Special Issue - (2016)
Special Issue - (2015)
Special Issue - (2012)
The Feature of Scientific Explanation in the Teaching of Chemistry in the Environment of New Information of School Students’ Developmental Education
Suriya I. Gilmanshina, Iskander R. Gilmanshin, Rimma N. Sagitova & Asiya I. Galeeva
pp. 349-358 | DOI: 10.12973/ijese.2016.322a | Article Number: ijese.2016.008
The aim of this article is to disclose features of scientific explanation in teaching of chemistry in the environment of new information of school students’ developmental education. The leading approach to the study of this problem is the information and environmental approach that comprehensively address the problem of scientific explanation in the teaching of chemistry, to identify its characteristics and its role in the didactic system of developing training. In the article the concept of "informational-educational environment" and "personal information culture", identified the main function as the primary explanation of the procedure of scientific thinking in the teaching of chemistry. The features of scientific explanation in teaching chemistry in the new educational environment due to six types of relationships induction and deduction in explaining chemical phenomena, theories and laws. The choice of the ratio of induction and deduction affect the chemical nature of the studied object, the problem of knowing the object, the logical links between the structure of the object and the structure used to explain knowledge. It was found that the role of scientific explanation in the didactic system of developing education in the new information environment is the development of students forming their scientific outlook, logical thinking and culture of information activities.
Keywords: chemical education, scientific explanation, informational and educational environment.
Abasov, S. E. & Abdullayev, S. G. (2011, September 29) Modern information and communication technologies in education. Direct access: http://www.rsvpu.ru/filedirectory/3468/nito2011_1.pdf.
Andreev, V. I. (2015) Educational heuristics for creative self-development of multi-dimensional thinking and wisdom. Kazan Center of innovative technologies.
Babanskii, Y. K. (1988) Pedagogy. M .: Education. - 479 p.
Gabidullin, A. S. (1984) Teaching students the ability to explain the phenomena in the teaching of Science subjects in VI - VII classes: Dis. Cand. Of ped. Sciences; Kasane. state. ped. Inst .. - Kazan, 1984. - 207 p.
Gilmanshina, S. I., Sagitova, R. N., Kosmodemyanskaya, S. S., Khalikova, F. D., Shchaveleva, N. G., Valitova, G.F. (2015) Professional Thinking Formation Features of Prospective Natural Science Teachers Relying on the Competence-Based Approach. Review of European Studies, 7 (3), 341-349. http://www.ccsenet.org/journal/index.php/ res/issue/view/1277
Gilmanshina, S. I. & Gilmanshin, I. R. (2015) Building axiological competence of graduate students by means of project-based learning. IOP Conference Series: Materials Science and Engineering, 86 (1), 012029-12032. doi: 10.1088 / 1757-899X / 86/1/012 029
Gilmanshin, I. R., Ferenets, A. V., Azimov Yu. I., Galeeva A. I., Gilmanshina S. I. (2015) Innovative technologies of waste recycling with production of high performance products. IOP Conference Series: Materials Science and Engineering, 86 (1),12014-12016.
Ivshina, G. V. & Ismagilov K. K. (2010) Development of mathematical culture by means of information and communication technologies in the training of students in the humanities: a monograph. Kazan Center of innovative technologies. 164 p.
Merkulov, I. P. (1980) Hypothetical-deductive model and the development of scientific knowledge. M .: Nauka. 189 p.
Paravyan, N. A. (1975) Teaching methods hypothetical-deductive reasoning in the teaching of chemistry. Chemistry in university and at school: Digest of articles. Sat. articles, 2, 38-46.
Harvey, D. (1969) Explanation in geography. London.
Samigullina, G. S., Gilmanchina S. I., Gaisin I. T., Gilmanshin I. R., Akchurina I. R. (2015) Professional and Creative Development of Natural Geographic Course Teachers within the Process of Professional Retraining. Studies Education International, 8 (4). http://dx.doi.org/10.5539/ies.v8n4p159
Sochor, A. M. (1988) Explanation of the learning process: The elements of the didactic concept. M .: Pedagogika. 128 p.
Vilkeev, D. V. (1982) The ratio of induction and deduction in the structure and the process of learning the fundamentals of science as a didactic problem and its solutions: abstract of dissertation. Doctor of ped. sciences. M. 33 p.
|View Abstract References Full text PDF|
Impact of STS Issue Oriented Instruction on Pre-Service Elementary Teachers’ Views and Perceptions of Science, Technology, and Society
pp. 359-387 | DOI: 10.12973/ijese.2016.324a | Article Number: ijese.2016.009
The purpose of the study was to investigate the impact of Science, Technology, Society (STS) issue oriented science methods course on pre-service teachers' views and perceptions toward STS issues and instruction as well as their levels of environmental literacy. The STS issue oriented curriculum was designed to help pre-service teachers improve their knowledge, perceptions, and attitudes toward STS issues. A mixed methodology design was utilized in this study with a sample of 93 elementary pre-service teachers. The quantitative segment of the study employed a quasi-experimental pretest-posttest design incorporating a treatment and a comparison group. The qualitative component included both the observation data and interview data collected shortly after the completion of the pre and post-surveys. The quantitative and qualitative data sets were used in conjunction to present a comparative case study where the outcomes for the two groups (comparison and treatment) were compared. The sample consisted of four sections of an elementary science methods class, two of which received the experimental treatment while the other two sections received the comparison treatment for 16 weeks. A pretest on variables of environmental literacy, STS views, and STS teaching views was administered to all subjects prior to the treatments to establish the equivalency of the two groups. A posttest was also administered to all subjects at the end of the semester. The experimental group outperformed the comparison group on all the aforementioned variables and a statistical significant difference was attained at the .05 level with respect to each variable. Furthermore, the results of pre and post interview data collected on environmental literacy, STS views, and STS teaching views further corroborated the quantitative data. The findings suggest that the STS issue focused program positively influenced pre-service teachers' level of environmental literacy as well as their perceptions and attitudes toward STS issues and instruction of such issues to elementary students. The findings of this study revealed that pre-service teachers gain considerably from an STS framework for teaching and learning.
Keywords: environmental education, environmental literacy, elementary preservice teachers, teachers' belief, STS education
Aikenhead, G.S. (1990). Scientific/technological literacy, critical reasoning, classroom practice. In L. Philips & S. Norris (Eds.), Foundations of literacy policy in Canada (pp. 127-145). Calgary, Alberta: Detselig Enterprises Ltd.
Aikenhead, G.S. (1992). The integration of STS into science education. Theory into Practice, 31 (1), 27-35.
Aikenhead, G.S. (2003). STS Education: A rose by any other name. A Vision for Science Education: Responding to the World of Peter J. Fensham, Routledge Press, Canada.
Ajzen, I. (1985). From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckman (Eds.), Action control: From cognition to behavior (pp. 11-39). New York: Springer-Verlag.
Akcay, B. & Akcay H. (2015). Effectiveness of science-technology-society (STS) instruction on student understanding of the nature of science and attitudes toward science. International Journal of Education in Mathematics, Science and Technology, 3(1), 37-45.
American Association for the Advancement of Science (AAAS) (1989). Science for All Americans. New York: Oxford University Press.
American Association for the Advancement of Science (AAAS) (1993) Benchmarks for Science Literacy. New York: Oxford University Press.
Amirshokoohi, A. (2010). Preservice elementary teachers’ understanding and attitude toward STS and environmental education: a field study. Science Educator. 19(1), 56-63.
Amirshokoohi, A., Kazempour, M. (2010). The Biodiversity Community Action Project: An STS Investigation. The American Biology Teacher. 72(5), 288-293.
Bakar, E., Bal, S., & Akcay, H. (2006). Preservice science teachers’ beliefs about science-technology and their implication in society. Eurasia Journal of Mathematics, Science and Technology Education, 2(3), 18 - 32.
Bandura, A. (1997). Self efficacy: The exercise of control. New York: W. H. Freeman.
Bettencourt, C., Lopes Velho, J. & Albergaria Almeida, P. (2011). Biology teachers' perceptions about Science-Technology-Society (STS) education. Procedia Social and Behavioral Sciences, 15, 3148-3152.
Ben-Chaim, D., Joffee, N., & Zoller, U. (1994). Empowerment of elementary school teachers to implement science curriculum reforms. School Science and Mathematics, 94 (7), 356-366.
Bodzin, A., Klein, B., & Weaver, S. (2010). The Inclusion of Environmental Education in Science Teacher Education. ASTE Series in Science Education. Dordrecht, Netherlands: Springer.
Bogdan, R.C. & Biklen, S.K. Qualitative Research in Education. Boston: Allyn & Baron, 1992.
Brunkhorst, H. & Andrews, M. (1996). STS: A Crossroads for Science Teacher Preparation and Development: In R. Yager (Ed.), Science/Technology/Society as Reform in Science Education. Albany, NY: SUNY Press.
Bybee, R. (1985). The sisyphean question in science education: What should the scientifically and technologically literate person know, value, and do - as a citizen: In R.W. Bybee (Ed.), Science, technology, society 1985 yearbook of the National Science Teachers Association (pp. 79-82). Washington, D.C.
Bybee, R. W. (1987). Teaching about science-technology-society (STS): Views of science educators in the United States.School Science and Mathematics, 87 (4), 274-285.
Bybee, R. W. (1993). Reforming science education: Social perspectives and personal reflections. New York: Teachers' College Press.
Bybee, R. (1997). Achieving scientific literacy. Portsmouth, NH: Heinemann.
Bybee, R. (2010). The Teaching of Science: 21st Century Perspectives. NSTA Press, Arlington.
Bybee, R., & DeBoer, G. E. (1994). Research on goals for the science curriculum. In D. L. Gabel (Ed). Handbook of Research on Science Teaching and Learning. New York, NY: Macmillan.
Cheek, D. (1992). Thinking constructively about science, technology and society education. Albany, NY: State University of New York Press.
Creswell, J. W. (2003). Research Design: Qualitative and quantitative approaches. Thousand Oaks, CA: SAGE Publications.
Cross, R. T.; Price, R. F. (1996). Science teachers' social conscience and the role of
controversial issues in the teaching of science. Journal of Research in Science Teaching, 33 (3), 319-333.
Czerniak, C. M., Lumpe, A., & Hanery, J. J. (1999). Relationship between teacher beliefs and science education reform: What are teachers' beliefs about thematic units? Journal of Science Teachers Education, 10, 123-145.
Czerniak, C., & Lumpe, A. T. (1996). Relationship between teacher beliefs and science education reform. Journal of Science Teacher Education, 7, 247-266.
Dass, P. M. (2005). Using a science/technology/society approach to prepare reform-
oriented science teachers: The case of a secondary science methods course. Issues in Teacher Education, 14(1), 95-108.
De Vore, P. (1987). Cultural paradigms and technological literacy. Bulletin of Science, Technology and Society, 7, 711-719.
DeBoer, G. (1991). A history of ideas in science education. New York: Teachers College Press.
DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37, 582-601.
Dewey, J. (1938). Experience in education. New York: Macmillan.
Disinger, J. F. (1993). Environment in the K-12 curriculum: An Overview. In R. J. Wilke (Ed.), Environmental Education: Teacher Resource Handbook. New York, NY: Kraus Informational Publications.
Driver, R. (1989). The construction of scientific knowledge in school classrooms. In Millar, R. (Ed.), Doing science: Images of science in science education, Falmer Press, Lewes, East Sussex, pp. 83-106.
Fleming, R. (1989). Literacy for a technological age. Science Education, 73 (4), 391-404.
Fleming, R. (1990). The artifact as text: Being literate in a technological society. In S.P. Norris & L.M. Phillips (Eds.).Foundations of literacy policy in Canada (pp. 53-69). Calgary: Detselig Enterprises Ltd.
Goodman, J. (1988). Constructing a practical philosophy of teaching: A study of preservice teachers' professional perspectives. Teaching and Teacher Education, 4, 121-137.
Haney, J. J., Czerniak, C. M., & Lumpe, A. T. (1996). Teacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33, 971-994.
Harlen, W. (Ed.). (2001). Primary science…taking the plunge: How to teach primary science more effectively for ages 5 to 12 (2nd Ed.). Portsmouth, NH: Heinemann.
Henning, M., & King, K. (2005). Implementing STS curriculum: From university courses to elementary classrooms. Bulletin of Science, Technology & Society, 25(3) 254-259.
Hurd, P. (1990). Historical and philosophical insights on scientific literacy. Bulletin of the Science, Technology, and Society, 10(3), 135.
ICSU, (1987). Science and technology education and future human needs. 1-9. London: Pergamon Press.
Jamuluddin, S. (1990). The effects of an STS course on selected variables associated with STS issue instruction and citizenship behavior in preservice elementary teachers. Unpublished doctoral dissertation, Southern Illinois University, Carbondale, IL.
Kumar, D. D., & Altschuld, J. W. (2000). Science, Technology, and Society: Policy implications. Bulletin of Science, Technology, & Society, 20(2), 133-138.
Lane, J., Wilke, R., Champeau, R., & Sivek, D. (1995). Strengths and weaknesses of teacher environmental education preparation in Wisconsin. The Journal of Environmental Education, 27 (1), 36-45.
Lewis, T. & Gagel, C. (1992). Technological literacy: A critical analysis. Journal of Curriculum Studies. 24 (2), 117-138.
Loving, C.C. (1991). The scientific theory profile: A philosophy of science model for science teachers. Journal of Research in Science Teaching, 28, 823-838.
Luft, J. A. (1999). Teachers' salient beliefs about a problem solving demonstration classroom in-service program. Journal of Research in Science Teaching, 36 (2), 141-158.
Lumpe, A. T., Haney, J. J., & Czerniak, C. M. (1998). Science teacher beliefs and intentions to implement science-technology-society (STS) in the classroom. Journal of Science Teacher Education, 9 (1), 1-24.
Lumpe, A. T., Haney, J. J., & Czerniak, C. M. (2000). Assessing teachers' beliefs about their science teaching context. Journal of Research in Science Teaching, 37 (3), 275-292.
Makki, N. (2008). A Naturalistic Inquiry into Preservice Teachers' Experiences with Science, Technology, and Society (STS) Curricular Approaches. (Electronic Thesis or Dissertation). Retrieved from https://etd.ohiolink.edu/
Massenzio, L (2001). Teacher beliefs about teaching science through science-technology society. Unpublished doctoral dissertation. Georgia State University, Atlanta, GA.
Maypole, J., & Davies, T. G. (2001). Students’ perceptions of constructivist learning in a community college American History II. Community College Review, 29(2), 54-80.
McKeown-Ice, R., Brayton, A., & May, T. (1995). Environmental education in the United States: A survey of pre-service teacher education programs. A paper presented at the North American Association for Environmental educators in Portland, ME.
Milson, A. J. & King, K. P. (2001). Investigating science-technology-society issues with prospective elementary school teachers. The International Social Studies Forum, 1 (2), 77-87.
Mitchener, C. P., & Anderson, R. D. (1989). Teachers' perspective: Developing and implementing an STS curriculum. Journal of Research in Science Teaching, 26 (40), 351-369.
Nashon, S., Nielsen, W. & Petrina, S. (2008). Whatever happened to STS? Pre-service physics teachers and the history of quantum mechanics. Science and Education. 17, 387–401.
National Science Teachers Association. (2010). Position statement on Science-technology-society: Teaching Science and Technology in the Context of
NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.
Ngwidibah, L. N. (1997). The effects of an Environmental/Science-Technology-Societal issues curriculum on preservice teachers. Unpublished doctoral dissertation, Southern Illinois University, Carbondale, IL.
Nussbaum, J., & Novak, J.D. (1976). An assessment of children's concepts of the earth using structural interviews. Science Education, 60, 535-550.
Osborne, R., & Wittrock, M. (1985). The generative learning model and its implications for science education. Studies in Science Education, 12, 59-87.
Öztürk Akar, E., & Doğan, D. (2013). Turkish preservice teachers’ views of science-technology-society: Influence of a History of Science course. Journal of Baltic Science Education, 12(6), 793-802.
Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
Pedersen, J. E. (1990). The effects of science, technology, and societal issues, implemented as a cooperative controversy, on attitudes toward science, anxiety toward science, problem solving perceptions, and achievements, in secondary science.Unpublished doctoral dissertation, University of Nebraska, Lincoln.
Pedersen, J & Turkmen, H. (2005). Pre-service Teachers’ Knowledge and Perceptions
of Social Issues. STS Today, the newsletter of the International Association for Science, Technology and Society. 17(2), 2-12.
Pedretti, E. (1992). Science, technology and society education in Ontario: 'Science in Society' from a teacher's perspective. In S. Hills (Ed.), Proceedings of the Second International Conference on the History and Philosophy of Science and Science Teaching. Kingston, Ontario, Canada: The Mathematics, Science, Technology and Teacher Education Group, Queen's University, 2, 245-255.
Pedretti, E. (1996). Learning about science, technology, and society (STS) through an action research project: Co-constructing an issues-based model for STS education. School Science and Mathematics, 96, (8), 432-440.
Pedretti, E. (1999). Decision making and STS education: Exploring scientific knowledge and social responsibility in schools and science centers through an issue based approach. School Science and Mathematics, 99 (4), 174-181.
Prakash, M.S. & Waks, L.J. (1985). Four conceptions of excellence. Teachers' College Record, 87, 79-101.
Ramsey, J. M., & Hungerford, H. R. (1989). So... you want to teach issues? Contemporary Education, 60 (3), 137-142.
Roberts, D. (1982). Scientific literacy: Towards balance in setting goals for science programs. Science Council of Canada.
Roth, C. E. (1992). Environmental literacy: Its roots, evolution and directions in the 1990s. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. # ED 348 235.
Rubba, P. A. (1991). Integrating STS into school science and teacher education: Beyond awareness. Theory into Practice, 30(4), 303-308.
Rubba, P. A., & Harkness, W. L. (1993). Examination of preservice and inservice secondary science teachers' beliefs about science-technology-society interaction. Science Education, 77 (4), 407-431.
Sadler, T. D., Amirshokoohi, A., Kazempour, M., & Allspaw, K. M. (2006). Socioscience and ethics in science classrooms: Teacher perspectives and strategies. Journal of Research in Science Teaching, 43 (4), 353-376.
Simmons, P.E., Emory, A., Carter, T. Coker, T., Finnegan, B., Crockett, D., et al. (1999). Beginning teachers: Beliefs and classroom actions. Journal of Research in Science Teaching 36(8), 930-954.
Stahl, N. N., & Stahl, R. J. (1995). Society and science: Decision-making episodes for exploring society, science, and technology. New York: Addison-Wesley Publishing Company.
Stapp, W. B. (1974). An instructional approach to environmental education (K-12) based on an action model. In J. Swan & W. B. Stapp (Eds). Environmental Education. New York, NY. J. Wiley and Sons.
Sweeny, A.E. (2001) Incorporating multicultural and science-technology-society issues into science teacher education courses: Successes, challenges and possibilities. Journal of Science Teacher Education. 12 (1) 1-28.
Van Der Valk, T. (1989). Waves or Particles? The cathode ray debate in the classroom. In R. Millar (Ed.) Doing science: Images of science in science education (pp. 160-179). New York: The Falmer Press.
Van Eijck, & Roth (2013). Imagination of Science in Education: From epics to novelization. Springer Netherlands.
Waks, L.J. (1986). Reflections on technological literacy. Bulletin of Science, Technology and Society, 6, 331-336.
Wilke, R., Hungerford, H. R., Volk, T. L., & Bluhm, W. J. (1995). The environmental literacy instrument Information Package.(7th Ed). Unpublished manuscript.
Yager, R. E. (1987). STS science teaching emphasizes problem solving. Curriculum Review, 38-41.
Yager, R. E. (1990). Science student teaching centers. Journal of Science Teacher Education, 1 (4), 61-65.
Yager, R. E. (1993). What research says to the science teacher, Vol. 7. Washington, DC: NSTA.
Yager, R. E., & Akcay, H. (2008). Comparison of learning outcomes in middle school science with an STS approach and a typical textbook dominated approach. Research in Middle Level Education, 31(7), 1-16.
Yager, R. E., Choi, A, Yager, S. O. & Akcay, H. (2009). Comparing science
learning among 4th, 5th, and 6th grade students: STS versus textbook-based
instruction. Journal of Elementary Science Education, 21(2), 15-24.
Yager, S., Lim, G., & Yager, R.E. (2006). The advantages of an STS approach over a typical textbook dominated approach in middle school science. School science and Mathematics, 106(5), 248-260.
Yager, R. E., & Tamir, P. (1993). STS approach: Reasons, intentions, accomplishments, and outcomes. Science Education, 77(6), 637-658.
Yager, R. E., & Weld, J. D. (1999). Scope, sequence and coordination: The Iowa Project, a national reform effort in the USA.International Journal of Science Education, 21 (2), 169-194.
Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research-based framework for socioscientific issue education. Science Education, 89, 357-377.
Zoller, U., Dunn, S., Wild, R., & Beckett, P. (1991). Students' versus their teachers' beliefs and positions on science/technology/society oriented issues. International Journal of Science Education, 13, 25-36.
|View Abstract References Full text PDF|
Geography Teachers and Climate Change: Emotions About Consequences, Coping Strategies, and Views on Mitigation
pp. 389-408 | DOI: 10.12973/ijese.2016.326a | Article Number: ijese.2016.010
It has been indicated that teachers’ emotions about climate change and their views on mitigation influence their instruction and students’ engagement in mitigation actions. The aim of the study is to explore Finnish secondary geography teachers’ emotions about the consequences of climate change, their strategies for coping with these emotions, and their views on climate change mitigation. Inductive content analysis of data collected through individual interviews (N= 13) was performed. The teachers used emotion-focused, problem-focused, and meaning-focused strategies to cope with negative emotions. They ascribed responsibility for mitigation to politicians and individuals. Commonly, the teachers took elementary actions to reduce their impact on the climate. Only part of the teachers realized that they could contribute through teaching. With the ultimate aim of promoting students’ engagement in climate change mitigation, guidelines pertaining to education that targets teachers’ emotions, coping strategies, and their views on mitigation are presented.
