Publishing House. Forman, N. (1993). New approach to the education of children with special needs in Great Britain. Defectology, 4, 53-59. Golovanova, N. F. (2004). Socialization and education of the child. St. Petersburg: Rech. Hegarty, S. (1994). England and Wales. In: Cor. J.W. Meijer, Sip Jan Pijl & Seamus Hegarty (Eds.). New Perspectives in Special Education: A six-country study of integration (pp. 75-90). London and New York: Routledge. Ilbay, A. B., & Akin, A. (2014). The Impact of Solution-Focused Brief Group Psychological Counseling on University Students’ Burnout Levels. Üniversitepark Bülten, 3(1-2). Kalimullin, A. M. & Masalimova, A. R. (2016). Editorial: Actual issues of national education: Theory and practice. Mathematics Education, 11(1), 1-2. Karimova, L .S. & Valeeva, R. A. (2014). Research of Future Pedagogue-Psychologists’ Social Competency and Pedagogical Conditions of its Formation. Procedia - Social and Behavioral Sciences, 131, 40-44. Kartal, S. E. (2016). Determining School Administrators’ Perceptions on Institutional Culture: A Qualitative Study. Educational Process: International Journal, 5(2), 152-166. Kovalev, S. V. (1991). Seniors’ preparing for adult life: tests, questionnaires. Moscow: Prosveschenie. Maklakova, А. G. & Chermyanina, S. V. (2014, July 25). Multilevel questionnary “Adaptability”. Retrieved from www.psylab.info/МЛО-АМ Mehrabian, А. & Epstein, N. (1994). Psychologist's advice to a manager. St Petersburg: Peter. Nigmatov, Z. G. & Nasibullov, R. R. (2015). Study of distance learning opportunities in inclusive education system. Social Sciences (Pakistan), 10 (6), 817-820. Pijl, S. J. (1994). Denmark. In Cor. J.W. Meijer, Sip Jan Pijl & Seamus Hegarty (Eds.). New Perspectives in Special Education: A six-country study of integration (pp. 25-39). London and New York: Routledge. Salakhov, R. F., Javgildina, Z. M., Salakhova, R. I. & Kamalova, I. F. (2014). Sociocultural adaptation of children with special needs by means of computer art. Life Science Journal, 11(6s), 189-195. Salyakhova, G. I. & Valeeva, R. A. (2015). Pedagogical Stimulation of University Students’ Social Competence Development by Means of Interdisciplinary Integration. Review of European Studies, 7(5),186-192. Tagunova, I. A., Selivanova, N. L. & Valeeva, R. A. (2016). The Category of Upbringing in Russian and Western Studies. Mathematics Education, 11(1), 3-11. Testerman, J. (1996). Holding At-Risk Students: The Secret Is One-on-One. Phi Delta KAPPAN, 5(77), 433-436. Tushkanova, О. I. (2001). Tests. Personality. Communication. Volgograd: Volgograd. Valeeva, Р. A. & Demakova, I. D. (2015). Humanization of Education in the Context of Janusz Korczak Pedagogical Ideas. Review of European Studies, 7(4):161-171. Valeeva, R. A. & Khakimova, E. K. (2015). Study of Educational Psychologists’ Emotional Competence Development. Review of European Studies, 7(5), 91-100. Veyns, V. (1997). Special education in Belgium. Children with special needs education in different countries of the world. In L.M. Shipitsyna L.M. (Ed.). St Petersburg: Institute of special Pedagogics and Psychology. Zakharova, I. G. (2012). Information Technologies in Education. Moscow: Academia. |
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Family Functions’ Distribution in Men and Women ConceptsRamilya Sh. Kasimova & Gulnara F. Biktagirova
pp. 1149-1158 | DOI: 10.12973/ijese.2016.384a | Article Number: ijese.2016.111
Abstract Creating a happy family with a favorable psychological climate is important both for the individual and the society as a whole. One of the factors, that influence the creation of a welfare family, is the content of the spouses’ concepts of the family, its functions and their possible distribution. The main purpose of this article is to identify the specificity of concepts of distribution of family functions of men and women who are married and unmarried. To achieve this goal we used the method of psychological tests as well as questionnaires of family and parenting concepts developed by the author, aimed at identifying the specifics of family functions concepts. The empirical data were processed by using statistical methods that can detect the difference in men and women concepts of the family who are in marital relationships and those that are not. The study revealed a discrepancy of men and women concepts of distribution of family functions between the spouses. This article is practically important in enhancing tools for exploring concepts of family functions. Developed and tested procedure of the research can be used in the practice of family counseling Keywords: family, men, women, family functions, happy family, distribution in men, distribution in women References Ackerman, N. W. (1982). The Strength of Family Therapy: Selected papers. In N.W. Ackerman, & D. Bloch, R. Simon (Eds.).Ackerman Institute for Family Therapy (pp.364-371). N. Y.: Brunner. Akhmetzyanova, N. V. & Nugmanova, D. R. (2014).Influence of Trainings on the Indicators of Sociopsychological Adaptation. Asian Social Science, 10 (21), 250-255. Andreeva, T. V. (2004). Family Psychology. Saint Petersburg: Rech. Biktagirova, G. F. (2013) Family traditions as they are viewed by contemporary Russian teenagers Recent Trends in Social and Behaviour Sciences - Proceedings of the 2nd International Congress on Interdisciplinary. Behaviour and Social Sciences 2013, Jakarta, Indonesia, 333-336. Biktagirova, G. F., Valeeva R. A. (2015) Formation of university students readiness for parenthood. Review of European Studies, 7(4), 93-97. Biktagirova, G. F., Murtazina E. I. (2015) Psychology and pedagogy of family. Kazan: Brig.. Biktagirova, G. F., Murtazina E. I. (2015) Future practical psychologists’ psychological and pedagogical readiness to work with a family. Education and self-development, 2(44), 61-65. Chernikov, A. V. (2001) System family therapy. Integrative model of diagnostics. Moscow. An independent firm "Class". Eidemiller, E. G. & Yustitskis, V. (1999).Psychology and psychotherapy of a family. Saint Petersburg. Peter. Gencoglu, C., Topkaya, N., Sahin, E., & Kaya, L. (2016). Attachment Styles as Predictors of Stigma Tendency in Adults. Educational Process: International Journal, 5(1), 7-21. Grebennikov, I. V. (1991). Fundamentals of family life. Moscow. Prosveshenie.158p. Ilbay, A. B., & Akin, A. (2014). The Impact of Solution-Focused Brief Group Psychological Counseling on University Students’ Burnout Levels. Üniversitepark Bülten, 3(1-2). Kornienko, A. F. (2000). Theory and practice of psychological research. Kazan: Publishing House of KSPU. Minuchin, S. & Fishman, Ch. (1998).Family therapy techniques. Moscow: "Class". Savci, M., & Aysan, F. (2016). Relationship between Impulsivity, Social Media Usage and Loneliness. Educational Process: International Journal, 5(2), 106-115. Schneider, L. B. (2000). Psychology of family relations. Lectures. Moscow: April-Press. Volkova, A. N. (1979). Socio-psychological factors of marital compatibility. Doctoral dissertation. Moscow. |
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Formation of University Students’ Healthy LifestyleGulnara F. Biktagirova & Ramilya Sh. Kasimova
pp. 1159-1166 | DOI: 10.12973/ijese.2016.385a | Article Number: ijese.2016.113
Abstract Healthy living is one of the most important issues of modern education, especially for students of pedagogical specialties. The article discusses the need for this process, its appropriateness, the study of the problem in psychological and pedagogical literature and presents the results of the pedagogical experiment. The authors reveal the main components of health: physical, psychological and behavioral; motivational aspects and psycho-pedagogical conditions of students’ healthy lifestyle formation. Experimental work was organized at the Institute of Psychology and Education of Kazan (Volga Region) Federal University. The pedagogical experiment has proved the rationale of the hypothesis and theoretical thesis for the implementation of proposed pedagogical conditions of University students’ healthy lifestyle formation.
Keywords: healthy lifestyle, health, methods and forms of a healthy lifestyle, the basic components of a healthy lifestyle: a balanced diet, physical activity, general hygiene of the body, hardening, avoiding harmful habits. References Amosov N. M. (2009). Thinking about health. Moscow. Biktagirova G. F., Kasimova R. Sh. (2015). Development of University Students’ Creative Abilities. Review of Europeаn studies, 7(5), 101-107. Biktagirova G. F, Valeeva R. A. (2013) Technological approach to the reflection development of future engineers. International Conference on Interactive Collaborative Learning, 427-428. Dubrovsky V. I. (2005). Sports medicine: a textbook for university students. Moscow. Gabrielyan K. G., Yermolaev B. V. (2007) 500 tests on "Physical training" discipline. Moscow, Physical Education and Sports. Ilbay, A. B., & Akin, A. (2014). The Impact of Solution-Focused Brief Group Psychological Counseling on University Students’ Burnout Levels. Üniversitepark Bülten, 3(1-2). Kostyunina, N. Y. & Valeeva, R. A. (2015). Prevention and correction of juvenile neglect. Review of European Studies, 7 (5), 225-230. Manzheley I. V. (2007). Environment-oriented approach in physical education: monograph Tyumen: Tyumen State University Publishing House. Martynenko A. V., Valentik Y. V. & Polessky V. A. (2008). A healthy lifestyle of young people. Moscow. Matveev, L. P. (2001). Theory and Methodology of Physical Training. Moscow. Oguz, A., & Ataseven, N. (2016). The Relationship Between Metacognitive Skills and Motivation of University Students. Educational Process: International Journal, 5(1), 54-64. Ozen, H. (2016). Determining the Factors of Social Phobia Levels of University Students: A Logistic Regression Analysis. Educational Process: International Journal, 5(1), 38-53. Ribakova L. A, & Biktagirova G. F. (2015). Peculiarities of Demonstrative Behavior Manifestations of Teenagers Brought up in Orphanages. Review of Europeаn studies, 7 (4), 140-148. Shelton G. M. (2010). Living by the rules of health. Separate nutrition is the basis of longevity Moscow. Mir Zdorovya, 2, 3-9. |
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The Structure of Primary School Teachers’ Professional CompetenceRanija R. Zakirova
pp. 1167-1173 | DOI: 10.12973/ijese.2016.386a | Article Number: ijese.2016.114
Abstract At the present stage of higher education development related to the transition of a competent model of learning, the problem of professional training of future teachers is actualized. To determine the problems in the preparation of future experts in the field of primary education, it is not enough to list the competencies that a graduate must master. It is more reasonable to present a model of predicted results as a system of interconnected components. In this regard, the research is directed on identification and justification of the structural components of the professional competence of primary school teachers. The main methods in study of this problem are the comparative and modeling methods, allowing the consideration of different research approaches to understand the structure of teachers’ professional competence and to provide a model of primary school teachers’ professional competence as a system of interrelated components. The article reveals the essence and content of structural components of primary education teachers’ professional competence: professional and personal, contents of the training, professionally-active and motivational. Materials of the article can be used by post-graduate students, competitors and teachers of higher pedagogical educational institutions. Keywords: competence approach, professional competence of the teacher competence. References Abramova, I. G. (1996). The theory of pedagogical risk. PhD Thesis. St Petersburg. Adolf, V. A. (1998). Professional competence of the modern teacher: monograph. Krasnoyarsk: KSU. Baklanova, G. A. (2009). The structure of primary school teachers’ professional information competence. Barnaul: the WORLD of SCIENCE, CULTURE and EDUCATION, 2 (14), 207-209. Borytko, N. M. (2007). Professionally pedagogical competence of the teacher. Internet-magazine "Eidos". Retrieved from http://www.eidos.ru/journal/2007/0930-10.htm Celik, I., Akin, A., & Saricam, H. (2014). A Scale Adaptation Study Related to the Examination of Adolescents' Levels of Educational Stress. Üniversitepark Bülten, 3(1-2). Davletbaeva, R. G. (2009). Psychological-pedagogical competence of the teacher. Bulletin of the Bashkir University. Retrieved from http://cyberleninka.ru/article/n/psihologo-pedagogicheskaya-kompetentnost-uchitelya Dvulichanskaya, N. N. (2011). Didactic system of students’ professional competence formation of secondary vocational education institutions in the process of natural science training: abstract of dissertation of doctor of pedagogical sciences. Moscow. Ekinci, N. (2012). Teacher Self-Efficacy Beliefs of Candidate Teachers in Education Faculty and Pedagogical Formation Program. Educational Process: International Journal, 1(1-2), 19-28. Federal state educational standard of higher education in the field of training 44.03.01 Pedagogical education, approved by order of the Ministry of education and science of the Russian Federation No. 1426 from 04.12.2015. Retrieved from http://publication.pravo.gov.ru/Document/View/0001201601140005 Kalayci, S., & Humiston, K. R.(2015). Students’ Attitudes Towards Collaborative Tools In A Virtual Learning Environment. Educational Process: International Journal, 4(1-2), 71-86. Khutorskoy, A. V. (2002). Key competences and educational standards. Internet-magazine "Eidos". Retrieved from http://eidos.ru/journal/2002/0423.htm Kolpakova, N. V. (2006), the Formation of professional competence of primary classes future teacher by means of educational technology: dissertation of candidate of pedagogical sciences. Biysk. Lobanova, N. N., Kosarev, V. V. &Kryuchatov, A. P. (1997). Professional competence of the teacher. St. Petersburg: Institute of adult education of Russian Academy of education. Razuvaeva, A. T. (2012). The competence model of education: a brief analysis of key concepts and implementation issues. Penza: Izvestiya, 28, 986-989. Rudenko, T. B. (2004). Features of didactic and methodical competence of primary school teachers. Elementary school: Plus before and after, 12, 31-33. Salyakhova, G. I. & Valeeva, R. A. (2015). Pedagogical Stimulation of University Students’ Social Competence Development by Means of Interdisciplinary Integration. Review of European Studies, 7(5),186-192. Shieh, CJ., & Demirkol, M. (2014). Evaluation of the Effectiveness of Social Networks and their Usage by High School Students. Educational Process: International Journal, 3(1-2), 7-18. Slastenin, V. A. (2000). Pedagogy. M.: School-Press. Sorokina, T. M. (2002). The development of professional competence of future primary school teachers: monograph. Nizhny Novgorod: Nizhny Novgorod state pedagogical University. Tagunova, I. A., Selivanova, N. L. & Valeeva, R. A. (2016). The Category of Upbringing in Russian and Western Studies. Mathematics Education, 11(1), 3-11. Tikhomirova, O. V. (2011). The content of the professional competence of teachers in preschool education. Yaroslavl pedagogical Bulletin, 2, 193-197. Valeeva, R. A. & Khakimova, E. K. (2015). Study of Educational Psychologists’ Emotional Competence Development. Review of European Studies, 7(5), 91-100. Vasyagina N. N. & Bratchikova, Y. V. (2012). Formation process management of professional competences of the psychologist (from the experience of the Institute of psychology, Ural state pedagogical University): conference material. Ekaterinburg: Ural state pedagogical University. Vvedensky, V. N. (2003). Modeling professional competence of the teacher. Pedagogy, 10, 51-55. Yanova, M. G. (2012). The structure of the professional competence of the teacher. Pedagogical journal, 2, 63-73. Zakharova, I. M. & Fedekin, I. N. (2010). The structure of primary school teachers’ professional competence from the perspective of the FSES of the second generation. Psychological science and education (electronic journal), 4, Retrieved from http://psyedu.ru/journal/2010/4/Zaharova_Fedekin.phtml Zeer, E. F. (2005). The competence approach to education. Education and science, 3, Retrieved from http://cyberleninka.ru/article/n/kompetentnostnyy-podhod-k-obrazovaniyu Zimnyaya, I. A. (2004). Key competencies as effectively targeted basis of competence approach in education. Author's version. Moscow: Research center of quality problems of specialists training. |
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Research on Role Sets and Emotional Relationships in Military Personnel MarriageElmira I. Murtazina & Aida F. Minullina
pp. 1175-1183 | DOI: 10.12973/ijese.2016.387a | Article Number: ijese.2016.108
Abstract An urgent demand of society to conduct effective work with the family substantiates the relevance of the research. The article provides the investigation of role sets and emotional relationships in marriage through the study of military personnel and non-military personnel families. Practical implementation of psychological ideas represents one of family psychology topical issues, deepens, expands, and specifies modern representations of family psychology. The importance of this research is determined by the necessity to consider the specificity of family roles distribution and features of emotional relationships in military personnel families.