Keywords: climate change education, global warming, in-service teachers, secondary school
Ambusaidi, A., Boyes, E., Stanisstreet, M., & Taylor, N. (2012). Omani pre-service science teachers’ views about global warming: Beliefs about actions and willingness to act. International Journal of Environmental & Science Education, 7, 233–251. Retrieved from http://www.ijese.com/IJESE_v7n2_Ambusaidi-et-al.pdf
Anderson, A. (2012). Climate change education for mitigation and adaptation. Journal of Education for Sustainable Development, 6, 191–206. doi: 10.1177/0973408212475199
Bangay, C., & Blum, N. (2010). Education responses to climate change and quality: Two parts of the same agenda?International Journal of Educational Development, 30, 359–368. doi: 10.1016/j.ijedudev.2009.11.011
Boyes, E., Stanisstreet, M., Skamp, K., Rodriguez, M., Malandrakis, G., Fortner, R., ... Hye-Gyoung, Y. (2014). An international study of the propensity of students to limit their use of private transport in light of their understanding of the causes of global warming. International Research in Geographical and Environmental Education, 23, 142–165. doi: 10.1080/10382046.2014.891425
Chawla, L., & Flanders Cushing, D. (2007). Education for strategic environmental behavior. Environmental Education Research, 13, 437–452. doi: 10.1080/13504620701581539
Cheng, I. N. Y., & So, W. W. M. (2015). Teachers’ environmental literacy and teaching – stories of three Hong Kong primary school teachers. International Research in Geographical and Environmental Education, 24, 58–79. doi: 10.1080/10382046.2014.967111
Chhokar, K., Dua, S., Taylor, N., Boyes, E., & Stanisstreet, M. (2012). Senior secondary Indian students’ views about global warming, and their implications for education. Science Education International, 23, 133–149. Retrieved from http://www.icaseonline.net/sei/june2012/p3.pdf
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62, 107–115. doi: 10.1111/j.1365-2648.2007.04569.x
Fahey, S. J. (2012). Curriculum change and climate change: Inside outside pressures in higher education. Journal of Curriculum Studies, 44, 703–722. doi: 10.1080/00220272.2012.679011
Finnish National Board of Education. (2004). National core curriculum for basic education 2004. Helsinki, Finland: Author.
Finnish National Board of Education. (2014). National core curriculum for basic education 2014. Helsinki, Finland: Author.
Finnish State Administration’s Steering Group for Climate Communications. (2015). Ilmastobarometri 2015. [Climate Barometer 2015]. Retrieved from http://www.ym.fi/download/noname/%7B22C22786-B04F-464B-8640-87DE9349C365%7D/108389
Folkman, S. (2008). The case for positive emotions in the stress process. Anxiety, Stress, & Coping, 21, 3–14. doi: 10.1080/10615800701740457
Frijda, N. H. (1986). The emotions. Cambridge, United Kingdom: Cambridge University Press.
Grahn, A. (2011). Fakta, normativitet eller pluralism? Didaktiska typologier inom gymnasieskolans geografiundervisning om klimatförändringar [Facts, normativity or pluralism? Didactic typologies in upper secondary schools geography teaching about climate change]. (Licentiate thesis). Uppsala University, Uppsala, Sweden.
Hermans, M. (2014). Geografilärares och niondeklassares syn på undervisningen om klimatförändringen [Geography teachers’ and ninth graders’ views on climate change education]. Nordic Studies in Science Education, 10, 176–194. https://www.journals.uio.no/index.php/nordina/article/view/811/873
Hermans, M., & Korhonen, J. (in press). Ninth graders and climate change: Attitudes towards consequences, views on mitigation and predictors of willingness to act. International Research in Geographical and Environmental Education.
Hestness, E., McGinnis, J. R., Riedinger, K., & Marbach-Ad, G. (2011). A study of teacher candidates’ experiences investigating global climate change within an elementary science methods course. Journal of Science Teacher Education, 22, 351–369. doi: 10.1007/s10972-011-9234-3
Hobson, K., & Niemeyer, S. (2012). “What sceptics believe”: The effects of information and deliberation on climate change scepticism. Public Understanding of Science, 22, 396–412. doi: 10.1177/0963662511430459
Hufnagel, E. (2015). Preservice teachers’ emotional connections and disconnections to climate change in a science course.Journal of Research in Science Teaching, 52, 1296–1324. doi: 10.1002/tea.21245
IPCC. (2014a). Climate change 2014: Impacts, adaptation, and vulnerability. Working group II contribution to the fifth assessment report of the Intergovernmental Panel on Climate Change. Cambridge, United Kingdom: Cambridge University Press.
IPCC. (2014b). Climate change 2014: Mitigation of climate change. Contribution of working group III to the fifth assessment report of the Intergovernmental Panel on Climate Change. Cambridge, United Kingdom: Cambridge University Press.
Jensen, B. B., & Schnack, K. (2006). The action competence approach in environmental education. Environmental Education Research, 12, 471–486. doi: 10.1080/13504620600943053
Kahan, D. M., Peters, E., Wittlin, M., Slovic, P., Oulette, L. L., Braman, D., & Mandel, G. (2012). The polarizing impact of science literacy and numeracy on perceived climate change risks. Nature Climate Change, 2, 732–735. doi: 10.1038/nclimate1547
Kollmuss, A., & Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8, 239–260. doi: 10.1080/13504620220145401
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York, NY: Springer.
Lee, H., Chang, H., Choi, K., Kim, S.-W., & Zeidler, D. L. (2012) Developing character and values for global citizens: Analysis of pre-service science teachers’ moral reasoning on socioscientific issues. International Journal of Science Education, 34,925–953. doi: 10.1080/09500693.2011.625505
Lehtonen, A., & Cantell, H. (2015). Ilmastokasvatus osaamisen ja vastuullisen kansalaisen perustana. [Climate change education as a foundation for competent and responsible citizens]. (Report No. 1/2015). Helsinki, Finland: The Finnish Climate Panel.
Lombardi, D., & Sinatra, G. M. (2013). Emotions about teaching about human-induced climate change. International Journal of Science Education, 35, 167–191. doi: 10.1080/09500693.2012.738372
Marton, F. (1981). Phenomenography - Describing conceptions of the world around as. Instructional Science, 10, 177–200. doi: 10.1007/BF00132516
Merriam, S. B. (2009). Qualitative research. A guide to design and implementation. San Francisco, CA: Jossey-Bass.
Ministry of Employment and the Economy. (2013). National energy and climate strategy. Government report to Parliament on 20 March 2013. Retrieved from https://www.tem.fi/files/36292/Energia_ja_ilmastostrategia_nettijulkaisu_ENGLANNINKIELINEN.pdf
Norgaard, K. K. (2011). Living in denial. Climate change, emotions, and everyday life. Cambridge, MA: MIT Press.
Ojala, M. (2010). Barns känslor och tankar om klimatproblemen [Children’s feelings and thoughts about the climate issue]. Eskilstuna, Sweden: Energimyndigheten.
Ojala, M. (2012a). Regulating worry, promoting hope: How do children, adolescents, and young adults cope with climate change? International Journal of Environmental & Science Education, 7, 537–561. Retrieved from http://www.ijese.com/IJESE_v7n4_Maria-Ojala.pdf
Ojala, M. (2012b). How do children cope with climate change? Coping strategies, engagement, and well-being. Journal of Environmental Psychology, 32, 225–233. doi: 10.1016/j.jenvp.2012.02.004
Ojala, M. (2012c). Hope and climate change: The importance of hope for environmental engagement among young people. Environmental Education Research, 18, 625–642. doi: 10.1080/13504622.2011.637157
Ojala, M. (2013a). Emotional awareness: On the importance of including emotional aspects in education for sustainable development (ESD). Journal of Education for Sustainable Development, 7, 167–182. doi: 10.1177/0973408214526488
Ojala, M. (2013b). Coping with climate change among adolescents: Implications for subjective well-being and environmental engagement. Sustainability, 5, 2191–2209. doi: 10.3390/su5052191
Ojala, M. (2015a). Hope in the face of climate change: Associations with environmental engagement and student perceptions of teachers’ emotion communication style and future orientation. The Journal of Environmental Education, 46,133–148. doi: 10.1080/00958964.2015.1021662
Ojala, M. (2015b). Climate change scepticism among adolescents. Journal of Youth Studies, 18, 1135–1153. doi: 10.1080/13676261.2015.1020927
Otto, S., Kaiser, F. G., & Arnold, O. (2014). The critical challenge of climate change for psychology. Preventing rebound and promoting more individual irrationality. European Psychologist, 19, 96–106. doi: 10.1027/1016-9040/a000182
Park, C. L., & Folkman, S. (1997). Meaning in the context of stress and coping. Review of General Psychology, 1, 115–144. doi: 10.1037/1089-26184.108.40.206
Pettersson, A. (2014). “De som inte kan simma kommer nog att dö!” En studie om barns tankar och känslor rörande klimatförändringarna [“Those who can’t swim will die!” A study of children’s thoughts and feelings about climate change].(Licentiate thesis). Uppsala University, Uppsala, Sweden.
Ratinen, I. J. (2013). Primary student-teachers’ conceptual understanding of the greenhouse effect: A mixed method study.International Journal of Science Education, 35, 929–955. doi: 10.1080/09500693.2011.587845
Redman, E. (2013). Advancing educational pedagogy for sustainability: Developing and implementing programs to transform behaviors. International Journal of Environmental & Science Education, 8, 1–34. Retrieved from http://www.ijese.com/ IJESE_v8n1_Erin_Redman.pdf
Roeser, S. (2012). Risk communication, public engagement, and climate change: A role for emotions. Risk Analysis, 32,1033–1040. doi: 10.1111/j.1539-6924.2012.01812.x
Saylan, C., & Blumstein, D. (2011). The failure of environmental education (and how we can fix it). Berkeley, CA: University of California Press.
Steg, L., & Vlek, C. (2009). Encouraging pro-environmental behaviour: An integrative review and research agenda. Journal of Environmental Psychology, 29, 309–317. doi: 10.1016/j.jenvp.2008.10.004
United Nations Framework Convention on Climate Change. (2015). Adoption of the Paris agreement. Retrieved from http://unfccc.int/resource/docs/2015/cop21/eng/ l09r01.pdf
|View Abstract References Full text PDF|
Are the Genetic Materials of Gametes and Somatic Cells Different? The Conceptions of Pre-Service Teachers
pp. 409-420 | DOI: 10.12973/ijese.2016.328a | Article Number: ijese.2016.011
Biology that is a branch of science examining organisms in every aspect has a very wide content. Besides this wide content, there are abstract concepts in some subjects. Various alternative conceptions are determined in different education levels especially in abstract and microscopic biology subjects. The aim of this study is to determine the alternative conceptions of pre-service teachers related with the genetic material in gametes and somatic cells. 97 pre-service teachers that are freshmen at university participated in the research. In order to determine the alternative conceptions about the subject, open-ended questions are asked to the pre-service teachers. Also, 12 pre-service teachers amongst 97 pre-service teachers are selected for semi-structured interviews and interviews are performed. Analysing the data obtained from the open-ended questions and interviews, it is determined that pre-service teachers have many alternative conceptions about the genetic materials in gametes and somatic cells. These alternative conceptions are introduced in categories and discussed.
Keywords: alternative conceptions, autosome, gonosomes, pre-service teachers
Bahar, M. (2002). Students’ learning difficulties in biology: reasons and solutions. Kastamonu Eğitim Fakültesi Dergisi,10(1), 73-82.
Bahar, M., Johnstone, H. A., & Hansell, M. (1999). Revisiting learning difficulties in biology. Journal of Biological Education,33(2), 84-87.
Brown, C.R. (1990). Some misconceptions in meiosis shown by students responding to an advanced level practical examination question in biology. Journal of Biological Education. 24(3), 182-185.
Chattopadhyay, A. (2012). Understanding of mitosis and meiosis in higher secondary students of Northeast India and the implications for genetics education. Education, 2(3), 41-47.
Dikmenli, M. (2010). Misconceptions of cell division held by student teachers in biology: a drawing analysis. Scientific Research and Essay, 5 (2), 235-247.
Fisher, K. M. (1985). A Misconception in biology: amino acids and translation. Journal of Research in Science Teaching. 22, 53–62.
Frankel, J. R. & Wallen, N. E. (2003). How to design and evaluate research in education. (Fifth Edition) New York: McGraw Hill.
Hazel, E. H., & Prosser, M. (1994). First-year university students’ understanding of photosynthesis, their study strategies and learning context. The American Biology Teacher. 56(5), 274-279.
Johnstone, H. A., & Mahmoud, N. A. (1980). Isolating topics of high perceived difficulty in school biology. Journal of Biological Education, 14(2), 163-166.
Kindfield, A. C. H. (1991). Confusing chromosome number and structure: a common student error. Journal of Biological Education, 25(3), 193-200.
Kindfield, A. C. H. (1994). Understanding a basic biological process: expert and novice models of meiosis. Science Education, 78(3) 255-283.
Lazarowitz, R., & Penso, P. (1992). High school students’ difficulties in learning biology concepts. Journal of Biological Education, 26(3), 215-223.
Lewis, J., & Wood-Robinson, C. (2000). Genes, chromosomes, cell division and inheritance–do students see any relationship? International Journal of Science Education, 22, 177-197.
Lewis, J., Leach, J., & Wood-Robinson, C. (2000). What's in a cell? - young people's understanding of the genetic relationship between cells, within an individual. Journal of Biological Education, 34(3), 129 – 132.
Lonergan, T. A. (2000). The photosynthetic dark reactions do not operate in the dark. The American Biology Teacher, 62(3), 166-170.
Mak, S. Y., Yip, D.Y., & Chung, C.M. (1999). Alternative conceptions in biology-related topics of integrated science teachers and implications for teacher education. Journal of Science Education and Technology, 8(2), 161-170.
Öztaş, H., Özay, E., & Öztaş, F. (2003). Teaching cell division to secondary school students: an investigation of difficulties experienced by Turkish teachers. Journal of Biological Education, 38(1), 13-15.
Pashley, M. (1994). A-level students: their problems with gene and allele. Journal of Biological Education, 28(2), 120-126.
Quinn, F., Pegg, J., & Panizzon, D. (2009). First‐year biology students’ understandings of meiosis: an investigation using a structural theoretical framework. International Journal of Science Education, 31(10), 1279-1305.
Sanders, M. (1993). Erroneous ideas about respiration: the teacher factor. Journal of Research in Science Teaching, 30, 919–934.
Smith, M. U. (1991). Teaching cell division: students’ difficulties and teaching recommendations. Journal of College Science Teaching. 21, 28-33.
Songer, C. J., & Mintzes, J. J. (1994). Understanding cellular respiration and analysis of conceptual change in college biology. Journal of Research in Science Teaching, 31, 621-637.
Soyibo, K. (1993). Some sources of student’s misconceptions in biology: A review. Third misconceptions seminar proceedings. The Proceedings of the Third International Seminar on Misconceptions Educational Strategies in Science and Mathematics. Publisher Location: Ithaca, NY.
Tsai, C.C. (1999). Overcoming junior high school students’ misconceptions about microscopic views of phase change: a study of an analogy activity. Journal of Science Education and Technology, 8(1), 83-91.
Turney, J. (1995). The Public Understanding of genetics –where next? European Journal of Genetics Society, 1(2), 5-20.
Venville, G., Gribble., S.J. & Donovan, J. (2005). An exploration of young children’s understandings of genetics concepts from ontological and epistemological perspectives. Science Education, 89, 614– 633.
Wandersee, J. H., Mintzes, J. J., & Novak, D. J. (1994). Research on alternative conceptions in science. In Gabel, D. L. (Ed), Handbook of Research on Science Teaching and Learning. Macmillan, New York, p. 177-210.
Westbrook, S. L., & Marek, E. A. (1991). A cross-age study of student understanding of concept of diffusion. Journal of Research in Science Teaching, 28 (8), 649-660.
Wood-Robinson, C., Lewis, J., & Leach, J., (2000. Young people’s understanding of the nature of genetic information in the cells of an organism. Journal of Biological Education, 35(1), 29 – 36.
Wright, L. K., & Newman, D. L. (2011). An interactive modeling lesson increases students’ understanding of ploidy during meiosis. Biochemistry and Molecular Biology Education, 39(5), 344–351.
Wynne, C. F., Stewart, J., & Passmore, C. (2001). High school students’ use of meiosis when solving genetics problems.International Journal of Science Education, 23(5), 501-515.
Yip, D. Y. (1998). Identification of misconceptions in naive biology teachers and remedial strategies for improving biology learning. International Journal of Science Education, 20(4), 461-477.
|View Abstract References Full text PDF|
Humor Reduces Anxiety and Disgust in Anticipation of an Educational Dissection in Teacher Students
Christoph Randler, Peter Wüst-Ackermann & Eda Demirhan
pp. 421-432 | DOI: 10.12973/ijese.2016.329a | Article Number: ijese.2016.012
Dissections of human organs and animals are an important part of medical and science education but students usually express negative emotions towards dissections. Some studies show a negative influence of disgust and anxiety on motivation, interest and achievement. Therefore, reducing anxiety and disgust should be an important aim. As humor can lead to lower anxiety in medical settings, we hypothesize that a kind of humor treatment prior to an educational dissection of fish may also lead to a lower anxiety and lower disgust. We used humorous video clips before the dissection and compared them with a control video of the life history of the fish (trout). A total of 49 University students received the treatment with the humor video clips and 65 the life-history video. We measured state anxiety and disgust prior to the treatment and after the film treatment. The treatment with humorous video clips reduced anxiety and disgust compared to the control group with the life-history film. Although this study has been carried out in dissection of an animal in teacher students, we believe that these results can be generalized and transferred into other parts of dissection, such as cadaver dissection of humans in medical education.
Keywords: anxiety, disgust; dissection, STAI-S, science education
Abel, M. H. & Maxwell, D. (2002). Humor and affective consequences of a stressful task. Journal of Social and Clinical Psychology 21(2), 165-190. http://dx.doi.org/10.1521/jscp.220.127.116.1116.
Allen, L. (2014). Don't forget, Thursday is test [icle] time! The use of humour in sexuality education. Sex Education: Sexuality, Society and Learning 14(4), 387-399. http://dx.doi.org/10.1080/14681811.2014.918539.
Barnes, L. L. B., Harp, D., & Sik Jung, W. (2002). Reliability generalization of scores on the Spielberger state-trait anxiety inventory. Educational and Psychological Measurement 62(4), 603-618. http://dx.doi.org/10.1177/0013164402062004005.
Berk, R. A. & Nanda, J. (2006). A randomized trial of humor effects on test anxiety and test performance. Humor 19(4), 425-454. http://dx.doi.org/10.1515/HUMOR.2006.021.
Boeckers, A., Brinkmann, A., Jerg-Bretzke, L., Lamp, C., Traue, H. C., & Boeckers, T. M. (2010). How can we deal with mental distress in the dissection room?—An evaluation of the need for psychological support. Annals of Anatomy-Anatomischer Anzeiger 192(6), 366-372. http://dx.doi.org/10.1016/j.aanat.2010.08.002.
Borg, C. & de Jong, P.J. (2012). Feelings of disgust and disgust-induced avoidance weaken following induced sexual arousal in women. PloS one 7(9). e44111. http://dx.doi.org/10.1371/journal.pone.0044111.
Cann, A., Holt, K. & Calhoun, L. G. (1999). The roles of humor and sense of humor in responses to stressors. Humor: International Journal of Humor Research 12(2), 177-193. http://dx.doi.org/10.1515/humr.1918.104.22.168.
Cisler, J. M., Olatunji, B. O., & Lohr, J. M. (2009). Disgust, fear, and the anxiety disorders: A critical review. Clinical Psychology Review 29, 34–46.
Curtis, V., Aunger, R., & Rabie, T. (2004). Evidence that disgust evolved to protect from risk of disease. Biology Letters, 272, S131–133.
De Villiers, R. & Monk, M. (2005). The first cut is the deepest: reflections on the state of animal dissection in biology education. Journal of Curriculum Studies 37(5), 583-600. http://dx.doi.org/10.1080/00220270500041523.
Demirhan, E. (2014). Miracle or Cruelty? The Sophomore Prospective Science Teachers’ Perspective of Chicken Embryonic Development. Procedia-Social and Behavioral Sciences, 152, 575-581. http://dx.doi.org/10.1016/j.sbspro.2014.09.246.
Dewhurst, D. (2004). How can we encourage teachers to use computer-based alternatives: the UK higher education experience. ATLA 32(Suppl 1B). 565-568.
Dionigi, A., Sangiorgi, D., & Flangini, R. (2014). Clown intervention to reduce preoperative anxiety in children and parents: A randomized controlled trial. Journal of Health Psychology 19(3), 369-380. http://dx.doi.org/10.1177/1359105312471567.
Ford, T. E., Ferguson, M.A., Brooks, J. L., & Hagadone, K. M. (2004). Coping sense of humor reduces effects of stereotype threat on women’s math performance. Personality and Social Psychology Bulletin 30(5), 643-653. http://dx.doi.org/10.1177/0146167203262851.