Keywords: military personnel, role sets, family, emotional relationships References Alyoshina Yu. E., Gozman, L. Y. & Dubovskaya, E. M. (1987). Socio-psychological methods of marital relations research: Special practical on social psychology. Moscow: MGU. Andreyeva, T. V. (2004). Family psychology. St. Petersburg: Rech. Biktagirova, G. F. & Valeeva, R. A. (2015). Formation of University Students’ Readiness for Parenthood. Review of Europeаn studies, 7(4), 93-98. Biktagirova, G. F. (2013). Family traditions as contemporary Russian teenagers view them Proceedings from ICIBSoS `13. London: CRC Press. Demir, Y., & Kutlu, M. (2016). The Relationship between Loneliness and Depression: Mediation Role of Internet Addiction. Educational Process: International Journal, 5(2), 97-105. Eidemiller, E. G, & Yustitskis, V. (1999). Psychology and Psychotherapy of the family. St. Petersburg: Peter. Harchev, A. G, & Matskovsky M. S. (1978). Modern family and its problems: Socio-demographic research. Moscow: Statistics. Ilbay, A. B., & Akin, A. (2014). The Impact of Solution-Focused Brief Group Psychological Counseling on University Students’ Burnout Levels. Üniversitepark Bülten, 3(1-2). Kutlu, M., & Pamuk, M. (2016). Analysis of Social and Emotional Loneliness According to Glasser’s Basic Needs. Educational Process: International Journal, 5(2), 128-138. Malkina-Pykh, I. G. (2008). Family therapy. Moscow: Eksmo. Obozov N. N. & Obozova A. N. (1982). Diagnostics of matrimonial difficulties. Psychological journal, 3, 186-190. Parfilova. G. G. (2015). Development of Russian Teenagers’ Value-Conscious Attitude to Family in the Context of a Rural School. Procedia - Social and Behavioral Sciences, 191, 788 – 792. Rubin, Z. (1970). Measurement of Romantic Love, Journal of Personality and Social Psychology, 16, 265-273. Volkova, A. N. & Trapeznikova, T. M. (1985). Teaching methods of diagnosis of marital relations. Issues of Psychology, 5,110-116. Zakirova, V. G., Masalimova, A. R. & Nikoghosyan, M. A. (2016). The Contents, Forms and Methods of Family Upbringing Studying Based on the Differentiated Approach. Mathematics Education, 11(1), 181-190. |
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Ethno-Pedagogical Factor of Polycultural TrainingGuzaliya Zh. Fahrutdinova
pp. 1185-1193 | DOI: 10.12973/ijese.2016.388a | Article Number: ijese.2016.112
Abstract With the increased tension in human relations, in a burst of misundertsanding, ethnic conflicts, which have proliferated in a new socio-cultural environment, the study of processes of interaction in multi-ethnic educational environment and upbringing, the emerging national identity for centuries, actualizes the importance of contemporary problems of ethnopedagogical education. The purpose of the article is to adress the problems of formation of ethnopedagogical competence of the teacher. Peculiarities of organization of the system of educational ethnopedagogical students-future teachers. A leading approach to the investigation of this problem is the theoretical concept of a regional-ethnic culture of education. The article analyzes the process of development of future teachers of ethnopedagogy as a training base. Defined multicultural space during the pilot study of ethnopedagogical education in the University. Describes the capabilities of the major professional and socially important qualities necessary for effective communication in a modern multicultural society. Materials can be useful to scientists and teachers of modern school. Keywords: ethnic traditions, ethno-pedagogy, ethno pedagogical competence, polycultural educational space References Fahrutdinova, G. Zh. (2014). Formation of the Ethnocultural Individual in Modern Conditions. Novosibirsk: TRNS Press. Haritonov, M. G. (2004). Ethnopedagogical Education of Teachers in National Schools. Cheboksary: Chuvash Federal Pedagogical University. Isaev, I. F. (2002). Vocational-pedagogical culture teacher. Мoscow: Academy. Krysko, G. (2002). Ethnic Psychology: study guide. Moscow: Pedagogy. Kartal, S. E. (2016). Determining School Administrators’ Perceptions on Institutional Culture: A Qualitative Study. Educational Process: International Journal, 5(2), 152-166. Nigmatov, Z. G. (1998). Humanistic Traditions in Folk Pedagogy and Education Process – Kazan: ISSO PAE. Nigmatov, Z. G. (2015). Methodic Techniques of Solving Technical Problems Developing Technical Students’ Thinking. Review of European Studies, 7(1), 171-175. Sakiz, H. (2016). Ability, Examination and Inclusive Education: Stretching the Hard Lines of the Educational System. Educational Process: International Journal, 5(1), 65-75. Sekerci, A. R., & Canpolat, N. (2014). Effect of Argumentation on Prospective Science Teachers' Scientific Process Skills and Their Understanding of Nature of Scientific Knowledge in Chemistry Laboratory. Üniversitepark Bülten, 3(1-2). Sharipov, F. B. (2010). Professional competence of the lecturer. Higher education today, 1, 72-77 Slastenin, V. A. (1998). Ethnopedagogical Factors of Multicultural Education. Мoscow: Prometey. Tagunova, I. A., Selivanova, N. L. & Valeeva, R. A. (2016). The Category of Upbringing in Russian and Western Studies. Mathematics Education, 11(1), 3-11. Valeeva, R. A. (2015). Editorial. An International Review of the Possibilities of Educational Environment in the development of Students and Teachers. International Journal of Environmental and Science Education, 10(4), 514. Volkov, G. N. (1997). Ethnopedagogy. Мoscow: RАE. Volkov, G. N. (1999). Ethnopedagogy. Moscow: Academy. Yalalov F. G. (2004). Ethnopedagogy as Practice-Oriented Technology of Education. Alma mater (Higher Learning Gazette), 2, 45–46. Yalalov, F. G. (2004). Ethnodidactic Approach to National Education Content Design. Alma mater (Higher Learning Gazette), 7, 51–52. Zeer, E. F. (2005). Modernization of vocational education: competence approach. Мoscow: MPSI. |
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The Features of Female Managers` Personality Traits in OrganizationGuzel Sh. Gabdreeva & Alisa R. Khalfieva
pp. 1195-1203 | DOI: 10.12973/ijese.2016.389a | Article Number: ijese.2016.110
Abstract The relevance of the "female" management features study is driven by the active penetration of women to management in various fields and the emergence of a new social category "Business-women". The article contains the results of a study aimed to identify the features of personal properties and structure of low-level, middle-level and top-level female managers. The theoretical basis of work is the main provisions of activity approach, according to which personal characteristics of managers were examined in accordance with the accounting requirements of the performed activity. Significant differences between selected personal characteristics and their structures in men and women managers were revealed, which were the basis for differentiated gender-based approach to their research. The results show that as a result of the special nature of the requirements to different levels of leadership, there are differences in expression and structural organization of basic acmeological characteristics of female Managers in different stages of their career success, which may be regarded as components of acmeological resource of a woman-manager personality. The article will be useful for academics in preparation of future Managers in the departments of management and psychology, and for human resources managers in organizing and conducting events for purpose of professional selection and vocational guidance to leadership positions. Keywords: manager, levels of management hierarchy, career growth, basic personal traits of the Manager, the relationship of personality traits, comparative, correlation and divergent analyses References Andreeva Ju. V. (2002). The psychology of manager’s image. Kazan: “Centr innovacionnikh technologii”. Chirikova, A. Y. (2000). Women leading companies: The problems of formation of women’s entrepreneurship in Russia. Issues of economy. №3, 94-102. Derkach, A. A. (2002). Acmeology: Textbook [Text]. M.: Publishing house rags. Il’in, E. P. (2003). Differential psychophysiology of men and women. SPb.: “Piter”. Fetiskin, N. P., Kozlov V. V. & Manuylov, G. М. (2002). Social and psychological diagnosis of personality development and small groups, 263-265. Hosgorur, T., & Apikoglu, S. (2013). Relationship Between School Administrators’ Anxiety Levels for Authority Use and Burnout Levels. Educational Process: International Journal, 2(1-2), 19-35. Karpov, A. V. (2006) Peculiarities of structural organization of reflexive processes. Psychological journal, vol. 27. No. 6. Kartal, S. E. (2016). Determining School Administrators’ Perceptions on Institutional Culture: A Qualitative Study. Educational Process: International Journal, 5(2), 152-166. Khokhlova, T. P. (2001). Identification of gender aspects of management as a factor of increasing management efficiency. Menedzhment v Rossii i za rubezhom, №2, 67-74. Levadnaya, M. O. (2001). On the willingness of civil servants to work in the conditions of crisis. Actualize needs in personal and professional development of civil servants. M.: Publishing house of Russian Academy of state service under the President of the Russian Federation. Papadopoulou, V., & Yirci, R. (2013). Rethinking Decentralization in Education in terms of Administrative Problems. Educational Process: International Journal, 2(1-2), 7-18. Rosener, J. B. (1990). Ways Women Lead. Haward business rev. Boston, Vol.68, №6, 74-85. Rosin, H. M. & Korabik, K. (1991). Workplace Variables, Affective Responses, and Intention to Leave among Women Managers. Journal of Occupational Psychology, 64, 317-330. Sahin, S. H. (2014). Comparison of Geography Self-Efficacy Levels of Students Taking Geography Course. Üniversitepark Bülten, 3(1-2). Sekaran, U. (1990). Frontiers and New Vistas in Women in Management Research. Journal of Business Ethics, 9, 247-255. Schwartz, F. N. (1989). Management Women and the New Facts of Life. Harvard Business Review, 65-76. Semyonova, F. О. (2011). Psychological characteristics of career ideas of women successfully fulfilling themselves in professional activities. Scientific notes of the university after P.F. Lesgaft. №3 (73), 21-30. Symons, G. (2005). Women’s occupational careers in business: Managers a. Entrepreneurs in France. Canada. |
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Pupils` Cognitive Activity Stimulation by Means of Physical TrainingAnatolij V. Nekhoroshkov
pp. 1205-1212 | DOI: 10.12973/ijese.2016.390a | Article Number: ijese.2016.119
Abstract The article presents the research results of the physical activity influence on the intellectual performance of high school students. The methods of experiments and standardized observation were used. The efficiency of the cognitive activity was assessed by “Proof test” technique of B. Burdon. Within the experimental class, the program of additionally organized physical activity was built with provision for the individually – typological characteristics (temperament) of students. The motivation dynamics of the physical education and sport classes was studied. The mathematical results` processing was carried out by means of the Student`s criterion. Keywords: physical training, intellectual work capacity, motivation, pupils References Aisenk, G. Yu. (2011). Know your own IQ. M.: Eksmo. Bain, L. (1994). Curriculum Theory and Research in Sport Pedagogy. Sport Scienc Review. Retrieved from http://www.wgi.de/fileadmin/user_upload/wgi/Downloads/Europaeische_St udien/1_Concepts_of_Physical_education_in_Europe_571115.pdf. Balsevich, V. K. (1988). Fizicheskaya kultura dlya vseh I kazhdogo. Moscow: Fizkultura I Sport. Bartram, D. (2005). The Great Eight competencies: A criterion-centric approach to validation. Journal of Applied Psychology, 90. 