Ford, T. E., Ford, B. L., Boxer, C. F. & Armstrong, J. (2012). Effect of humor on state anxiety and math performance. Humor25(1). 59-74. http://dx.doi.org/10.1515/humor-2012-0004.
Gelkopf, M., Gonen, B., Kurs, R., Melamed, Y., & Bleich, A. (2006). The effect of humorous movies on inpatients with chronic schizophrenia. The Journal of nervous and mental disease 194(11). 880-883. http://dx.doi.org/10.1097/01.nmd.0000243811.29997.f7.
Holstermann, N., Grube, D., & Bögeholz, S. (2009). The influence of emotion on students' performance in dissection exercises. Journal of Biological Education 43(4), 164-168. http://dx.doi.org/10.1080/00219266.2009.9656177.
Jonas, P. M. & Bradley, D. J. (2013). Videagogy: Using Humor and Videos to Enhance Student Learning (Book Chapter) . Enhancing Instruction with Visual Media: Utilizing Video and Lecture Capture. http://dx.doi.org/10.4018/978-1-4666-3962-1.ch010.
Kimata, H. (2004). Effect of viewing a humorous vs. nonhumorous film on bronchial responsiveness in patients with bronchial asthma. Physiology & Behavior 81(4), 681-684. http://dx.doi.org/10.1016/j.physbeh.2004.03.010.
Laux, L., Glanzmann, P., Schaffner., P., & Spielberger, C. D. (1981). Das State-Trait-Angstinventar (STAI)[The State-Trait Anxiety Inventory]. Weinheim: Beltz.
Lord, T. R. (1990). The importance of animal dissection. Journal of College Science Teaching 19(6), 330-331.
Mifflin, K. A., Hackmann, T., & MacLaren Chorney, J. (2012). Streamed video clips to reduce anxiety in children during inhaled induction of anesthesia. Anesthesia & Analgesia 115(5). http://dx.doi.org/1162-1167. 10.1213/ANE.0b013e31824d5224.
National Association of Biology Teachers [NABT] (2008). The use of animals in biology education. NABT Position Statements. Retrieved 10.01.15, from. http:// http://www.nabt.org/websites/institution/index.php?p=97.
National Science Teachers Association [NSTA] (2005) Responsible use of live animals and dissection in the science classroom. NSTA Position Statement.
Perlini, A. H., Nenonen, R. G., & Lind, D. L. (1999). Effects of humor on test anxiety and performance. Psychological Reports84(3c). 1203-1213. http://dx.doi.org/10.2466/pr0.1999.84.3c.1203.
Pugh, C. M. & Salud, L. H. (2007). Fear of missing a lesion: use of simulated breast models to decrease student anxiety when learning clinical breast examinations. The American Journal of Surgery 193(6). 766-770. http://dx.doi.org/10.1016/j.amjsurg.2006.12.033.
Petrowski, K., Paul, S., Schmutzer, G., Roth, M., Brähler, E., & Albani, C. (2010). Domains of disgust sensitivity: revisited factor structure of the questionnaire for the assessment of disgust sensitivity (QADS) in a cross-sectional, representative German survey. BMC Medical Research Methodology 10(95), 1-11.
Randler, C., Wüst-Ackermann, P., Otte im Kampe, V., Meyer-Ahrens, I. H., Tempel, B. J., & Vollmer, C. (2015). Effects of expressive writing effects on disgust and anxiety in a subsequent dissection. Research in Science Education 45, 647–661, http://dx.doi.org/10.1007/s11165-014-9442-x.
Randler, C., Wüst-Ackermann, P., Vollmer, C., & Hummel, E. (2012). The relationship between disgust, state-anxiety and motivation during a dissection task. Learning and Individual Differences 22(3). 419-424. http://dx.doi.org/10.1016/j.lindif.2012.01.005.
Randler, C., Hummel, E., & Wüst-Ackermann, P. (2013). The influence of perceived disgust on students’ motivation and achievement. International Journal of Science Education 35(17). 2839-2856. http://dx.doi.org/10.1080/09500693.2012.654518.
Randler, C., Demirhan, E., Wüst-Ackermann, P., Desch, I. H. (2016). Influence of a dissection video clip on anxiety, affect and self-efficacy in educational dissection: a treatment study. CBE – Life Science Education 15 (1), ar1: 1-8.
Smith, R. E., Ascough, J. C., Ettinger, R. F., & Nelson, D. A. (1971). Humor, anxiety, and task performance. Journal of Personality and Social Psychology 19(2), 243-246. http://dx.doi.org/10.1037/h0031305.
Spielberger, C. D., Gorsuch, R. L., & Lushene, R. E. (1970). Manual for the State-Trait Anxiety Inventory (Self-Evaluation Questionnaire). California Consulting-Psychologists Press, Palo Alto, CA.
Spielberger, C. D., Anton, W. D., & Bedell, J. (1976). The nature and treatment of test anxiety. Zuckerman, Marvin (Ed); Spielberger, Charles D. (Ed), (1976). Emotions and anxiety: New concepts, methods, and applications. Oxford, England: Lawrence Erlbaum, x, 362 pp.
Strauss, R. T. & Kinzie, M. B. (1994). Student achievement & attitudes in a pilot study comparing an interactive videodisc simulation to conventional dissection. The American Biology Teacher 56(7), 398-402.
Suzuki, H. & Heath, L. (2014). Impacts of humor and relevance on the remembering of lecture details. Humor 27(1). 87-101. http://dx.doi.org/10.1515/humor-2013-0051.
Szabo, A., Ainsworth, S. E., & Danks, P. K. (2005). Experimental comparison of the psychological benefits of aerobic exercise, humor, and music. Humor 18(3), 235-246. http://dx.doi.org/10.1515/humr.2005.18.3.235.
Vagnoli, L., Caprilli, S., Robiglio A., & Messeri, A. (2005). Clown doctors as a treatment for preoperative anxiety in children: a randomized, prospective study. Pediatrics 116(4), e563-e567. http://dx.doi.org/10.1542/peds.2005-0466.
Vagnoli, L., Caprilli S., & Messeri, A. (2010). Parental presence, clowns or sedative premedication to treat preoperative anxiety in children: what could be the most promising option? Pediatric Anesthesia 20(10), 937-943. http://dx.doi.org/10.1111/j.1460-9592.2010.03403.x.
Weinberger, D. A., Schwartz, G. E., Davidson, R. J. (1979). Low-anxious, high-anxious, and repressive coping styles: Psychometric patterns and behavioral and physiological responses to stress. Journal of Abnormal Psychology 88, 369-380.
Weisenberg, M., Raz, T. & Hener, T. (1998=. The influence of film-induced mood on pain perception. Pain 76(3). 365-375. http://dx.doi.org/10.1016/S0304-3959(98)00069-4.
Zeidner, M. 1998. Test anxiety: The state of the art. New York: Plenum.
|View Abstract References Full text PDF|
E-Teaching Materials as the Means to Improve Humanities Teaching Proficiency in the Context of Education Informatization
Nadezhda P. Yachina, Liliya A. Valeeva & Albina F. Sirazeeva
pp. 433-442 | DOI: 10.12973/ijese.2016.315a | Article Number: ijese.2016.013
The aim of the article is to determine the specifics of the creation and methodology of the use of e-teaching materials on humanities in the training system of future teachers. The leading approaches to the study of this problem are student-centered and personally-meaningful approaches to teaching leading to realizing the need for new educational opportunities associated with the use of modern information technologies in the training of future teachers of humanities. The article explains the pedagogical rationale of creating and using e-teaching materials in teaching humanities, based on the integration of subject and methodological knowledge, skills and experience in the training of future teachers; identifies and rationalizes the requirements (integrative framework, gradual development of materials, marked structure, individualization of the teaching process, the strategic character of knowledge assimilation, openness of the system) for the design of e-teaching materials for the humanities disciplines in the training of future teachers; highlights principles of integrative educational process on the basis of e-teaching materials (prioritizing e-teaching materials in the educational process; the integrity and continuity of the didactic cycle carried out with the help of e-teaching materials); grounds organizational and methodological conditions of the effective use of e- teaching materials in future teachers’ training (students’ needs and motivation, cognitive independence, control and diagnostics); focuses on the developed methodology of using e-teaching materials for the humanities disciplines in the training of future teachers (on the basis of the course "Teaching proficiency").
Keywords: education, teaching, students, e-teaching materials, information technologies, teachers training, integrative approach, teaching proficiency
Abakumova, N. N. (2002). Peer review of programs in distance education. New information technologies in University education. Kemerovo: KSU.
Anisimova, T. I. & Krasnova, L. A. (2015). Interactive technologies in electronic educational resources. International Education Studies, 8 (2), 186-194. Anisimova, T. I. & Krasnova, L. A. (2015). Interactive technologies in electronic educational resources. International Education Studies, 8 (2), 186-194.
Budnik, G. A. & Bitkin, V. P. (2007). From experience of creation an electronic textbook on the History of Russia. Modern science-based technologies, 10.
Galchenkov, A. S. (2015). Didactic features of media technologies use for additional arts education of teenagers. Doctoral dissertation. Rostov-Na-Donu.
Golitsyna, I. N. (2013). Creation of e-learning resources for Web-oriented disciplines. 16th International Conference on Interactive Collaborative Learning, ICL, 2013 (рр. 263-272). Kazan, Russian Federation: Kazan National Research Technological University.
Ismagilova, L. R. & Polyakova, O. V. (2015). The Role of Course Evaluation and Needs Analyses for Syllabus Design: An Application to “English Language” Course for Master-Degree Students in Economics. Mediterranean Journal of Social Sciences, 6(1).
Kalimullin, A. M. (2014). How to train an effective teacher: experience of Kazan (Volga Region) Federal University. In:International scientific conference (26-27 June 2014). Kazan: KFU.
Khuziahmetov, A. N., Khabibullina, Z. N., Fardiev, H. G. (2011). A textbook "Tatar literature" for the 9th grade of comprehensive school with the Russian language of instruction. Kazan: Tatar Book Publishing House.
Krayevskii, V. V. (1994). Pedagogical research methodology: A guide for the teacher-researcher. Samara: SGPI.
Lapshina, T. V., Solovieva, I. A., Savicheva, S. V. (2012). Creation of original e-materials for the educational field "Security" of the basic educational program of preschool education. Nauchnyj poisk, 4.5.
Lopanova, E. V. (2015). Theoretical and technological grounds of improving professional and pedagogical training of the University teacher in the conditions of informatization of education. Doctoral dissertation. Moscow.
MacDonald, C. J., Stodel, E. J., Thompson, T. L., Archibald, D. & Sun, R. (2013). Introduction to research: Demystifying the research process. Ottawa: CollaLearning Corp.
Prishchepa, T. A., Polev, I. A. (2009). Methodological support of the teacher on creation of interactive electronic manuals.Vestnik TGPU, 2, 72.
Rubinshtein, L. S. (2002). Basics of general psychology. Saint Petersburg: Piter.
Sadykova, G. (2014). Mediating knowledge through peer-to-peer interaction in a multicultural online learning environment: A case study of international students in the US. International Review of Research in Open and Distance Learning, 15 (3), 24-49.
Semushina, E. Y. & Galeeva, M. V. (2013). Distant form of mastering translator's competence as a part of engineering education in Kazan Federal University. 16th International Conference on Interactive Collaborative Learning, ICL, 2013 (pp. 519-521). Kazan, Russian Federation: Kazan National Research Technological University.
Sheroziya, G. A. & Sheroziya, M. G. (2013). The human mind born in the networks of artificial logic elements - an introduction to the project of creation a new man. Ryazan: PRIZ.
Sirazeeva, A. F., Valeeva L. A., Morozova, A. F. (2015). Innovative technologies in foreign language teaching at University.Modern problems of science and education, 3. Retrieved from: http://www.science-education.ru/123-17983 12.
Traynev, V. A. (2002). Business games in the educational process. Moscow: Dom “Dashkov i K”.
Valeeva, E. E. & Ziyatdinova, Yu. N. (2011). Integrative approach to intercultural competences development of technical university students. Vestnik of KTU, 16, 292-300.
Valeeva, L. A., Morozova, A. F., Sirazeeva, A. F. (2015). The contextual approach in training translators for professional purposes (based on the economic content). Modern problems of science and education, 1. Retrieved from: www.science-education.ru/121-18300
Yachina, N. P. (2009). Formation of monitoring competence of the teacher in the course of professional activities. Study guide for heads of educational institutions. Kazan: KSU.
Yachina, N. P. (2009). Professional competence as an indicator of the quality of education. Vestnik of Kazan Technological University, 2, 180-186.
Yachina, N. P. (2014). Teaching proficiency. Electronic educational resource. Retrieved from:http://bars.kpfu./course/view.php?id=1636
Yesnazarova, U. A. (2014). Experience of textbooks and teaching materials creation for the course "Geography of the Republic of Kazakhstan". In: Proceedings of VI International Scientific Conference. Kazan: KFU.
|View Abstract References Full text PDF|
Communicatively Developing Technology of Speech Activation of Tatar Schools` Teachers
Irina V. Khairova & Nodira M. Egamberdieva
pp. 443-451 | DOI: 10.12973/ijese.2016.316a | Article Number: ijese.2016.014
The timeliness of the problem under study is that in conditions of the renewal of the content and system of education the interest to the communicative and development potentials of education in the system of course retraining of teachers who work in national (Tatar) schools is growing. However, actual academic complexes for teachers do not always express the idea of communicatively developing education as a technology, didactic system or model. In the article the model of communicatively developing technology of learning is presented. The technology contains the humanitarian potential and speech activating technologies. The main method used in the study was the pedagogic experiment which permitted us to conduct the experimental verification of communicatively developing approaches in teaching, providing certain level of coherent speech. The results of the experimental work proved that the use of communicatively developing methods in course retraining allows to improve the quality of teacher`s coherent speech. The main results of the study are: the content development of the communicatively developing program of Russian coherent speech for teachers attending extension courses, and also the structure and content definition of diagnostic studies of Tatar schools teachers` coherent speech. The article materials may be used on extension courses for teachers and in the system of university studies for future teaches.
Keywords: teachers, education, communication, technology, oral activity, coherent speech, system of course retraining of Tatar schools` teachers
Adolf, V. A. (1998). Professional competence of future teachers. Krasnoyarsk.
Andreev, V.I. (2013). Laws of creative self-development as a basis of subject-oriented education concept. Vestnik of Kazan Thechnological University, 16 (16), 13-17.
Averchenko, LK (1999). Management of communication. Moscow - Novosibirsk.
Gabdulchakov, V. F. (2014). Communicative Core of Interaction and its Influence on Education Results. Procedia - Social and Behavioral Sciences. Third Annual International Conference «Early Childhood Care and Education», 146 (25), 381–384.
Gromova, C.R. (2014). Psychological and pedagogical conditions of primary schoolchildren civil identity development (results of complex research), Life Science Journal, 11(10s), 518-521.
Khutorskoy, A. B. (2003). Key competencies: technology design. Public education, 5, 34-38.
Koletvinova, N. D. (2015). The development specifics of the professional integration-communicative competence of students in pedagogical universities. Review of European Studies, 7(1), 154-160.
Lifintseva, N. I. (2000). Formation of professional and pedagogical culture of the teacher. Kursk.
Nestler, K. (1974). Informationen zu Schulbuch Fragen, Berlin.
Sokolov, A. V. (2002). The general theory of social communication. Moscow.
Steinberg, V. E. (2002). Didactic multidimensional tools. Theory, methodology, practice. Moscow.
|View Abstract References Full text PDF|
The Effect of Project-Based History and Nature of Science Practices on the Change of Nature of Scientific Knowledge
Ayşe Sert Çıbık
pp. 453-472 | DOI: 10.12973/ijese.2016.331a | Article Number: ijese.2016.015
The aim of this study is to compare the change of pre-service science teachers’ views about the nature of scientific knowledge through Project-Based History and Nature of Science training and Conventional Method. The sample of the study consists of two groups of 3rd grade undergraduate students attending teacher preparation program of science education at an education faculty in Turkey. In this study, in which quantitative and qualitative research methods are used, non-equivalent control group design out of quasi-experimental designs is employed. Student Understanding of Science and Scientific Inquiry questionnaire is applied to both groups as pre-test and post-test. After the applications, a significant difference is observed to be in favor of the experimental group and they mostly described their views as Transitional Views and Informed Views whereas the control group defined their views as Transitional Views and Naïve Views. Carrying out the History and Nature of Science course through project activities is found to be useful, and performing the course with activities oriented towards the projects is recommended by pre-service teachers.
Keywords: history and nature of science, nature of scientific knowledge, pre-service science teacher, project-based learning
Abd-El-Khalick, F., & Akerson. V. L. (2004). Learning about nature of science as conceptual change: Factors that mediate the development of pre-service elementary teachers’ views of nature of science. Science Education 88(5), 785-810.
Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers’ conceptions of the nature of science: A critical review of the literature. International Journal of Science Education 22, 665-701.
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.
Arık, S. (2010). Geniş etkili güncel olayların öğretmen adaylarının bilimin doğası anlayışı üzerine etkisi (Yayımlanmamış yüksek lisans tezi). Gazi Üniveristesi Eğitim Bilimleri Enstitüsü İlköğretim Anabilim Dalı Fen Bilgisi Öğretmenliği Bilim Dalı, Ankara.
Ayvacı, H. Ş., & Er Nas, S. (2010). Fen ve teknoloji öğretmenlerinin bilimsel bilginin epistemolojik yapısı hakkındaki temel bilgilerini belirlemeye yönelik bir çalışma. Kastamonu Eğitim Dergisi 18(3), 691-704.
Barufaldi, J. P., Bethel, L. J., & Lamb, W. G. (1977). The effect of a science methods course on the philosophical view of science among elementary education majors. Journal of Research in Science Teaching 14, 289-294.
Bell, R. L., Lederman, N. G., & Abd-El Khalick, F. (2000). Developing and acting upon one's conception of the nature of science: A follow-up study. Journal of Research in Science Teaching 37(6), 563-581.
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future, the clearing house. A Journal of Educational Strategies, Issues and Ideas, 83(2), 39-43.
Brickhouse, N. W. (1990). Teacher beliefs about the nature of science and their relationship to classroom practices. Journal of Teacher Education 41(3), 53-62.
Brown, A. L., & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229-270). Cambridge, MA: MIT Press/ Bradford Books.
Chen, S. (2006). View on science and education (VOSE) questionnaire. Asia-Pacific Forum on Science Learning and Teaching7(2), Article 11.
Craven, J. A. (2002). Assessing explicit and tacit conceptions of the nature of science among preservice elementary teachers. International Journal of Science Education 24(8), 785-802.
Crowther, D. T., Lederman, N. G., & Lederman, J. S. (2005). Understanding the true meaning of nature of science. Science and Children 43(2), 50-52.
Çakıcı, Y. (2009). Fen eğitiminde bir ön koşul: Bilimin doğasını anlama. M. Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi29, 57-74.
Demirhan, C. (2002). Program geliştirmede proje tabanlı öğrenme yaklaşımı (Yayımlanmamış yüksek lisans tezi). Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
Doğan Bora, N., Arslan, O., & Çakıroğlu, J. (2006). Lise öğrencilerinin bilim ve bilim insanı hakkındaki görüşleri. Hacettepe Eğitim Fakültesi Dergisi, 31, 32-44.
Doğan, N., Çakıroğlu, J., Bilican, K., & Çavuş, S. (2009). Bilimin doğası ve öğretimi. Ankara: Pegem Yayıncılık.
Doğan, N., Çakıroğlu, J., Çavuş, S., Bilican, K., & Arslan, O. (2011). Öğretmenlerin bilimin doğası hakkındaki görüşlerinin geliştirilmesi: Hizmet içi eğitim programının etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 40, 127-139.
Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people’s images of science. Buckingham, England: Open University Press.
Greaves-Fernandez, N. (2010). Influence of views about the nature of science indecision-making about socio-scientific and pseudo-scientific issues (Unpublished doctoral dissertation). The University of York, Department of Education, United Kingdom.
Gürses, A., Doğar, Ç., & Yalçın, M. (2005). Bilimin doğası ve yüksek öğrenim öğrencilerinin bilimin doğasına dair düşünceleri. Milli Eğitim Dergisi 33(166), 68- 76.
Hacıeminoğlu, E., Yılmaz-Tüzün, Ö., & Ertepınar, H. (2014). Development and validation of nature of science instrument for elementary school students. Education 3-13 International Journal of Primary, Elementary and Early Years Education 43, 258-283.
Hacıeminoğlu, E. (2013). Bilimin doğası ve öğretimi. M. Demirbaş (Ed.)., Bilimin doğasına ilişkin öğrenme ürünlerinin değerlendirilmesi (ss. 230-246). Ankara: Pegem Akademi Yayıncılık.
Kang, S., Scharmann, L. C., Noh, T., & Koh, H. (2005). The influence of students' cognitive and motivational variables in respect of cognitive conflict and conceptual change. International Journal of Science Education 27(9), 1037-1058.
Karasar, N. (2004). Bilimsel araştırma yöntemi kavramlar-ilkeler-teknikler (13. Baskı). Ankara: Nobel Yayın Dağıtım.
Kenny, D. A. (1975). A quasi-experimental approach to assessing treatment effects in the nonequivalent control group design. Psychological Bulletin 82(3), 345-362.
Khishfe, R., & Abd-El-Khalick, F. (2002). Influence of explicit reflective versus implicit inquiry-oriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching 39(7), 551-578.
Kılıç, K., Sungur, S., Çakıroğlu, J., & Tekkaya, C. (2005). Ninth grade students’ understanding of the nature of scientific knowledge. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 28, 127-133.