1185-1203. Bikmukhametov, R. K. (2003). Proektirovanie integracii fizicheskogo I duhovnogo vospitaniya v pedagogicheskih zavedenij. Kazan.: Izdatelstvo Kazanskogo UNiversiteta. Bompa, T. (1995). From childhood to champion athlete. Toronto, Ontario : Veritas. Dementiev, E. M. (1891). Anglijskie igry na otkrytom vozduhe. Moscow: Tipografiya M.G. “Volchanina”. EACEA/Eurydice. (2011). The structure of the European education systems 2011/12: schematic diagrams. Brussels: Eurydice. Retrieved from http://eacea.ec.europa.eu/education/Eurydice/documents/thematic_reports/1 50EN.pdf. Filitis, N. S. (1916). Podvizhnye igry detskih sadov. M.: “Prakticheskie znaniya”. Gerd, A. Ya. (1953). Izbrannye pedagogicheskie trudy. Moscow: Izd-vo Academii Pedagogicheskih Nauk RSFSR. Gorinevsky, V. V. (1927). Fizicgeskoe vospitanie. Saint-Petersburg: Rodnik. Guzhalovsky, A. A. (1986). Osnovy teorii I metodiki fizicheskoj kultury. M.: Fizkultura I sport. Hendry, L. (1986). Changing schools in changing society. The role of PE Physical education, sport and schooling. Lewes: Falmer Press. http://lseptember.ru/articlef.php?ID=20020500. Kardyalis, K. (2005). Konfliktnost I splochennost sportivnyh komand: diagnostika I optimizaciya mezhlichnostnyj otnoshenij. Psihologicheskij Jurnal, 1, 71-78. Lesgaft, P. F. (1990). Izbrannye pedagogicheskie sochineniya. M.: Moscow. Litvinov, E. N., Anisimova, M. B. & Torochkova T. Yu. (2012). Fizicheskaya kultura: 1-2 klassy. M.: Mnemozina. Lubomirskij, L., Meikson, G. B. & Lyah, V. I. (2011). Fizicheskaya kultura. M.: Prosveschenie. Lubysheva, L. I. (2010). Sportizaciya obscheobrazovatelnoj shkoly. Fizicheskaya kultura: vospitanie, obrazovanie, trenirovka, 3, 8-10. Luke, M. D., & Sinclair, G. D. (1991). Gender differences in adolescents' attitudes toward physical education. Journal of Teaching Physical Education, 11, 31–46. Marishuk, V. L., Bludov, Yu. M., Serov, L. K. & Plahtinenko, V. A. (2010). Metodiki Psihodiagnostiki. Moscow: Prosveschenie. Miller, D. (2002). Holistic education. Pedagogy apprehension. Retrieved from Minbulatov, V. M. & Zheleznyak Yu. D. (2008). Teoriya I metodika obucheniya predmetu “fizicheskaya kultura”. Uchebnoe posobie dlya vuzov. M.: Akademiya. Nekhoroshkov, A. V. (2014). Outlook of a subject: essence, structure, diagnostics. Education and Self-Development, 4(42), 74-79. Nekhoroshkov, A. V. (2015). Structure and diagnostic of student outlook in the context of holistic approach. The Social Sciences, 10, 1940-1945. Physical Education, 11, 23-24. Ogurlu, U. (2015). Ostracism among Gifted Adolescents: A Preliminary Study in Turkey. Educational Process: International Journal, 4(1-2), 18-30. Oguz, A., & Ataseven, N. (2016). The Relationship Between Metacognitive Skills and Motivation of University Students. Educational Process: International Journal, 5(1), 54-64. Pokrovsky, E. A. (1890). Fizicheskoe vospitanie detej u raznyh narodov, preimuschestvenno v Rossii. M.: Moscow. Shaulin, V. N. (2012). Fizicheskaya kultura: 1-4 klassy. M.: Fedoroff. Sheehan, T. (1965). The construction and experimental evaluation of a teaching model for attitude formation and change through physical education activities. Unpublished doctoral dissertation, Columbus: The Ohio State University. Shitikova, G. V. (1997). Metody kontrolya effektivnosti pedagogicheskogo processa na urokah fizicheskogo vospitaniya. Saint-Pitersburg: GAFK im. P.F.Lesgafta. Sidorov, K. R. (2012). Kolichestvennaya ocenka produktivnosti vnimaniya v metodike “korrekturnaya proba” B. Burdona. Vestnik Udmurtskogo Universiteta, 3(4), 50-57. Solntseva, L. S. (1980). Vliyanie zanyatij fizicheskimi uprazhneniyami I sportom na razvitie nekotoryh psihicheskij funkcij: Metod. Razrabotki dlya studentov in-tov fiz.kultury. M.: GCOLIFK. Solntseva, L. S. (1988). Metody diagnostiki psihicheskij sostoyanij sportsmenov v ciklicheskih vidah sporta: Metodicheskie rekomendacii. M.: VNIIFK. Vilensky, M.Ya. (2013). Fizicheskaya kultura: 5-7 klassy. M.: Prosveschenie. Webb, E. J., Campbell, A. T., Schwartz, R. D., & Sechrest, L. (1966). Unobtrusive Measures: Nonreactive Research in the Social Sciences. Chicago: Rand McNally. Wiersma, L. D. (2000). Risks and benefits of youth sport specialization: Perspectives and recommendations. Pediatric Exercise Science, 12, 13-22. Yavein, G. Yu. (1926). Klinika nefrozov, nefritov, I ateroskleroticheskih pochek. Moscow: Tip. V.S. Ettingera. Zak, N. V. (1892). Fizicheskoe razvitie detej v sredneuchebnyj zavedeniyah Moskvy. Moscow: Tip. Elizavety Gerbek. |
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Teaching Local Lore in EFL Class: New ApproachesIskander E. Yarmakeev, Tatiana S. Pimenova & Gulyusa R. Zamaletdinova
pp. 1213-1221 | DOI: 10.12973/ijese.2016.391a | Article Number: ijese.2016.120
Abstract This paper is dedicated to the up-to-date educational problem, that is, the role of local lore in teaching EFL to University students. Although many educators admit that local lore knowledge plays a great role in the development of a well-bred and well-educated personality and meets students’ needs, the problem has not been thoroughly studied. Local lore can also serve as a unique source for implementing various teaching techniques, in particular a project method. In this study a project-based teaching technique was exploited, which allowed to implement the individual approach to the education of students. The materials used in this research are taken from the copyright methodical textbook “Local Lore in EFL Class”. Drawing on literature of teaching and learning EFL as well as personal teaching and learning experience, the authors present the authentic model of teaching local lore in EFL class on the basis of the project-based teaching technique. The paper discusses issues and practices of the studied topic and offers general recommendations for University faculty. These materials can also be used in teaching practice of pre-service teachers. Keywords: Keywords: cognitive creative joint activity, independent thinking, individual approach, local lore, project-based teaching technique, teaching practice of pre-service teachers References Abdrafikova, A. R., Akhmadullina R. M. & Singatullova A. A. (2014). The Implementation of Project and Research Activities in Working with Gifted Children in Terms of School-University Network Cooperation (Regional Aspect). English Language Teaching, 7, 12, 54-60. DOI: 10.5539/elt.v7n12p54 Alekseeva, I. V. (2011). The project "Our Beloved Pets" in EFL class. Foreign Languages at School, 9, 37-41. Bukharkina, M. Y. (2005). Project method in teaching EFL. Foreign Languages at School, 3, 24-29. Burlakova, I. I. (2008). The project "Regional component in EFL class." Foreign Languages at School, 6, 45-49. Canli, Z., & Canli, B. (2013). Keep Calm and Say Sorry!: The use of Apologies by EFL Teachers in Turkish and English. Educational Process: International Journal, 2(1-2), 36-46. Dewey, J. & Kilpatrick, W. H. (1935). Der Projekt-Plan. Grundlegung und Praxis.(V. G. Schulze & E. Wiesenthal, Ubers.). Weimar: Paedagogik des Auslands, Hrsg. i Autr. D. Zentralinstituts f. Erziehnug und Unterricht v. P. Petersen, Bd. VI. Godunova, N. A. (2006). Local lore as a source of motivation in learning foreign languages. Foreign Languages at School, 7, 46-50. Guzeev, V. V. (1995). Project method as a special case of the integrated learning technology. School Director, 6, 35-39. Gorobets, L. N. (2012). The project method as the pedagogical technology. Bulletin of Adyghe State University. Series 3: Education and psychology, 2, 122-128. http://cyberleninka.ru/article/n/metod-proekta-kak-pedagogicheskaya-tehnologiya#ixzz3h6fgCOhc Halskova, N. D., &Gez, N. I. (2005). Theory of teaching foreign languages: Didactics and methodology. Moscow: Academia. Hosgorur, T., & Gecer, A. (2012). Gifted Students’ Views About Teachers’ Desired Characteristics. Educational Process: International Journal, 1(1-2), 39-49. Ivanova, N. N., Chudilova, A. I. & Vilkova, N. D. (2006). The use of local lore in teaching foreign languages. Foreign Languages at School, 4, 55-57. Ignatova, I. B. & Sushkova, L. N. (2011). Project technologies as a training method: Historical and pedagogical analysis. Retrieved from http://teoria-practica.ru/rus/files/arhiv_zhurnala/2011/1/pedagogika/ignatova-sushkova.pdf Kalimullin, A. M. & Masalimova, A. R. (2016). Editorial: Actual Issues of National Education: Theory and Practice. Mathematics Education, 11(1), 1-2. Kamalova, L. A. & Raykova, E. (2016).The Quality and Criteria of Evaluation of Educational Work at the Universities of Russia at the Contemporary Stage. Mathematics Education, 11(1), 71-79. Karpovich, T. V. (2010). Local lore in EFL class at high schools with advanced study of foreign languages. Foreign Languages at School, 1, 27-30. Kartashova, V. N. &Isaev, E. A. (2011). The use of local lore in EFL class. Foreign Languages at School, 1, 46-49. Khairova, I. V. & Bechurina, S. Y. (2016). Realization of Socio-cultural Approach in Teaching the Russian Language in Primary School. Mathematics Education, 11(1), 91-100. Kilpatrick, W. H. (1918). The project method. Teachers College Record, 19, 319-335. George F. Kneller (1971). Introduction to the Philosophy of Education (pp. 20-21). New York: John Wiley and Sons. Knoll, M. (1992). John Dewey und die Projektmethode: Zur aufklärung eines mißverständnisses. Bildung und Erziehung, 45, 89-108. Knoll, M. (1989). Transatlantic influences: The project method in Germany. In C. Kridel. (Ed.), Curriculum history: Conference presentations from the society for the study of curriculum history (pp. 214-220). Lanham, USA: University of America Press. Kolkova, M. K. (2011). The modern technique of teaching foreign languages and cultures. St. Petersburg, St. Petersburg: KARO. Koptyug, N. M. (2008). The Internet project as an important component of motivating students. Foreign Languages at School, 5, 29-33. Kurnova, V. A. & Kelina, L. M. (1989). Local lore at lessons of a foreign language. Foreign Languages at School, 1, 59-61. Leontjev, A. N. (2002). Activity. Consciousness. Personality. Moscow, М: Mysl. Lomakin, A. V. (2012). Project-based learning technique. Retrieved from http://ladlav.narod.ru/teh_proekt.htm Mansurov, R. M. (1998). Theory and practice of the implementation of the national regional content in the system of the general secondary education (Doctoral dissertation). Available from the Russian State Library: Full Text (РГБ ОД, 61:98-13/596-8). Masalimova, A. R., Porchesku, G. V. & Liakhnovitch, T. L. (2016). Linguistic Foundation of Foreign Language Listening Comprehension. Mathematics Education, 11(1), 123-131. Martyanova, T. M. (1999). The use of project tasks in EFL class. Foreign Languages at School, 4, 19-21. Myatova, M. I. (2006). The use of videos in teaching foreign languages at the secondary school. Foreign Languages at School, 4, 31-40. Nehorosheva, A. V. (2002). Experience reflections on project methodology. Foreign Languages at School, 1, 18-21. Pakhomova, N. Yu. (2005). Project method in the educational institution: Handbook for teachers and students of pedagogical universities. (3-d ed.). Moscow, M.: ARKTE. Pisarenko, T. N., Pisarenko, V. G. (1998). The use of the quiz when working with texts of the regional geographic character. Foreign Languages at School, 4, 35-37. Polat, E. S. (2000). Project method at the foreign language lessons. Foreign Languages at School, 3, 3-9. Praded, Z. V. (2008). Regional component at the lessons of the German language in the X-XI classes. Foreign Languages at School, 2, 55-59. Rathert, S. (2012). Functions of Teacher and Student Code-Switching in an EFL Classroom and Pedagogical Focus: Observations and Implications. Educational Process: International Journal, 1(1-2), 7-18. Rogacheva, E. Yu. ((2006). The influence of the pedagogy of John Dewey on the theory and practice of the education in the twentieth century (Doctoral dissertation). Available from the Russian State Library: Full Text (РГБ ОД, 71:07-13/70). Romanova, E. V. (2012). Historical and pedagogical aspects of the application of the project-based technique. In K. A. Fomichev (Ed.), Interaction problems of youth and society: Proceedings of the 2011 all-Russian scientific and practical conference (pp. 111-113). Kurgan, Russian Federation: Kurgan State University. Safonova, V. V. (2014). Co-learning of languages and cultures in the mirror of world tendencies in developing modern language education. Language and Culture, 1(25), 123-141. Sokol, I. A. (2008). Project as a method of the implementation of the communicative approach to teaching a foreign language. Foreign Languages at School, 1, 16-21. Sankina, V. V. & Sivochalova, G. A. (2009). Experience reflections on international projects for high school students. Foreign Languages at School, 4, 22-27. Satco, O. A. (2010). Project method in EFL class. Training materials. Foreign Languages at School,1, 32-35. Savinkov, A. I. (2007). Project design and project-based learning in modern education. School Psychologist, 23, 6-10. Serdyuk, M. L. (2002). Project method as a means of the development of creative abilities of students (Doctoral dissertation). Available from the Russian State Library: Full Text (РГБ ОД, 61: 02-13/1652-5). Shchukin, A. N. (2006). Foreign language teaching: Theory and practice. Handbook for students and teachers. Moscow, M.: Philomatis, 2006. Shelavina, I. N. (2009). Project activity in EFL class at high schools with advanced study of foreign languages. Foreign Languages at School, 7, 38-41. Sorokovykh, G. V. & Davydova, O. V. (2007). Regional component of culture as a key component in teaching foreign languages. Foreign Languages at School, 1, 63-68. Sternberg, V. N. (2003). Theory and practice of the project method in pedagogy of the twentieth century (Doctoral dissertation). Available from the Russian State Library: Full Text (РГБ ОД, 61:03-13/1409-6). Sysoyev, P. V. (2001). Language and culture: In search of a new direction in teaching culture of the target language. Foreign Languages at School, 4, 12-18. Tambovkina, T. Yu. (1995). Local lore in GFL class. Foreign Languages at School, 1, 16-20. Toplenkina, I. P. (2007). Regional component at lessons of a foreign language. Foreign Languages at School, 3, 51-53. Torosyan, V. G. (2006). History of education and pedagogy: Textbook for students of higher educational institutions. Moscow, M.: VLADOS-PRESS. Trubaneva, N. N. (1992). The Integrated Course “Outside World and Foreign Languages for Elementary School. Foreign Languages at School, 1, 22-25. Vagidullin, I. A. (1996). The phased implementation of the national regional content in the educational process. Science and school, 1, 6-10. Valeeva, R. A., Aitov, V. F. & Bulatbayeva, A. A. (2016). The Levels of English Language Acquisition on the Basis of Problem-solving and Product-oriented Tasks in the Multilingual Social Medium. Mathematics Education, 11(1), 255-262. Vereshchagin, Y. М., & Kostomarov, V. G. (1990). Language and culture: Linguistics in teaching Russian as a foreign language (4th ed.). Moscow, M: Russian Language. Verisokin, I. Y. (2003). Video as a means of increasing the motivation of students in teaching foreign languages. Foreign Languages at School, 5, 31-34. Yarmakeev, I. E. & Pimenova, T. S. (2014). The Formation of Students’ National Self-awareness in EFL Class. English Language Teaching, 7(12), 26-35. DOI: 10.5539/elt.v7n12p26 Zimnyaya, I. A. & Sakharova, T. E. (1991). Project method in teaching EFL. Foreign languages at School, 3, 9-15. Zolotova, T. N. (2011). The project "Protection of Environment" for the students of the 8-th class. Foreign Languages at School, 6, 39-43. |