Köksal, M. S., & Çakıroğlu, J. (2010). Development of Nature of Science Scale (NSS) for advanced science students. Journal of Baltic Science Education 9, 87-98.
Kubicek, J. P. (2005). Inquiry-based learning, the nature of science, and computer technology: New possibilities in science education. Canadian Journal of Learning and Technology 31(1), 51.
Küçük, M. (2006). Bilimin doğasının ilköğretim 7. sınıf öğrencilerine öğretmeye yönelik bir çalışma (Yayımlanmamış doktora tezi). Karadeniz Teknik Üniversitesi, Fen Bilimleri Enstitüsü, Trabzon.
Lawson, A. E. (1982). The nature of advanced reasoning and science instruction. Journal of Research in Science Teaching19, 743-760.
Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching 29, 331-359.
Lederman, N. G. (2007). Nature of science: Past, present, and future. In S.K. Abell, & N. G. Lederman (Eds.), Handbook of research in science education (pp. 831-879). Mahwah, New Jersey: Lawrence Erlbaum Publishers.
Lederman, N. G., & Lederman, J. S. (2004). Project ICON: A professional development project to promote teachers' and students' knowledge of nature of science and scientific inquiry. In Buffler, A. & Laugksch, R (Eds.), Proceedings of the 12th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education. Durban: SAARMSTE.
Lederman, N. G., & Zeidler, D. L. (1987). Science teachers’ conceptions of the nature of science: Do they really influence teacher behavior? Science Education 71(5), 721-734.
Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire (VNOS): Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching 39, 497-521.
Lederman, N. G., Lederman, J. S., & Antink, A. (2013). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology 1(3), 138-147.
Lederman, N. G., Wade, P. D., & Bell, R. L. (1998). Assessing understanding of the nature of science: A historical perspective. In McComas, W (Ed.), The nature of science in science education: Rationales and strategies (pp. 331-350). The Netherlands: Kluwer Academic.
Liang L. L., Chen, S., Chen, X., Kaya, O. N., Adams, A. D., Macklin, M., & Ebenezer, J. (2009). Preservice teachers' views about nature of scientific knowledge development: An international collaborative study. International Journal of Science and Mathematics Education 7(5), 987-1012.
Liang, L. L., Chen, S., Chen, X., Kaya, O. N., Adams, A. D., Macklin, M., & Ebenezer, J. (2008). Assessing preservice elementary teachers' views on the nature of scientific knowledge: A dual-response instrument. Asia-Pacific Forum on Science Learning and Teaching 9(1), 1-20.
Liang, L. L., Chen, S., Chen, X., Kaya, O. N., Adams, A. D., Macklin, M., & Ebenezer, J. (2006, April). Student understanding of science and scientific inquiry (SUSSI): Revision and further validation of an assessment instrument. Paper Prepared for the 2006 Annual Conference of the National Association for Research in Science Teaching (NARST). San Francisco, CA.
McComas, W. F. (1993, April). The effects of an intensive summer laboratory internship on secondary students’ understanding of the NOS as measured by the test on understanding of science (TOUS). Paper Presented at the Annual Meeting of the National Association for Research in Science Teaching, Atlanta, GA.
McComas, W. F. (1996). Ten myths of science: Reexamining what we think we know about the nature of science. School Science and Mathematics 96(1), 10-16.
McComas, W., & Olson, J. (1998). The nature of science in international science education standards documents. In W.F. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 41-52). Dordrecht: Kluwer Academic Publishers.
Morgil, İ., Temel, S., Güngör Seyhan H., & Ural Alşan E. (2009). Proje tabanlı laboratuar uygulamasının öğretmen adaylarının bilimin doğası konusundaki bilgilerine etkisi. Türk Fen Eğitimi Dergisi (TÜFED) 6(2), 92-109.
Moss, D. M. (2001). Examining student conceptions of the nature of science. International Journal of Science Education23(8), 771-790.
Önen, F. (2013). Fen bilgisi öğretmen adaylarının aktivite temelli bilimin doğası öğretimine yönelik görüşleri ile bu öğretimin bilimsel tutum ve süreç becerilerine etkisi. The Journal of Academic Social Science Studies 6(7), 843-868.
Özgelen, S. (2010). Exploring the development of pre-service science teachers’ views on nature of science in inquiry-based laboratory instruction (Unpublished doctoral dissertation). Department of Elementary Education, METU.
Roth, W., & Roychoudhury, A. (2003). Physics students’ epistemologies and views about knowing and learning. Journal of Research in Science Teaching 40, 114-139.
Ryan, A. G., & Aikenhead, G. S. (1992). Students’ preconceptions about the epistemology of science. Science Education 76, 559-580.
Ryder, J., Leach, J., & Driver, R. (1999). Undergraduate science students' images of science. Journal of Research in Science Teaching 36(2), 201-219.
Schneider, R., Krajcik, J., Marx, R. W., & Soloway, E. (2002). Student learning in project-based science classrooms. Journal of Research in Science Teaching 39(5), 410-422.
Schwartz, R. S., Akom, G., Skjold, B., Hong, H. H., Kagumba, R., & Huang, F. (2007, April). A change in perspective: Science education graduate students’ reflections on learning about NOS. Paper Presented at the International Meeting of the National Association for Research in Science Teaching, New Orleans, LA.
Schwartz, R. S., Lederman, N. G., & Crawford, B. A. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Science Education 88(4), 610-645.
Sert Çıbık, A. (2014). The effect of teaching project-based nature of science on teacher candidates' views about the NOS. ISER 2014 World Conference, October 29-November 2, Cappadocia, Turkey.
Tairab, H. H. (2001). Pre-service teachers' views of the nature of science and technology before and after a science teaching methods course. Research in Education 65, 81-87.
Taşar, M. F. (2003). Teaching history and the nature of science in science teacher education programs. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 30-42.
Taşar, M. F. (2006). Probing preservice teachers’ understandings of scientific knowledge by using a vignette in conjunction with a paper and pencil test. Eurasia Journal of Mathematics, Science and Technology Education 2(1), 53-70.
Tuan, H. L., & Chin, C. C. (1999). Promoting junior high school students’ motivation toward physical science learning (I). Report No. NSC 88-2511- S018-013, Taiwan National Research Council.
Türkmen, L., & Yalçın, M. (2001). Bilimin doğası ve eğitimdeki önemi. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi3(1), 189-195.
Yalvaç, B., Tekkaya, C., Çakıroğlu, J., & Kahyaoğlu, E. (2007). Turkish pre-service science teachers' views on science-technology-society issues. International Journal of Science Education 29(3), 331-348.
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.
|View Abstract References Full text PDF|
The Problem of Reading and Reading Culture Improvement of Students-Bachelors of Elementary Education in Modern High Institution
Lera A. Kamalova & Natal’ya D. Koletvinova
pp. 473-484 | DOI: 10.12973/ijese.2016.318a | Article Number: ijese.2016.018
This article is aimed to study the problems of reading and improve reading culture of students-bachelors of elementary education in modern high institutions and development of the most effective methods and techniques for improving of reading culture of students in the study of Humanities disciplines. The leading method to the study of this problem is a pedagogical experiment (ascertainment, formation and control stages of experiment), and the method of expert estimations, statistical processing of quantitative research results. The article identifies the most effective methodological techniques of reading culture improvement of undergraduate students, future specialists of elementary education in their learning process at the University; We offered the methodology of reading culture improvement for the undergraduate students of "Elementary education" profile, providing thoughtful skill of reading of the works of various styles and genre, creative reading skill, formation of reading competence of students.
Keywords: elementary education, reading skill, reading culture, personal and professional development, creative reading, means of communication
Adler, M. (2014). How to read books. A guide to reading the great works. The publishing house Mann, Ivanov and Ferber, 344.
Akimova, A. G. (2014). The culture of reading of youth: myths and reality. Electronic source: http://lib.1september.ru/2006/08/16.htm
Approximate program of academic subjects. (2010). Moscow, Education, 400.
Chudinova, V. P. (2008). Reading of children as a national value. Electronic source: http://www.polemics.ru.
Granick, G. G., Bondarenko, S. M. & Kontsevaya, L. A. (2007). When the book teaches, 256.
Kamalova, L. A. & Ul’yanitskaya, T. V. (2014). The study of the pedagogical values of the future elementary school teachers,Life Science Journal, 11(10s), 522-526.
Kamalova, L. A. (2015). Formation of Professional Competences of “Primary Education” Profile Students While the Studying Process at the University, Review of European Studies, 7(1), 94-100.
Khuziakhmetov, A. N., Shafikova, G. R. & Kapranova, V. A. (2015). Conditions of Educational Environment for the Development of Teenagers’ Moral Relations. International Journal of Environmental and Science Education, 10 (4), 515-521.
Kozyrev, V. A. & Chernyak, V. D. (2007). The reading range and Russian language ability of the student. Bulletin of the Herzen University, 47.
Likhachev, D. S. (2006). Writing about the good and the beautiful. SPb., Logos, 234.
Mc Luhan, M. (2005). The Gutenberg Galaxy. The development of man print, 45-46.
Novik, N. N. & Podgórecki, J. A. (2015). Model of Developing Communication Skills among Adolescents with Behavioral Problems. International Journal of Environmental and Science Education, 10 (4), 579-587.
Pennac, D. (2015). Essay as a novel. Moscow, Scooter, 196.
Ribakova, L. A., Parfilova, G. G., Karimova, L. Sh. & Karimova, R. B. (2015). Evolution of Communicative Competence in Adolescents Growing Up in Orphanages. International Journal of Environmental and Science Education, 10 (4), 589-594.
Sadykova, A. G., Yashina, M. E. & Sharafieva, A. D. (2014). Citation as a stimulus to boost students’ communication skills at the English lessons. English Language Teaching, 7 (12), 12-25.
Sagitova, R. R. (2014). Training students to be autonomous learners. International Journal of Humanities Education, 12 (1),27-34.
Svetlovskaya, N. N. & Peach-ool, T. S. (2007). How to help children who don't want to learn to read. Publishing House Archi: 54.
The national programme for support and development of reading. (2007). Library, 10-28.
Tikhomirova, I. I.(2008). About the development of creative reading in Russia: a case history. School library, 68-76.
Valeev, A. A. & Baranova, A. R. (2013). The development of the future engineers' capacity for creative self-realization. 16th International Conference on Interactive Collaborative Learning, ICL, 2013 (pp.436-437). Kazan, Russian Federation: Kazan National Research Technological University.
Valeeva, L. A. & Valeeva, R. A. (2013). Development of future engineers' critical thinking in foreign language teaching. 16th International Conference on Interactive Collaborative Learning, ICL, 2013 (рр. 438-439). Kazan, Russian Federation: Kazan National Research Technological University.
Volkova, E. A. (2012).Transformation reading student youth. Abstract of the dissertation on competition of degree of candidate of pedagogical Sciences: 28.11.2012. Krasnodar, 35.