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Language Assessment course: Structure, Delivery and Learning OutcomesMarina I. Solnyshkina, Elena N. Solovova, Elena V. Harkova & Aleksander S. Kiselnikov
pp. 1223-1229 | DOI: 10.12973/ijese.2016.392a | Article Number: ijese.2016.121
Abstract Aimed at developing methods, tools and techniques for delivery and evaluation of an educational module, this article addresses the needs of academicians restructuring, adjusting and altering their curricula to meet European Higher Education Area standards. The paper focuses on two pressing issues – the applicability of and adjustment to European standards in the Russian higher education system. These issues are exemplified by the pilot implementation of a course in Language Assessment at Kazan (Volga region) Federal University (KFU). In the paper the local impact of the course at KFU is viewed at four levels: Reactions, Learning Changes, Behaviour and Results. Impact data collected at KFU include the following: end of session written feedback, pre- and post-course questionnaires, observation in the classroom, interviews, concept maps, teacher portfolios, written assignments, tests/examinations and participant journal entries. Viewed as the first step in conducting a full Student Needs Analysis, the research is intended to inform the design and delivery of Language Assessment courses for graduates majoring in English, Linguistics or Pedagogy elsewhere. The methods, techniques and tools developed by the authors may also be adapted for application to any University course during piloting, or following its introduction. Keywords: Keywords: course delivery, evaluation, Language Assessment, Education Standards, diagnostic assessment, formative assessment, EGE, FCE References Cambridge Advanced Dictionary (CAD) available online: dictionary.cambridge.org (last assessed 15 August 2014). Common European Framework of Reference for Languages (2001). https://en.wikipedia.org/wiki/Common_European_Framework_of_Reference_for_Languages (last accessed 15 August 2014). Council of Europe. (2001). Common European framework of Reference for Languages: learning, teaching, assessment. Cambridge, UK: Cambridge University Press. Darling-Hammond, L. & Bransford, J. (Eds.) (2005). Preparing teachers for a changing world. Report of the Committee on Teacher Education of the National Academy of Education, San Francisco: Jossey-Bass. De Fina, A., Schiffrin, D. & Bamberg, M. (2006). Discourse and Identity Construction, in S.L. Schwarzt S.L., Luyckx, K. and Vignoles, V.L. (Eds.) Handbook of Identity Theory and Research, New York: Springer, 177-199. Fairclough, N. L. (2003). Analyzing Discourse: Textual Analysis for Social Research, New York: Routledge. Fulcher, G. (2010). Practical Language Testing. Abingdon, Oxon: Hodder Education, 1-21. Green, A. (2013). Exploring Language Assessment and Testing. Abingdon, Oxon: Routledge, Chapters 1 and 2. Green, A. (2014). PROset Summary, available online: http://proset-tempus. net/pluginfile.php/2/course/section/2/ProSET%20Summary.pdf (last accessed 15 August 2014). Hughes, A. (2003). Testing for Language Teachers. 2nd ed. Cambridge: Cambridge University Press, 1-8, 11-26. Kalayci, S. (2012). “A Journey to Bilingualism” A Case Study of German-Turkish Bilingual Family. Educational Process: International Journal, 1(1-2), 29-38. Lesch, Sh. (1995). Learning Outcomes: Learning Achieved by the End of a course or Program. Knowledge – skills – attitudes, available online: http://liad.gbrownc.on.ca/programs/ InsAdult/currlo.htm (last accessed 10 August 2014). Mayor, F. (1989). Culture and the University, Higher Education in Europe, volume XIV, # 1, Bucharest: CEPES, 5. Promotion of Sustainable Excellence in Testing and Assessment of English (ProSET) (2011-2014). available online: http://proset-tempus.net/ (last accessed 20 August 2014). Quality Assurance Agency for Higher Education, Guidelines for preparing programme specifications (2000). available online: www2.warwick.ac.uk/services/aro/dar/quality/ coursespecs/view/specification/ - P3_239 (last accessed 13 August 2014). Quick Oxford Placement Test available online: http://docslide.net/documents/quick-placement-test-55844e923bf78.html (last accessed 25 August 2014). Rathert, S. (2012). Functions of Teacher and Student Code-Switching in an EFL Classroom and Pedagogical Focus: Observations and Implications. Educational Process: International Journal, 1(1-2), 7-18. Slovar' Russkogo Jazyka: v 4 t. pod red. Evgen'eva A. P. (1999). volume 4 [Russian dictionary], Moscow: Polygraph resources, volume 4, 247. The Bologna Process and its Implications for Russia (2005). The European Integration of Higher Education. Moscow: Recep, 177. |
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Problems of Modern Higher Education in the Sphere of Russian Philology and the Ways of Solving them (on the Example of the Situation in Kazan Federal University)Leah E. Bushkanets, Natalia G. Mahinina, Lilia H. Nasrutdinova & Marina M. Sidorova
pp. 1231-1236 | DOI: 10.12973/ijese.2016.393a | Article Number: ijese.2016.122
Abstract The article is devoted to the actual problems of modern higher education in the sphere of Russian Philology which depends on the world crisis situation, that continues to persist, despite the efforts to reform it. This article aims to mark some important problematical items necessary to realize the reformation of higher philological education and to formulate a number of key statements that could help in future. The theoretical character of the article is based on analytical approach to the problems of higher education. The article analyzes modern curricula on "Philology" and "Pedagogical education", the bases for professional training at the undergraduate and graduate programs in Kazan Federal University. The practical significance of the article lies in the possibility of using the results of the study to improve a curriculum in training future specialists not only in Russia. Keywords: higher philological education, curriculum, undergraduate, graduate. References Bushkanets, L., Machinina, N., Nasrutdinova, L., Sidorova, M. (2015). Modern problems of higher philological education in the reflection of its partners. Modern problems of science and education, 7 (Electronic journal) URL: www.science-education.ru/95-4569 Checked: 13.12.2015 Bushkanets, L., Machinina, N., Nasrutdinova, L., Sidorova, M. (2015). The Formation of higher philological education in Kazan University in the XIX-XXI centuries. Philology and culture, 4, 266-272. Kim, I. (2015). Why does society need philologists? Accreditation in education URL: http://www.akvobr.ru/filologicheskoe_obrazovanie_perspektivy.html. Checked 25.11.2015 Kovtun, E. (2007). Why is it necessary to be a philologist today? Attractiveness of philological education in Russia. Bulletin of the Philology Council of the Association for classical University education, 10, 30-63. Kovtun, E. (2015). Guidelines for the development of the University's basic educational programs on the basis of the Federal Standards in higher professional Philology education [Electronic resource] URL: http://fgosvo.ru/uploadfiles/mo/20120404084538.pdf. Checked 25.11.2015. Kovtun, E. (2010). Philology master's degree in Russia: yesterday and tomorrow. Bulletin of the Philology Council of the Association for classical University education, 12, 14-38. Kuzennaya, T. (2007). The Direction of fundamentalization of higher philological education. Vestn. Baltiysk. fed. Univ,4, 66-69. Melnichuk O. (2013). Professional humanitarian philological education in modern conditions. Bulletin of North-Eastern. federal University, 10, 2, 92-96. Ozen, H. (2016). Determining the Factors of Social Phobia Levels of University Students: A Logistic Regression Analysis. Educational Process: International Journal, 5(1), 38-53. Rodionova, E. (2008). Practice oriented educational program of master training in "Philology". Bulletin of the Philology Council of the Association for classical University education. Belgorod, 11, 60-66. Savci, M., & Aysan, F. (2016). Relationship between Impulsivity, Social Media Usage and Loneliness. Educational Process: International Journal, 5(2), 106-115. Schelkunov, M., Nikolaev, M. (2010). Education in the twenty-first century: facing the new challenges. Kazan, 156. Yellina, E., Kovtun, E., Rodionova, E. (2015) Competences and learning outcomings: the logic presentation in educational programs Higher education in Russia, 1, 10‒20. |
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The "New" Strategy in Teaching Literature in a Multiethnic Environment (as exemplified by the Republic of Tatarstan)Guzеl A. Golikova, Radif R.Zamaletdinov, Alsu H. Vafina & Rezeda F. Mukhametshina
pp. 1237-1246 | DOI: 10.12973/ijese.2016.394a | Article Number: ijese.2016.123
Abstract The problem of individualization and differentiation of the learning process is still relevant in the education. The Republic of Tatarstan is a special community where many nationalities live together. In this article the problem of the text interpretation at literature lessons is on the focus of view. Leaning on the provisions, provided by hermeneutic scientists, the authors regard the interpretation as a special dialogue between the reader and the text. The issue is also devoted to the problem of individual learning styles formation based on the psychological characteristics of the reader-student, the types of his representative system (auditory, visual or kinesthetic). Based on the facts found identified according to the experiment authors have developed the idea of forming individual ways for learning literature Keywords: interpretation, creation, reading subject, self-understanding, multi-ethnic sphere, personal experience, perception of the text, “method of problematization”. References Bakhtin, M. (1975). The Literature and esthetics questions. Moscow: Khudozhestvennaja literatura, 504. Betty, L. (1995). The teaching of the whole class. Moscow: The New School Press, 48. Bilgin, H., & Aykac, N. (2016). Pre-Service Teachers’ Teaching-Learning Conceptions and Their Attitudes towards Teaching Profession. Educational Process: International Journal, 5(2), 139-151. Biddle, A. &Fulwiler, T. (1989). Reading, Writing and the Study of Literature. New York: Random House, 340. Derrida, J. (1992). Acts of Literature. New York & London: Routledge, 410. Esin, A. (1998). Principles and methods of analysis of literary works. Moscow: Flintа: Science, 248. Gadamer, H. (1989). Truth and Method. London: Sheed and Ward, 637. Golikova, G. (2007). The technique of complete studying of the Russian prose of the XX century in averages and the senior classes of school. Kazan, 248. Golikova, G. (2014). Person-activity approach in studying foreign literature at school (fairy-tale by E. T. A. Hoffmann “The golden pot”). Philological sciences. Theory and Practice, 3, 70-73. Jacobson, P. (1964). Psychology of artistic perception. Moscow: Art, 85. Kamalova, L. (2015). Studying of Russian Folk Tales in the Context of Intercultural Dialogue at Schools with (Non-Russian) Language Learning. Review of European Studies. 7 (4), 105-111. Konopackaya E.A., Abdrafikova A.R., Yarmakeev I.E. (2015). Professional evolution of student's personality in conditions of poly-cultural educational university space. Social Sciences. 10(5), 556-561. Kubiatko, M., & Arik, R. S. (2014). Comparison of the Effects of Gender Variable on Attitudes Towards the Teaching Profession by Random and Fixed Effects Model: Meta-Analysis. Educational Process: International Journal, 3(1-2), 52-64. Marantsman, V. (2003). Objectives and the structure of the course of literature in school. Literature in school, 4, 21-24. Mukhametshina, R. F. (2006). Literature studying in aspect of dialogue of cultures: Tutorial for teachers. Kazan: Heter, 255. Mukhametshina, R. F. Galimullina A.F. (2014). Inculcation of Bimental Personality in Context of Cultural Dialogue (As Exemplified by Tatarstan Schools), Middle East Journal of Scientific Research, 20 (12), 2135-2138. Moody, H. L. (1971). The Teaching of Literature. London: Longman, 112. Nikiforova, O. (1959). The perception of fiction by school students. Moscow: Uchpedgiz, 205. Pugach, V. (1997). The newest psychotechnologies of the pedagogical success. Izhevsk: IzhGTU, 48. Ricoeur, P. (1969). Le conflit des interpretations. Essais d'hermeneutique. Paris: SEUIL, 695. Rubakin, N. (1997). The psychology of the reader and the book. Moscow: Kniga, 84-100. Rumyantseva, E. (2005). The interaction of the author and reader of the scientific text. St. Petersburg, 90-97. Sekerci, A. R., & Canpolat, N. (2014). Effect of Argumentation on Prospective Science Teachers' Scientific Process Skills and Their Understanding of Nature of Scientific Knowledge in Chemistry Laboratory. Üniversitepark Bülten, 3(1-2). Selevko, G. (1988). Modern educational technology. Moscow: Education, 256. Vafina, A. (2011). The organization of dialogue in Andrey Bely’s novel “The Christened Chinaman”. In Andrey Bely's Worlds, Eds.. Moscow-Belgrad, 524-528. Vygotsky, L. (1986). Psychology of Art. Moscow: Art Press, 573. Yakimanskaya, I. (1996). Student-centered education in the modern school. Moscow: September, 96. Zhabitskaya, L. (1974). The perception of fiction and personality: Literary development in youth. Kishinev: Shtiinza, 134. |
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Foreign Literature at the Lessons of Individual Reading: Contemporary Methods of Phraseological Units TeachingDiana N. Davletbaeva, Elena S. Pankratova, Alla P. Minjar-Belorucheva & Karina A. Bashkirova
pp. 1247-1255 | DOI: 10.12973/ijese.2016.395a | Article Number: ijese.2016.124
Abstract Relevance of the problem stated in the article is determined by a poor development of the effective PU teaching methods allowing their quick and profound mastering. Besides, a small attention is given to a place of individual reading lessons as the tools of PU teaching. The article aims to present a general review of the use of foreign literature in teaching PU, as well as to identify and substantiate the efficiency of its use within the lessons of individual reading. The leading methods are analyses of scientific works and practice, empirical and experimental data, experimental method. This article observes some current questions of use of foreign literature in a process of phraseological units teaching in schools. It reveals and establishes different advantages of literary read at the lessons of individual reading and gives some core points of arrangements and organizational work. The article touches upon some essential keys concerning successful phraseological units mastering and alights some strategies focused on improvement of students’ knowledge in a sphere of phraseology. The article also contains some valuable information about successful exercise compilation and successful phraseological units practicing on the basis of foreign literature. Keywords: foreign language teaching, literary read, individual reading, phraseological unit, complex of exercises References |
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The Project Method as Practice of Study ActivationZulfiya Kh. Fazlyeva, Dina P. Sheinina & Natalia A. Deputatova
pp. 1257-1265 | DOI: 10.12973/ijese.2016.396a | Article Number: ijese.2016.125
Abstract Relevance of the problem stated in the article is determined by new teaching approach uniting the traditional teaching experience with that of the modern information technologies, all being merged into a new course of the computer lingua-didactics (the international term of which is “Computer Assisted Language Learning” (CALL) or “Computer Aided Language Instruction” (CALI)) within teaching methodology. The article aims to completely describe and feature the project method at the foreign language lessons. The leading methods are analysis of scientific works, empirical data and modelling method. The author designates the project method as being subdivided into the following categories: the maxi-project, the mini-project, the web quest, the presentation, the video shooting. The method engagement implies the students’ independent work on the subject during a specified time. The method is conjectured to embrace a large variety of problem, investigatory and searching effect-oriented procedures. The author states that this language study approach enables transformation of foreign language lessons into the research club-house, where challenging and practically significant lingua-cultural problems are being solved. The project method foundation consists of study activation techniques Keywords: computer technology, foreign language study, project method, maxi-project, mini-project, web quest, presentation, video shooting References Bovtenko, M. A. (2005). The Computer lingua-didactics. Moscow: Flinta:Nauka, 187. Donetskaya, O, Zorge, A., Ivanova, T., Kvirin R., Makarov, V., Hafenstein, A. (2009). Internet technologies in foreign language teaching. Neue Medien im Fremdsprachenunterricht (Educational textbook), KFU, 26. International Students of TPU Made Short Films to Tell About Their Life in Siberia http://www.tpu.ru (2014) [digital resource]. Karpovskaya, N. O. (2011) Internet at the foreign language lessons [digital source]. The pedagogical ideas “An open lesson” festival. Kireeva, L. V. (2010) The role of presentation in language competence formation among technical courses students. In Materials of international research and practice conference [New ways of communication: achievements of linguistics, translation and language teaching]. SibGau. Kocheturova, N. (2006) The project method for language teaching: the theory and practice. [digital resource]. Retrieved from http://www.Filolinguia.ru Kubiatko, M., & Arik, R. S. (2014). Comparison of the Effects of Gender Variable on Attitudes Towards the Teaching Profession by Random and Fixed Effects Model: Meta-Analysis. Educational Process: International Journal, 3(1-2), 52-64. Mordvintsev, D. A., Gorin A. A. (2013). The structure and functions of multimedia environment for foreign languages learning. Moscow: Akademia estestvoznanya. Sovremennye problem nauki I obrazovanya, 6, 7-10. Oguz, A., & Ataseven, N. (2016). The Relationship Between Metacognitive Skills and Motivation of University Students. Educational Process: International Journal, 5(1), 54-64. Polat, E. S. (2000) The project method at the foreign language lessons. Inostrannye yaziki v shkole, 2, 3-7. Sadovskaya, Zh. I. (2011) The web-quest technology as a tool for students’ motivation development. In Materials of international research and practice conference [Modern trends in the teaching of foreign languages and intercultural communication]. Electrostal: Novyi gumanitarniy institute. Vinogradova, O. S. Problem methods on foreign language teaching.//http://www.ioso.ru/distant/library/publication/vinogradova1.htm |
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The Formation of Students’ Creative Independence at the English Language ClassesLiya F. Shangaraeva, Alfiya A. Yarkhamova, Zubayda A. Biktagirova & Dorice Agol
pp. 1267-1274 | DOI: 10.12973/ijese.2016.397a | Article Number: ijese.2016.115
Abstract The article is devoted to the formation of students’ creative independence. The aim of the article is to identify and test pedagogical conditions of formation students’ creative independence studying the English language. The leading methods are analyses of scientific works and practice, empirical and experimental data, method of involved observation, modeling and experimental method. The experimental method aimed to identify formation of students’ creative independence at the English language class. The experimental work has shown the effective process of formation students’ creative independence in the experimental groups compared with traditional learning in the control groups. The authors has developed a didactic model and defined pedagogical conditions of formation students’ creative independence in the teaching process. Keywords: creativity, independence, creative independence, personality, the formation stages and levels, experiment References Andreev, V. (2000). Teaching course for creative self-development. Kazan: Center of Innovative technologies, 608. Barron, F. (1969). Creative Person and Creative Process. N.Y.: Holt. Rinebort and Winston, corp., 10, 212. Downing, James P. (1997). Creative Teaching: Ideas to Boost Student Interest. Teacher Ideas Press, 225. Drozina, V. (1997). Creative independence activity: theory and practice. Chelyabinsk: Fakel, 113. Garunov, M. (1973). Individual work as a means of hoarding the experience of creative activity. Sovetskaya Pedagogica, 4, 52-57. Hoffman, L. (1979). Applying experimental research on group problem solving organizations. Journal of Applies Behavioral Science, 15, 375 – 391. Kalayci, S., & Humiston, K. R. (2015). Students’ Attitudes Towards Collaborative Tools In A Virtual Learning Environment. Educational Process: International Journal, 4(1-2), 71-86. Kalmikova, Z. (1981). Productive thinking as a basis of teaching. Moscow: Pedagogy, 200. Kaloshina, I. (1983). The structure and mechanisms of creative activity. Moscow: MSU, 168. Kirsanov, A. (1982). Individualization of pedagogical activity as a pedagogical problem. Kazan: Kazan University, 224. Krutetskiy, V. (1976). Psychology of teaching and bringing up pupils. Moscow: Prosvescheniye, 300. Lerner, I. (1981). Didactic principles of teaching methods. Moscow: Pedagogy, 186. Makhmutov, M. (1977). Organization of problem teaching at school. Moscow: Prosveschenie, 240. Molyako, V. (1995). The strategy of solving new tasks in the process of creative activity. Psychological journal, 16 (11), 84-90. Obukhova, N. (1990). The development of students' creativity as a pedagogical problem in High Schools of the USA. Kazan: Kazan University, 248. Passov. Ye. (1989). The basic methods of teaching another languages communication. Moscow: Russkiy yazik, 276. Pidkasistiy, P. (1980). Individual cognitive activity of pupils. Moscow: Pedagogica, 173. Rathert, S. (2012). Functions of Teacher and Student Code-Switching in an EFL Classroom and Pedagogical Focus: Observations and Implications. Educational Process: International Journal, 1(1-2), 7-18. Shubinskiy, V. (1988). Pedagogics of pupils’ creativity. Moscow: Znaniye, 80. Susan F. Lafferty (2004). Overview of education in creativity and problem-solving in four-year colleges and universities. Academy for Entrepreneurial Leadership, University of Illinois at Urbana-Champaign, 43. |
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A Study on the Phenomenon of Collocations: Methodology of Teaching English and German Collocations to Russian StudentsElena V. Varlamova, Anita Naciscione & Elena A. Tulusina
pp. 1275-1284 | DOI: 10.12973/ijese.2016.398a | Article Number: ijese.2016.116
Abstract Relevance of the issue stated in the article is determined by the fact that there is a lack of research devoted to the methods of teaching English and German collocations. The aim of our work is to determine methods of teaching English and German collocations to Russian university students studying foreign languages through experimental testing. The result of our study is to create a classification of collocations teaching methods. In our study we follow the broadside approach in respect of the volume of collocations applying the terminology of foreign and Russian linguists. A model of effective methods of teaching collocations to junior language students has been introduced, by using the modelling method. Collocations with a complicated semantic structure cannot be understood without some special knowledge and require, as a result, special methods of teaching. The models of exercises suggested can be used effectively by first-year students at German and English classes.
Keywords: collocation, set phrase, word combination, phraseological unit, methods of teaching, exercise models References Bahns, J. (1993). Lexical collocations: A contrastive view. English Language Teaching Journal, 47(1), 56–63. Benson, M. (1989). The structure of the collocational dictionary. International Journal of Lexicography, 5, 1-14. Canli, Z., & Canli, B. (2013). Keep Calm and Say Sorry!: The use of Apologies by EFL Teachers in Turkish and English. Educational Process: International Journal, 2(1-2), 36-46. Cosman J. C. (1965). The system of exercises for the phraseology of the German language to language high school. Moscow, dissertation abstract. Cowie, A. P. (1998). Phraseology: Theory, Analysis, and Applications. Oxford: Clarendon Press. Firth, J. R. (1957). Modes of Meaning. In Papers in Linguistics 1934 – 1951 (pp. 190-215). Oxford: Oxford University Press. Fontenelle, Th. (1998). Discovering Significant Lexical Functions in Dictionary Entries. In Phraseology: Theory, Analysis, and Applications (pp. 189-208). Oxford: Clarendon Press. Ivanova, T. V. (2002). The criteria and procedure for selection of German phraseological units for learning at the undergraduate language faculties. Vladimir, dissertation abstract. Kalayci, S. (2012). “A Journey to Bilingualism” A Case Study of German-Turkish Bilingual Family. Educational Process: International Journal, 1(1-2), 29-38. Kostyashkina, A. P. (1955). The selection of verbal collocations of the Spanish language for the first course of pedagogical institute of foreign languages. Moscow, dissertation abstract. Kunin, A. V. (1996). The course of phraseology of the modern English language. Moscow: Phoenix. Lewis, M. (2000). Teaching Collocation: Further Development in the Lexical Approach. Hove: Language Teaching Publications. Limova, S. V. (2000). Teaching idiomatic speech in German with authentic material: (1 course of language high school). St. Petersburg, dissertation abstract. McCarthy, M. (2005). English Collocation in Use. How Words Work Together for Fluent and Natural English. Cambridge: Cambridge University Press. Ozolinja, C. J. (1982). The selection of phraseological units of English for teaching oral language and their methodological typology. Moscow, dissertation abstract. Palmer, H. E. (1933). Second Interim Report on English Collocations. Tokyo: Kaitakusha. Sinclair, J. (1987). Collocation: A Progress Report. In Steele and Threadgold (pp. 58-72). Slinkina, V. N. (1971). Methods of teaching phraseology of the French language in the second year of the Faculty of Foreign Languages. Moscow, dissertation abstract.