Vorontsov, A. V. (2009). Reading as a socio-economic problem. Society. Environment. Development, 28.
|View Abstract References Full text PDF|
Native American Students’ Understanding of Geologic Time Scale: 4th-8th Grade Ojibwe Students’ Understanding of Earth’s Geologic History
Younkyeong Nam, Engin Karahan & Gillian Roehrig
pp. 485-503 | DOI: 10.12973/ijese.2016.332a | Article Number: ijese.2016.016
Geologic time scale is a very important concept for understanding long-term earth system events such as climate change. This study examines forty-three 4th-8th grade Native American—particularly Ojibwe tribe—students’ understanding of relative ordering and absolute time of Earth’s significant geological and biological events. This study also examines how these students understand the time scale of human history in relation to the longer geologic time scale of the earth and of the Ojibwe’s unique history. The students participated in a 15-hour lesson unit focused on the topic of climate change in Earth history. The two major sources of data included: 1) students’ relative ordering and written descriptions of ten given Earth historical events and 2) student groups’ placing of nineteen events on an absolute time line. Students’ relative ordering of ten given events and student groups’ placing of nineteen events on an absolute time line were analyzed quantitatively by descriptive statistics, whereas students’ written descriptions of the relative ordering of the ten given events were analyzed qualitatively. The results show that the students understand Earth’s geological events as three distinctive zones: near the beginning of Earth history, relative recent events, and between these two categories. The results also show that many students interpret general historical events in human history like “starting agriculture” through the lens of their own history and cultural viewpoints. This study shows that younger children have a general knowledge of major events in Earth’s history, such as continental movement, but cannot organize an accurate chronological order of these events. This study also shows that indigenous students’ knowledge of their own cultural and historical events affects their understandings of human history.
Keywords: earth history, earth geologic time scale, native American students
Aikenhead, G. S. (1997). Toward a first nations cross-cultural science and technology curriculum. Science Education 81(2), 217-238.
Ault Jr., C. R. (1982). Time in geological explanations as perceived by elementary-school students. Journal of Geological Education 30(5), 304-309.
Barnhardt, R., & Kawagley, A. O. (2005). Indigenous knowledge systems and Alaska native ways of knowing. Anthropology & Education Quarterly 36(1), 8-23.
Ben-Zvi Assaraf, O., Eshach, H., Orion, N., & Alamour, Y. (2012). Cultural differences and students’ spontaneous models of the water cycle: A case study of Jewish and Bedouin children in Israel. Cultural Studies of Science Education 7(2), 451–477.
Bíró-Nagy, K. (2009). Re-conceptualized Time and Space in Contemporary Native American Discovery Narratives. Proceedings of the 2008 HAAS Conference. Special Issue of E-Journal of American Studies in Hungary, 5(2). Retrieved from http://americanaejournal.hu/vol5no2/biro-nagy
Brzuszek, R., Clary, R., Liu, Y., Toussaint, G., Kanon, E., Ellis, V. S., & Anggreeni, I. (2008). How big is big? The translation of the enormity of geologic time in an informal learning environment. Design Principles and Practices: An International Journal 2(4), 69-78.
Callahan, K. L. (2015) An Introduction to Ojibway Culture and History. Retrieved from http://www.tc.umn.edu/~call0031/ojibwa.html.
Clary, R. M., Brzuszek, R. F., & Wandersee, J. H. (2009). Students’ geocognition of deep time conceptualized in an informal educational setting. Journal of Geoscience Education 57(4), 275-285.
Climate Literacy Network (2009). Climate Literacy: The Essential Principles of Climate Sciences. Retrieved from http://cleanet.org/cln/index.html
Corbiere, A. O. (May 2000). Reconciling Epistemological Orientations: Toward a Holistic Nishnaabe (Ojibwe/Odawa/Potawatomi) Education. Paper presented at the Annual Meeting of the Canadian Indigenous and Native Studies.
Decker, T., Summers, G., & Barrow, L. (2007). The treatment of geological time and the history of life on Earth in high school biology textbooks. The American Biology Teacher 69(7), 401-405.
Dodick, J. (2007). Understanding evolutionary change within the framework of geological time. McGill Journal of Education42(2), 245-264.
Dodick, J., & Orion, N. (2003a). Cognitive factors affecting student understanding of geologic time. Journal of Research in Science Teaching 40(4), 415-442. doi:10.1002/tea.10083
Dodick, J., & Orion, N. (2003b). Measuring student understanding of geological time. Science Education, 87(5), 708-731.
Dodick, J., & Orion, N. (2006). Building an understanding of geological time: A cognitive synthesis of the “macro” and “micro” scales of time. In C. A. Manduca & D. W. Mogk (Eds.), Earth and mind: How geologists think and learn about the earth (pp. 77-93). Boulder, Colorado: Geological Society of America.
Earth Science Literacy Initiative. (2010). Earth science literacy principles: The big ideas and supporting concepts of earth science. Arlington, VA: National Science Foundation.
Johnston, Basil. (1976). Ojibway Heritage: The ceremonies, rituals, songs, dances, prayers and legends of the Ojibway.Toronto, Canada: McClelland and Stewart.
Libarkin, J. C., & Anderson, S. W. (2005). Assessment of learning in entry-level geoscience courses: Results from the Geoscience Concept Inventory. Journal of Geoscience Education, 53(4), 394–401.
Libarkin, J. C. & Kurdziel, J. P. (2004). Time is everything: Geologic time as a linchpin to a complete understanding of the earth. Paper presented at the 77th Annual meeting of the National Association of Research in Science Teaching, Vancouver, BC.
Libarkin, J., Kurdziel, J., & Anderson, S. (2007). College student conceptions of geological time and the disconnect between ordering and scale. Journal of Geoscience Education 55(5), 413-422.
Marques, L., & Thompson, D. (1997). Portuguese students’ understanding at ages 10-11 and 14-15 of the origin and nature of the earth and the development of life. Research in Science and Technological Education 15(1), 29-51.
Mbajiorgu, N. M., Ezechi, N. G., & Idoko, E. C. (2007). Addressing nonscientific presuppositions in genetics using a conceptual change strategy. Science Education 91(3), 419-438. doi:10.1002/sce.20202
McComas, W. F. (1990). How-to-do-it. How long is a long time?. American Biology Teacher, 52(3), 161-167.
Native Languages of Americas. (2015). Chippewa (Ojibway, Anishinaabe, Ojibwa). Retrieved from http://www.native-languages.org/chippewa.htm
NGSS Lead States. (2013). Next Generation Science Standards. Retrieved from http://www.nextgenscience.org/
Nelson‐Barber, S., & Estrin, E. T. (1995). Bringing Native American perspectives to mathematics and science teaching.Theory into Practice 34(3), 174-185.
Nieto-Obregon, J. (2005). Geologic time scales, maps and the chronoscalimeter: Journal of Geoscience Education 49(1), 25-29.
Noonan, L. C. & Good, R. G. (1999). Deep time: Middle school students’ ideas on the origins of earth and life on earth. Paper presented at the 72nd Annual Meeting of the National Association for Research in Science Teaching Annual Meeting, Boston, MA.
Ocean Literacy Network. (2013). Ocean Literacy: The Essential Principles of Ocean Sciences for Learners of All Ages. Retrieved from http://oceanliteracy.wp2.coexploration.org/brochure/
Petit, J. R., Jouzel, J., Raynaud, D., Barkov, N. I., Barnola, J. M., Basile, I., ... & Delmotte, M. (1999). Climate and atmospheric history of the past 420,000 years from the Vostok ice core, Antarctica. Nature 399(6735), 429-436.
Snively, G., & Corsiglia, J. (2001). Discovering indigenous science: Implications for science education. Science Education85(1), 6-34.
Teed, R., & Slattery, W. (2011). Changes in geologic time understanding in a class for preservice teachers. Journal of Geoscience Education 59(3), 151-162.
Trend, R. (1998). An investigation into understanding of geological time among 10‐ and 11‐year‐old children. International Journal of Science Education 20(8), 973-988.
Trend, R. (2000). Conceptions of geological time among primary teacher trainees, with reference to their engagement with geoscience, history, and science. International Journal of Science Education 22(5), 539-555.
Trend, R. (2001a). Deep time framework: A preliminary study of U.K. primary teachers' conceptions of geological time and perceptions of geoscience. Journal of Research in Science Teaching 38(2), 191-221.
Trend, R. (2001b). An investigation into the understanding of geological time among 17-year-old students, with implications for the subject matter knowledge of future teachers. International Research in Geographical and Environmental Education 10(3), 298-321
|View Abstract References Full text PDF|
Development of Junior Pupils Research Skills in Interrelation with Universal Learning Activities
Elvira G. Sabirova, Venera G. Zakirova & Alfiya R. Masalimova
pp. 505-514 | DOI: 10.12973/ijese.2016.321a | Article Number: ijese.2016.017
Actuality of the studied problem is stipulated by the fact that the learning activity is the leading one for pupils and it defines development of main cognitive particularities of evolving personality. As the result of this activity becomes formation of cognitive motives, research skills, subjectively new knowledge and ways of activity for pupils. Purpose of this study is to define more significant in pedagogical relation research skills of junior pupils in context of their interconnections with universal learning activities. In the experiment, there were involved 270 people: pupils and teachers of elementary school and also students acquiring profession of elementary school teachers. As the experimental area there became general education schools №81 and №32, gymnasium №37 in Kazan city of Russian Federation Tatarstan Republic. During the work there was used complex of diagnostic methods for revealing development level of research skills and universal learning activities of junior pupils. On the basis of the obtained results there were specified and substantiated the content of research skills of elementary school pupil in context of their interconnection with universal learning abilities (personal, regulative, cognitive, communicative).
Keywords: learning, research skills, universal learning activities, systemic-active approach in teaching, organization of learning and research activity of junior pupil
Asmolov, A. G. (2010). How to project universal learning activities in elementary school, Moscow.
Gromova, C. R. & Alimbekov, A. (2015). Egocentrism and Development of Students Identity (On the Example of Studying of Future Teachers). International Journal of Environmental and Science Education, 10(4), 571-578.
Leontovich, A. V. (2003). Projecting research activity of pupils, Moscow , Institute of Pedagogical Innovations of Russian Science Academy dissertation (p.142).
Novik, N. N. & Podgórecki, J. (2015). A Model of Developing Communication Skills among Adolescents with Behavioral Problems. International Journal of Environmental and Science Education, 10(4), 579-587.
Ribakova, L. A., Parfilova, G. G., Karimova, L. Sh. & Karimova, R. B. (2015). Evolution of Communicative Competence in Adolescents Growing Up in Orphanages. International Journal of Environmental and Science Education, 10(4), 589-594.
Savenkov, A. I. (2004). Method of research teaching of junior pupils, Samara, Tutorial literature.
Ushachev, V. P. (1988). Forming of research skills of pupils during the process of industrial practice on the basis of active applying of knowledge on physics, Chelyabinsk, (pp.123-132).
|View Abstract References Full text PDF|