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The Model of Forming Communicative Competence of Students in the Process of Teaching the English LanguageRezida A. Fahrutdinova, Rifat R. Fahrutdinov & Rinat N. Yusupov
pp. 1285-1294 | DOI: 10.12973/ijese.2016.399a | Article Number: ijese.2016.117
Abstract The relevance of the topic is specified by the necessity of forming the communicative competence of students in the process of teaching of the English language in the institute of higher education. This article is intended to define interactive methods of teaching foreign language, which are based on interactive conception of interaction between teacher and student in form of dialogue or conversation. The main methods of research are analysis of theoretical sources and empirical data, test method, survey, interview, qualitative and quantitative analysis. In compliance with the aim and hypothesis of the research the following problems of the research were realized by the authors: theoretical foundations of forming foreign communicative competence of students, methodological capabilities of interactive technologies, methodological conditions of forming foreign communicative competence of students. The practical meaning of the research consist in that the theoretical states and practical materials can be used by professors of the institute of higher education, methodologists, teachers of schools.
Keywords: foreign communicative competence, the english language, competency of teacher, student of the institute of higher education, interactive technologies of teaching References Alekseeva, L. F. (2007). Psychological competence of the teacher of the higher school. Higher education in Russia, 8, 48-49. Bim, I.L. (1988). Theory and practice of teaching the German language in high school. Moscow: Education, 210. Bim, I.L. (1996). The objectives of learning a foreign language as part of the basic course. Foreign languages at school, 1, 48-52. Ibragimov, G.I. (2007) Competence approach in vocational education. Educational Tecnology& Society. 10 (3). Retrieved from http://ifets.ieee.org/russian/depository/v10_i3. Halliday, M. A. K. (2002). Language Structure and Language Function. On Grammar: Continuum, 284. Hymes, D. (1972). On Communicative Competence. Sociolinguistics. Harmondsworth: Penguin, 293. Kabardov, M.K. & Artsishevsky E. V. (1989). Language and communication skills. Abilities and aptitudes. Moscow: Education, 270. Kalayci, S. (2012). “A Journey to Bilingualism” A Case Study of German-Turkish Bilingual Family. Educational Process: International Journal, 1(1-2), 29-38. Khutorskoy A.B. (2003). Key competences as a component of the person-focused paradigm of education. National education, 2, 58–64. Kuzmina, N.V. (1990). The professionalism of the individual teacher and trainers. Moscow: Higher School, 84. Levitan, K.M. (2001). The content of the concept of "communicative competence". Translation and Intercultural Communication, 2, 89-91. Milrud, R.P. (2004). Competence of language study. Foreign languages at school, 7, 30-31. Novikov, A.M. (2000) Russian education in a New Epoch. Paradox of Legacy. Vectors of Development. Moscow: Scinec, 230. Passov, E. I. (2010) Basics of communication theory and technology of foreign language education: a manual for teachers of Russian as a foreign language. Moscow: Russian language. Courses, 567. Rathert, S. (2012). Functions of Teacher and Student Code-Switching in an EFL Classroom and Pedagogical Focus: Observations and Implications. Educational Process: International Journal, 1(1-2), 7-18. Safonov, V.V. (2004). Communicative competence: modern approaches to multi-level description of the methodological purposes. Moscow: EUROSCHOOLS, 246. Shishova, E.O. (2007). Development of communicative culture of the future teacher in the conditions of bilingualism. Author's Abstract from PhD Thesis. Kazan. Solovova, E. N. (2002). Metodika obucheniya inostrannym yazykam: bazovyi kurs lektsii. Moscow: Prosveshchenie, 239. Trofimova, G. S. (2000). Structureof teaching communicative competence (methodological aspect). Izhevsk: Kupol, 283. Zimnyaya, I.A. (2004). Key competence as effectively-target competency. Moscow: Moscow Research Center training, |
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The Use of Music as a Way of Formation of Communicative Skills of Students in Teaching English languageRimma M. Akhmadullina, Albina R. Abdrafikova & Nadezhda V. Vanyukhina
pp. 1295-1302 | DOI: 10.12973/ijese.2016.400a | Article Number: ijese.2016.118
Abstract The relevance of the topic is specified by the necessity of improving the quality of students` training in foreign languages for their mobility in terms of Russia`s entry into the Bologna process. This article is intended to support the effective use of instructional techniques of music and musical information with the aim of formation of communicative skills of students – future teachers of the English language. The main methods of research are analysis of theoretical sources and empirical data, test method, qualitative and quantitative analysis. Experimental method aims to determine the influence of music on the formation of communicative skills of students. This article analyzes research on the effects of music on the human functional state, its indirect impact on the processes of thinking, speaking, and learning in general, through physiological and emotional mechanisms of the analogies between music and speech in a variety of ways. The best techniques for using music in classrooms for teaching English are being analyzed for each type of information separately. The use of music is viewed from different points: in terms of impact on the psycho-emotional state of students, their motivation for language learning. The authors also provide guidance on how to consider an educational environment that contributes to the effective use of music in the classroom, including the connection of methods of teaching with assignments in the form of individual and collective research projects in English Keywords: emotional condition, communicative skills, methodical techniques, music, musical information, stages of work with musical information References Abdrafikova, A. R., Akhmadullina R. M., Singatullova A. A. (2014). The Implementation of Project and Research Activities in Working with Gifted Children in Terms of School-University Network Cooperation (Regional Aspect). English Language Teaching, 7(12), 542-544. Andreyeva, I. A. (2010). Using different genres of youth music in foreign language teaching monologic speech adolescent students: a monograph. Publisher: Armavir: ASPU, 121. Barmenkova, O. I. (2010). Video lessons in learning a foreign language at school. Foreign Languages at School, 3, 12-15. Canli, Z., & Canli, B. (2013). Keep Calm and Say Sorry!: The use of Apologies by EFL Teachers in Turkish and English. Educational Process: International Journal, 2(1-2), 36-46. Glazunova, L.I., Zubareva L. A., Arzumanov T.R. (2011). Experimental substantiation of using music in the educational process of the University. Integration of education, 4, 30-35. Glazunova, L. I. (2004). Music as a means of psycho-emotional adjustment of the teacher. Integration of education, 1, 143-147. Karelin, A. (2007). Great Encyclopedia of psychological tests. Moscow:Eksmo, 416. Murphey, T. (1992). Music and Song. Oxford: Oxford University Press, 151. Nashkhoeva, M. R. (2011). Linguistic concept of emotionality emotions and text. Herald of the South Ural State University, 1(218), 95-98. Nevezhina, I.I. (2000). Foreign Language Teaching of 5-8 years children to music and rhythm based on a material of English language. Retrieved from http://www.dissercat.com/content/obuchenie-inostrannomu-yazyku-detei-5-8-let-na-muzykalno-ritmicheskoi-osnove-na-materiale-an. Rathert, S. (2012). Functions of Teacher and Student Code-Switching in an EFL Classroom and Pedagogical Focus: Observations and Implications. Educational Process: International Journal, 1(1-2), 7-18. Romanovskaya, О. Е. (2005). Teaching the methodology of working with musical and poetic folklore as a means to improve the methodical competence of future teachers of a foreign language: On a material of the British folk songs. Retrieved from http://www.dissercat.com/content/obuchenie-metodike-raboty-s-muzykalno-poeticheskim-folklorom-kak-sredstvo-povysheniya-metodi. Solovova, E. N. (2008). Methods of foreign language teaching (advanced stage). Moscow: Astrel, 121. Toropova, A. V. (2014). Music and language codes: The psychogenetic aspect, Theory and practice of community development, 5, 45-48. Vershinina, G. B. (1996). Emotional and verbal development of students through the use of music in the system work on communication skills. Retrieved from http://www.dissercat.com/content/emotsionalno-rechevoe-razvitie-uchashchikhsya-na-osnove-ispolzovaniya-muzyki-v-sisteme-rabot. Vygotsky, L. S. (1986). The psychology of art. Moscow: Art, 319-320. |
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Visually disabled athletes’ reasons of starting sport and their expectations in TurkeyAlper Cenk Gürkan
pp. 1303-1317 | DOI: 10.12973/ijese.2016.511a | Article Number: ijese.2016.081
Abstract The purpose of this study is to determine visually disabled athletes’ reasons of starting sport, and their expectations from sport in Turkey. Totally 100athletes with visual disability in Turkey (26 individual sport, 74 team sports) participated in the research. Athletes with visual disability answered the questionnaire which was prepared by researcher. The data which were obtained as a result of questionnaire were analyzed in SPSS 20.0 package program. Frequency table, correlation analysis, independent sample t test for comparing two groups, one way analysis of variance for comparing more than two groups, and LSD test were used within the analysis. According to the result of the research, when it was seen that the most important factor for athletes with visual disability in starting sports is “the effect of desire to be a globally known athlete for starting sport” (4,04), it was determined that statement which has the lowest response average is “the effect of TV channels for starting sport” (2,91). There is significant difference (p < 0,05) between female athletes with visual disability and male athletes with visual disability within the level of agreement to the statements “The effect of an athlete which I love for starting sport”, and “The effect of media organs for starting sport”. There is significant difference (p < 0,05) between age, and the level of agreement to the effect of physical education teacher for starting sport statement. It was determined that visually disabled athletes’ reasons of starting sport do not show difference according to the level of income (p > 0,05). It was determined that there is a significant difference in terms of comparing having a member of family who does sport, and expectations from sport (p< 0,05). As a result, physical education teachers, and trainers should prepare training programs according to visually disabled individuals’ reasons of starting sport, and expectations, people with disability should be rehabilitated with sport and engaged in sport more. Keywords: visually disabled, athlete, reasons of starting sport, expectations from sport References Aracı, H. (2001), Öğretmen ve Öğrenciler için Okullarda Beden Eğitimi, 3. Edition, Nobel Yayınevi, p. 6-7, Ankara. Bayraktar, B. and Sunay, H., (2004). Elit Bayan ve Erkek Voleybolcuların Voleybol Sporuna Yönlenmelerine Neden Olan Unsurlar İle Beklentileri. 8. Uluslararası Spor Bilimleri Kongresi Kitapçığı, p.78, 17-24, Antalya. Dalbudak, İ. (2012). The Evaluation Of Stress And Aggression Levels Of 13-15 Years Old Aged Visually Impaired Athletes.Ege University, Graduate School of Health Sciences, Department of Psycho-Social Fields in Sport, Published Master Thesis, p.103-104. İzmir. Dalbudak, İ. Dorak,F, Vurgun, N.(2015).The Evaluation of Aggression Levels Of 13-15 Years Old Aged Visually Impaired Athletes, The Journal of Academic Social Science Year: 3, Volume: 14, p. 207-214), Baku. Enç M. (1972). ‘Görme Özürlüler Gelişim ve Uyum ve Eğitimleri’, Ankara Üniversitesi Eğitim Fakültesi Yayınları, No: 30, p.38, Ankara. Gurkan, A. Yigit, M. Celikbilek, S. Dalbudak, İ. (2015 ) The Evaluation Of Stress Levels Of 13-15 Years Old Aged Visually Impaired Athletes, Journal of Education and Sociology, ISSN: 2078-032X, Vol. 6. No. 2, Baku. Özer, D.(2001) Engelliler İçin Beden Eğitimi ve Spor, Nobel Yayın Dağıtım, p.1-89, Ankara Sunay, H. Saracaloğlu, S. (2003).Türk Sporcusunun Spordan Beklentileri İle Spora Yönelten Unsurlar’’ Ankara Üniversitesi, Beden Eğitimi ve Spor Yüksekokulu Spormetre Beden Eğitimi Ve Spor Bilimleri Dergisi, p. 43, Ankara Şimşek, D. (2005).The Reasons Of Students Doing Athletics In Secondary Scholl Of Tending Athletics And Their Expectations, Gazi University,Institute of Educational Sciences,Department of Physical Education and Sports Teacher Training Master Thesis, Ankara. Şimşek, D. and Gökdemir, K. (2006). Ortaöğretimde Atletizm Yapan Sporcu Öğrencilerin Atletizm Branşına Yönelme Nedenleri ve Beklentileri” SPORMETRE Beden Eğitimi ve Spor Bilimleri Dergisi, Vol: IV, issue: 3, Ankara Yıldırım, Y., Sunay, H., (2009). Türkiye’de Performans Tenisi Yapan Sporcuların Tenise Başlama Nedenleri ve Beklentileri” Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, Ankara Üniversitesi Beden Eğitimi ve Spor Yüksekokulu, Vol.7, issue:3, Ankara. |
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Comparison of effects of running and playing exercises on differential leucocyte count in young elite athletesAbdullah Cenikli
pp. 1319-1322 | DOI: 10.12973/ijese.2016.513a | Article Number: ijese.2016.082
Abstract The aims of the present research are to test the effects of running and playing exercises on leucocyte and differential leucocyte accounts, and to test the possible differences between running and playing exercises in terms of leucocyte accounts. They were thirty two male young soccer players. Participants arrived at the laboratory after a 12-hour fast. Blood samples were collected from an indwelling heparin locked latex venous catheter before and after training protocol. Differential leukocyte counts were performed on K3EDTA-treated blood, using an automated Coulter JT hematology analyzer. Neutrophil, lymphocyte, monocyte and total leucocyte accounts were increased after acute exercise compared to before in playing group. All leucocyte parameters except lymphocyte account were increased after acute exercise compared to before in running group. The differences between two groups were not significant before and after exercise for all parameters except lymphocyte account. It can be stated that acute vigorous exercise in running or playing training results in extremely physical stress. Playing or running do not differs in terms of stress. Keywords: Acute exercise, playing, running, leucocyte account, differential leucocyte References Allen J, Sun Y, Woods JA. (2015) Exercise and the Regulation of Inflammatory Responses. Prog Mol Biol Transl Sci. 135:337-354. Dixon JB, O’Brien PE. (2006) Obesity and the white blood cell count: changes with sustained weight loss. Obes Surg. 16(3):251-7. Farhangi MA, Keshavarz AS, Eshraghian M, Ostadrahimi A, Sabbor-Yaraghi AA. (2013) White blood cell count in women: relation to inflammatory biomarkers, haematological profiles, visceral adiposity, and other cardiovascular risk factors. J Health Popul Nutr. 31(1):58-64. Guyton AC, Hall JE. Textbook of Medical Physiology. Saunders Elsevier, Philadelphia, Pennsylvania, 2006. Mathes S, Mester J, Bloch W, Wahl P. Impact of high-intensity and high-volume exercise on short-term perturbations in the circulating fraction of different cell types. J Sports Med Phys Fitness. 2015 Nov 26. Michishita R, Shono N, Inoue T, Tsuruta T, Node K. Associations of monocytes, neutrophil count, and C-reactive protein with maximal oxygen uptake in overweight women. J Cardiol. 2008;52(3):247-53. Northoff H, Enkel S, Weinstock C. (1995) Exercise, injury and immune function. Exerc Immunol Rev 1:1-25. Shephard RJ. Physical activity, training and the immune response. Carmel, IN, USA: Cooper Publishing Group; 1997. Woo J, Yu R, You F. (2013) Fitness, fatness and survival in elderly populations. Age (Dordr). 35(3):973-84.
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Integrating Role-Play with Case Study and Carbon Footprint Monitoring: A Transformative Approach to Enhancing Learners’ Social Behavior for a More Sustainable EnvironmentSimon Oliver
pp. 1323-1335 | DOI: 10.12973/ijese.2016.346a | Article Number: ijese.2016.086
Abstract Learners were separated into groups representing the interests of parties that typically negotiate environmental affairs in real world scenarios (conservationists, scientists, politicians, NGOs, stakeholders), and tasked with preparing role-play simulations using a variety of flipped learning techniques. Learners’ carbon footprints were monitored pre and post intervention, and CO2 emission scores were used as a proxy for their behaviour towards the environment. Five role-play simulations were run overall. These were integrated with case studies associated with fisheries issues, and climate change. Anonymous participant surveys indicated that learners responded positively to the intervention, and participants’ CO2 emission scores improved significantly (T1,59 = 2.723, p = 0.009). In the context of environmental sciences, learners that engage in the integrated role-play and case study approach may benefit from flipped learning techniques to prepare their simulations, and gain confidence from self-actualizing moments of achievement when they realize an improvement in their environmental behaviour. Keywords: case study, carbon footprint, environmental behavior, transformative learning, role-play. References Biggs, J. (2003). Teaching for Quality Learning at University. Buckingham: Society for Research into Higher Education/Open University Press. Chalmers, M. (2003). The Scavenger Hunt as an Interactive Teaching Tool to Develop Research Skills. The Journal of Education, Community and Values, 3(1), 1-5. Chen, J. C., & Martin, A. R. (2015). Role-play simulations as a transformative methodology in environmental education. Journal of Transformative Education 13(1), 85-102. Cohen, E. G. (1994). Restructuring the classroom: conditions for productive small groups. Review of Educational Research, 64, 1-35. De Souza-Hart, J. (2010). Biology Blogs: An Online Journal Club & Assessment Tool. He American Biology Teacher, 72(3), 149. Field, C. B., Barros, V., Stocker, T. F., Dahe, Q., Mach, K. J., Plattner, G. & Ebi, K. L. (2011). IPCC workshop on impacts of ocean acidification on marine biology and ecosystems. Workshop report. Geneva (CH): IPCC. Freeman, M. A., & Capper, J. M. (1998). An anonymous web-based role play. Paper presented at ASCILITE Wollonggong, Australia. Huelskamp, D. (2015). Flipping the Collegiate Science Classroom: A Review of the Research. Global Education Journal, 2015(1), 61-72. Huitt, W. (2001). Humanism and open education. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Intergovernmental Conference on Environmental Education, Tbilisi (USSR) 14-26 October 1977: Final report. (1978). Paris: Unesco. Kamerade, D. M. (2011). Group role-play as a method of facilitating student to student interaction and making theory relevant. In Practice and Evidence of the Scholarship of Teaching (ECE Conference Special Issue) (Vol. 6, No. 2). University of Glasgow. Qin, D., & Stocker, T. (2013). Climate change 2013 the physical science basis: Working Group I contribution to the IPCC fifth assessment report (AR5). Geneva: IPCC Secretariat. Laurent, A., Olsen, S. I. & Hauschild, M. Z. (2012). Limitations of carbon footprint as indicator of environmental sustainability. Environmental Science and Technology 46, 4100-4108. Lefay, R. (2006). An ecological critique of education. International Journal of Children’s Spirituality, 11, 35–45. Livingstone, C. (1983). Role play in language learning. New York: Longman Lundeberg, M. A., & Yadav, A. (2006). Assessment of case study teaching: Where do we go from here? Part 1. Journal of College Science Teaching 35(5), 10-13. Paschall, M., & Wüstenhagen, R. (2012). More than a game: Learning about climate change through role-play. Journal of Management Education, 36, 510–543. Stringer, E. T. (2007) Action research. London:Sage. Sutherland et al.. (2009). One Hundred Questions of Importance to the Conservation of Global Biological Diversity. Conservation Biology, 23(3), 557-567. Thomas, I. (2009). Critical thinking, transformative learning, sustainale education, and problem-based learning in universities. Journal of Transformative Education, 7, 245-264. United Nations Education, Scientific, and Cultural Organization. (1978). Final report: Intergovernmental conference on environmental education. Organized by UNESCO in Cooperation with UNEP, Tsiblisi, USSR, 14-26 October, 1977. Paris, France: UNESCO ED/MD/49. Uzzell, D., & Räthzel, N. (2009). Transforming environmental psychology. Journal of Environmental Psychology, 29, 340–350. Webb, N. M. (2010) Peer Learning in the Classroom. In P. Peterson, E. Baker & B. McGaw (Eds.), International Encyclopedia of Education (pp. 636-642). Oxford: Elsevier. Wesp, R & Baumann, A. (2012). A Cultural Scavenger Hunt: tools of engagement. Psychology Learning and Teaching, 11(3), 423-427. West, S. E., Owen, A., Axelsson, K. & West, C. D. (2015). Evaluating the use of a carbon footprint calculator. Journal of Industrial Ecology 00(0), 1-14. WWF Footprint Calculator. (n.d.). Retrieved March 01, 2016, from http://footprint.wwf.org.uk/ |
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Science and Mathematics Teacher Candidates’ Environmental Knowledge, Awareness, Behavior and AttitudesAhmet Yumuşak, Seyid Ahmet Sargın, Furkan Baltacı & Raphael R. Kelani
pp. 1337-1346 | DOI: 10.12973/ijese.2016.347a | Article Number: ijese.2016.087
Abstract The purpose of this study was to measure science and mathematics teacher candidates’ environmental knowledge level, awareness, behavior and environmental attitudes. Four instruments comprising Environmental Sensitivity Scale, environmental Behavior Scale, Environmental Attitudes Scale and Environmental Knowledge Test were administered to a total of 138 elementary student teachers to collect data. Their responses were analyzed using percentage, factor analysis and correlation analysis. The findings of the study showed that: (1) students’ environmental awareness was high; (2) they were sensitive to environment and tended to protect it; (3) participants were familiar with general topics related to environment whereas they have low information level as to technical, conceptual and important environmental issues. However, students' environmental awareness and positive attitudes have been detected not to reflect their behavior. Concerning the study results, suggestions have been made to help teacher candidates’ deal with environmental problems. Keywords: environmental awareness, environmental behavior, environmental knowledge, teacher candidates. References Armagan, F.O. and Koksal, E.A. (2010). Factors effecting students’ performances on an environment achievement test. Procedia-Social and Behavioral Sciences, 9, 1585-1591. Aydoğdu, M. and Gezer. K., (2006). Çevre Bilimi. Ankara: Anı Yayıncılık; 85-96. Hawcroft, L.J., and Milfont, T.L. (2010). The use (and abuse) of the new environmental paradigm scale over the last 30 years: A meta-analysis. Journal of Environmental psychology, 30(2), 143-158. Milfont, T.L. (2007a). An integrative framework for the study of the dimensionality of environmental attitudes. Unpublished manuscript. Morgil, İ., Arda, S., Seçken, N., Yavuz, S., and Özyalçın-Oskay, Ö. (2004). The influence of computer-assisted education on environmental knowledge and environmental awareness. Chemistry Education Research and Practice, 5(2), 99-110. Obasoro, C.B., Oyinloye, O.A., and Ilesanmi, A.A. (2013). The Importance of Environmental Education to Secondary Education Level in Akure South Local Government Area, Ondo State, Nigeria. African Research Review,7(1), 298-306. Özdemir, O., Yıldız, A., Ocaktan, E., and Sarışen, Ö. (2004). Tıp fakültesi öğrencilerinin çevre sorunları konusundaki farkındalık ve duyarlılıkları. Ankara Üniversitesi Tıp Fakültesi Mecmuası, 57(3), 117-127. Schultz, P.W., Zelezny, L., and Dalrymple, N.J. (2000). A multinational perspective on the relation between Judeo-Christian religious beliefs and attitudes of environmental concern. Environment and Behavior, 32(4), 576-591. Todaro, M.P., (1994). Economic Development, Longman Press, New York. Thompson, S.C.G., and Barton, M.A. (1994). Ecocentric and anthropocentric attitudes toward the environment. Journal of environmental Psychology, 14(2), 149-157. Uttara, S., Bhuvandas, N., and Aggarwal, V., 2012. “Impacts of Urbanization on Environment”, International Journal of Research in Engineering & Applied Sciences, 2(2), 1637-1645. Uzun, N. and Sağlam, N. (2006). Ortaöğretim öğrencileri için çevresel tutum ölçeği geliştirme ve geçerliliği. H. Ü. Eğitim Fakültesi Dergisi, 30, 240-250. Yavuz, S. (2006). Evaluation of the effect of project-based learning model on chemistry education students’ environmental knowledge and attitudes towards environment.Unpublished PhD Thesis. Hacettepe University, Institute of Education Sciences, Ankara. Yücel, S. A. and Morgil, İ., 1998. Yüksek Öğretimde Çevre Olgusunun Araştırılması. H. Ü. Eğitim Fakültesi Dergisi, 14, 84-91. Wang, J. et al. (2010). Opportunities and Challenges for Environmental Education at Yunnan’s Institutions of Higher Learning. Chinese Education and Society, 43(2), 82–93. |
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Contents Exploring the Preservice Science Teachers’ Written Argumentation Skills: the Global Climate Change IssueDilek Karisan & Mustafa S. Topcu
pp. 1347-1363 | DOI: 10.12973/ijese.2016.350a | Article Number: ijese.2016.088
Abstract The pedagogical methods and techniques used in teacher training programs are important tools to graduate qualified teachers. Argumentation, which is known as evidence based scientific discussions, is one of the most widely used tools in national and international literature. The aim of the present study is to explore the quality of Preservice Science Teachers (PSTs) scientific reports those were written by using online course documents regarding the climate change issue. The qualitative research method guided the present study. The effects of climate change on the Earth were explored in four sub-dimensions which are; glacier melting, drought, disasters and immigrations, endangered species. In order to examine the PST’s nature of written argumentation, a rubric, developed by Kelly, Regev, and Prothero (2007), was used. The results of this study indicate that, PSTs’ written argumentation tends to improve. The current study provides an initial picture of the argumentation writing practices of PSTs. Keywords: preservice science teachers, written argumentation, climate change issue. References Applebee, A. N., & Langer, J. A. (1983). Instructional scaffolding: Reading and writing as natural language activities. Language Arts, 60, 168-175. Aufschnaiter, C. V., Euduran, S., Osborne, J., & Simon, S. (2008). Arguing to learn and learning to Argue: case studies of how students’ argumentation relates to their scientific knowledge. Journal of Research in Science Teaching, 45 (1), 101-131. Bell, P., & Linn, M. C. (2000). Scientific arguments as learning artifacts: Designing for learning from the web with KIE. International Journal of Science Education, 22 (8), 797-817. Brown, B., Reveles, J., & Kelly, G. (2005) Scientific Literacy and Discursive Identity: A Theoretical Framework for Understanding Science Education. Science Education, 89, 779-802. Clark, D.B., Sampson, V., Stegmann, K., Marttunen, M., Kollar, I., Janssen, J., Weinberger, A., Menekse, M., Erkens, G., Laurinen, L. (2009). Scaffolding scientific argumentation between multiple students in online learning environments to support the development of 21st century skills. Paper prepared for the Workshop on Exploring the Intersection of Science Education and the Development of 21st Century Skills, National Research Council. 2009. Retrieved 05/15/2010 from http://www7.nationalacademies.org/bose/ 21CentSKillUploads.html [retrieved May 2009] Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage. Cross, D., Taasoobshirazib, G., Hendricksc, S., & Hickeya, D.T. (2008). Argumentation: a strategy for improving achievement and revealing scientific identities: International Journal of Science Education 30, 837-861. Driver, R., Newton, P., & Osborne, J. (1998). Establishing the norms of scientific argumentation in classrooms. Science Education, 84 (3), 287–313. Duschl, R. A., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education. Studies in Science Education, 38, 39–72. Doyle, S. (2007). Member checking with older women: A framework for negotiating meaning. Health Care for Women International, 8(10), 888-908. Eemeren, F. H., & van, Grootendorst, R. (2004). A systematic theory of argumentation: The pragma-dialectical approach. Cambridge University Press, New York. 215. Erduran, S., Ardaç, D., & Yakmaci-Guzel, B. (2006). Learning to teach argumentation: case studies of preservice secondary science teachers. Eurasia Journal of Mathematics,Science and Technology Education, 2(2), 1-14. Erduran, S., Simon, S., & Osborne, J. (2004). TAPping into argumentation: Developments in the use of Toulmin's argument pattern in studying science discourse. Science Education, 88, 915-933. Gerard, L., Spitulnik, M., & Linn, M. C. (2010). Teacher use of evidence to customize inquiry science instruction. Journal of Research in Science Teaching, 47(9), 1037-1063. Gott, R. & Duggan, S. 2007. A framework for practical work in science and scientific literacy through argumentation.Research in Science & Technological Education 25(3): 271-291. Gross, A. G. (1990). The rhetoric of science. Cambridge Massachusetts: Harvard University Press. Ikpeze, C., (2007). Small Group Collaboration in Peer-Led Electronic Discourse: An Analysis of Group Dynamics and Interactions Involving Preservice and Inservice Teachers. Journal of Technology and Teacher Education 15(3), 383-407. Jimenez-Aleixandre, M., Rodriguez, M., & Duschl, R. A. (2000). 'Doing the lesson' or 'doing science': Argument in high school genetics. Science Education, 84 (6), 757- 792. Kelly, G. J., & Chen, C. (1999). The sound of music: Constructing science as sociocultural practices through oral and written discourse. Journal of Research in Science Teaching, 36, 883 - 915. Kelly, G. J., Chen, C., & Prothero, W. (2000). The epistemological framing of a discipline: writing science in university oceanography. Journal of Research in Science Teaching, 37, 691–718. Kelly, G. J., Druker, S., & Chen, C. (1998). Students’ reasoning about electricity: Combining performance assessment with argumentation analysis. International Journal of Science Education, 20(7), 849–87. Kelly, G. J., Regev, J., & Prothero, W. (2007). Analysis of lines of reasoning in written argumentation. In Argumentation in science education (pp. 137-158). Springer NetherlandsKelly, G. J., & Takao, A. (2001). Epistemic levels in argument: An analysis of university oceanography students’ use of evidence in writing. Science Education, 86 (3), 314–342. Keys C. W., Hand, B., Prain, V., &Collins, S. (1999). 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International Journal of Science Education, 21(5), 553–576. Osana, H. P., & Seymour, J. R., (2004). Critical Thinking in Preservice Teachers: A Rubric for Evaluating Argumentation and Statistical Reasoning. Educational Research and Evaluation: An International Journal on Theory and Practice, 10:4-6, 473-498 Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 82(10), 63-70. Ozagac, O. (2004). Argumentative Essays. Retrieved 09/20/2011 from http://www.buowl.boun.edu.tr/students/types%20of%20essays/ARGUMENTATIVE%20ESSAY.htm Patton, M. Q. (1987) How to Use Qualitative Methods in Evaluation. California: Sage Publications, Inc. Prain, V., & Hand, B. (1999). Students perceptions of writing for learning in secondary school science. Science Education, 83, 151–162. Rescher, N. (1998). The Role of Rheoric in Rational Arumentation. Argumentation, 12: 315-323. Rivard, L. P., & Straw, S. W. (2000). The effect of talk and writing on learning science: an exploratory study. Science Education, 84, 566–593. Rosaen, C. L., Lundeberg, M., Terpstra, M., Cooper, M., Niu, R., & Fu, J. (2010). Constructing videocases to help novices learn to facilitate discussions in science and English: how does subject matter matter? Teachers and Teaching 16(4), 507-524. Roberts, D. (2007). Scientific literacy/science literacy. Handbook of research on science education (Abell & N.G. Lederman, Eds.). Mahwah, NJ: Lawrence Erlbaum Associates. Sadler, T. D., (2006). Promoting Discourse and Argumentation in Science Teacher Education Journal of Science Teacher Education 17(4), 323-346. Sadler, T. D., & Fowler, S. R. (2006). A threshold model of content knowledge transfers for socioscientific argumentation. Science Education, 90(6), 986-1004. Sampson, V., & Clark, D. B. (2008). 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How Novice Science Teachers Appropriate Epistemic Discourses Around Model-Based Inquiry for Use in Classrooms. Cognition and Instruction, 26(3), 310-378. Yore, L. D., Hand, B. M., & Prain, V. (2002). Scientists as writers. Science Education, 86, 672-692. Zohar, A. (2007). Science teacher education and professional development in argumentation. In Erduran, S. & Jimenez-Aleixandre, M. P. (Eds), Argumentation in Science Education Perspectives from classroom-based research (pp. 245-268) Dordrecht, The Netherlands: Springer. Zohar, A. (2008). Science teacher education and professional development in argumentation. In S. Erduran &M. P. Jimenez-Aleixandre (Eds.), Argumentation in science education: Perspectives from classroom-based research (pp. 245 – 268). Dordrecht, The Netherlands: Springer. Zembl- Saul, C., (2009) Learning to Teach Elementary School Science as Argument. Science Education, 93, 687 – 719. Zembal-Saul, C., Munford, D., Crawford, B., Friedrichsen, P., & Land, S. (2002). Scaffolding pre-service science teachers’ evidence-based arguments during an investigation of natural selection. Research in Science Education, 32(4), 437–463. |
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Schemes for Integrating Text and Image in the Science Textbook: Effects on Comprehension and Situational InterestMatthew O. Peterson
pp. 1365-1385 | DOI: 10.12973/ijese.2016.352a | Article Number: ijese.2016.085
Abstract Science education researchers have turned their attention to the use of images in textbooks, both because pages are heavily illustrated and because visual literacy is an important aptitude for science students. Text–image integration in the textbook is described here as composition schemes in increasing degrees of integration: prose primary (PP), prose subsumed (PS), and fully integrated (FI). These schemes enable experimental research with authentic media without diminishing complexity. Seventh grade subjects used media variants in a within-subjects design (N=158). Comprehension tests revealed higher comprehension for FI over PP media variants in one of three sessions (P=0.0073). FI scores were highest for the other tests but not significantly so (P>0.05). A post-test situational interest measure revealed a significant preference pattern of FI>PS>PP. As textbooks follow a general PP strategy, expansion and confirmation of the results would suggest increasing the degree of text–image integration for middle school science textbooks. Keywords: comprehension, science textbook, situational interest, text and image integration, textbook design. References Akaygun, S., & Jones, L. L. (2014). Words or pictures: A comparison of written and pictorial explanations of physical and chemical equilibria. International Journal of Science Education 36(5), 783–807. doi:10.1080/09500693.2013.828361 Ainsworth, S. (1999). The functions of multiple representations. Computers and Education 33, 131–152. Alexander, P. A., Jetton, T. L., & Kulikowich, J. M. (1995). Interrelationship of knowledge, interest, and recall: Assessing a model of domain learning. Journal of Educational Psychology 87, 559–575. Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., et al. (2001). 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What is a Scientific Experiment? The Impact of a Professional Development Course on Teachers’ Ability to Design an Inquiry-Based Science CurriculumMaría del Carmen B. Pérez & Melina Furman
pp. 1387-1401 | DOI: 10.12973/ijese.2016.353a | Article Number: ijese.2016.084
Abstract Designing inquiry-based science lessons can be a challenge for secondary school teachers. In this study we evaluated the development of in-service teachers’ lesson plans as they took part in a 10-month professional development course in Peru which engaged teachers in the design of inquiry-based lessons. At the beginning, most teachers designed either confirmatory or structured inquiry activities. As the course progressed, however, they started designing guided and open inquiry lesson plans. We found four factors that accounted for this change: re-evaluating the need for lab materials, revising their views on the nature of science, engaging in guided and open inquiry activities themselves, and trying out inquiry-based lessons with their own students. Our results point to the importance of engaging teachers in prolonged and varied opportunities for inquiry as part of teacher education programs in order to achieve the challenge of changing teachers’ views and practices in science education. Keywords: experimental activities, levels of inquiry, scientific process skills, teacher training. References Aragón, M. D. (2004). La ciencia de lo cotidiano [The science of everyday life]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 109-121. Banchi, H., & Bell, R. (2008). The Many Levels of Inquiry. Science and Children, 46(2), 26-29. Bell, B., & Gilbert, J. K. (1996). Teacher development: A model from science education. New Zealand: Psychology Press. Calvo, M. A., & Martín, M. (2005). Análisis de la adaptación de los libros de texto de ESO al currículo oficial, en el campo de la química [Analysis of the adaptation of textbooks ESO to the official curriculum in the field of chemistry]. Enseñanza de las Ciencias, 23, 17-32. 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The Influence of Argumentation on Understanding Nature of ScienceGül Hanım Boran & Hüseyin Bağ
pp. 1423-1431 | DOI: 10.12973/ijese.2016.410a | Article Number: ijese.2016.083
Abstract The aim in conducting this study is to explore the effects of argumentation on pre-service science teachers’ views of the nature of science. This study used a qualitative case study and conducted with 20 pre-service science teachers. Data sources include an open-ended questionnaire and audio-taped interviews. According to pretest and posttest scores, 3 participants were selected for gathering qualitative data and follow-up interviews. Analyses of the findings revealed that the argumentation based instruction was effective in 2 of 3 participants’ views of the nature of science. According to the results, 2 aspects of the nature of science were the most developed aspects of the nature of science assessed in this study; the social and cultural and the creative and imaginative nature of science. These findings highlight the need for teacher preparation programs to incorporate argumentation based instruction that promotes the development of the nature of science views. Keywords: argumentation, elementary science education, nature of science, pre-service science teachers. References Abd-El-Khalick, F., Bell, R.L., & Lederman, N.G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education 82, 417–436. Abd-El-Khalick, F., & Lederman, N. G. (2000a). Improving science teachers‟ conceptions of nature of science: A critical review of the literature. International Journal of Science Education 22(7), 665-701. Abell, S., Smith D., (1994). What is science? Pre-service elementary teacher’ conceptions of the nature of science. International Journal of Science Education, 16, 473–487. Akerson, V. L., Morrison, J. A., & Roth McDuffie, A. (2006). One course is not enough: Pre-service elementary teachers‟ retention of improved views of nature of science. Journal of Research in Science Teaching 43(2), 194-213. Akerson, V. L., Buzzelli, C. A., & 1, Donnelly, L. A. (2008). 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Jiménez-Aleixandre (Eds.), Argumentation in science education: Perspectives from classroom-based research (pp. 159-175). Dordrecht, The Netherlands: Springer. Duschl, R. (2008). Science education in 3 part harmony: Balancing conceptual, epistemic and social learning goals. Review of Research in Education 32, 268-291. Washington, DC: AERA. Gess-Newsome, J. (2002). The use and impact of explicit instruction about the nature of science and science inquiry in an elementary science methods course. Science & Education 11, 55-67. Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. CA: Sage. Jimenez-Aleixandre, M. P., Rodrigues, A. B. & Duschl, R. (2000). “Doing the lesson” or “doing science”: Argument in high school genetics. Science Education, 84(6), 757-792. McDonald, C. V. (2010). The influence of explicit nature of science and argumentation instruction on pre-service primary teachers’ views of nature of science. Journal of Research in Science Teaching 47(9), 1137–1164. Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publishers. National Research Council. (1996). National science education standards. Washington, DC: National Academic Press. Newton, P., Driver, R., & Osborne, J. (1999). The place of argumentation in the pedagogy of school science. International Journal of Science Education 21(5), 553–576. Ogunniyi, M.B. (2006). Using an argumentation-instrumental reasoning discourse to facilitate teachers’ understanding of the nature of science. National Association for Research in Science Teaching (NARST), San Francisco, CA. Osborne, J., Erduran, S., & Simon, S. (2004a). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching 41(10), 994-1020. Osborne, J., Erduran, S., & Simon, S. (2004b). Ideas, Evidence and Argument in Science (IDEAS) Project. London: University of London Press. Sandoval,W.A., & Millwood, K.A. (2005). The quality of students’ use of evidence in written scientific explanations. Cognition and Instruction 23(1), 23–55. Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage. Yerrick, R.K. (2000). Lower track science students’ argumentation and open inquiry instruction. Journal of Research in Science Teaching 37(8), 807–838. Yeşiloğlu, S. N. (2007). Gazlar Konusunun Lise Öğrencilerine Bilimsel Tartışma (Argumentasyon) Odaklı Öğretimi. Yüksek Lisans Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü Kimya Eğitimi Anabilim Dalı. Zeidler, D.L., Walker, K.A., Ackett, W.A., & Simmons, M.L. (2002). Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas. Science Education 86, 343–367. Zohar, A. (2007). Science teacher education and professional development in argumentation. In S. Erduran & M. P. Jiménez-Aleixandre (Eds.), Argumentation in science education: Perspectives from classroom-based research (pp.245-268). Dordrecht, The Netherlands: Springer. Zohar, A., & Nemet, F. (2002). Fostering students’ knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching 39(1), 35-62. |
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