Journal articles on the topic 'School: School of Geography, Environment and Earth Sciences'
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Idrizi, Bashkim, and Neriman Selimi. "Mapping the surrounding environment by pupils. Case study: Primary school “Ismail Qemali” in Chair - Skopje." Proceedings of the ICA 4 (December 3, 2021): 1–6. http://dx.doi.org/10.5194/ica-proc-4-46-2021.
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Abstract. Cartography in primary schools in the Republic of North Macedonia is present as part of geography subject, for four years from sixth to ninth level, per two hours weekly. Program is limited only on usage of paper maps aimed for learning geospatial phenomena, without information for map making process.Step forward toward increasing the awareness for including mapping in practical part of curricula in geography and other related subjects, are the activities undertaken by the Geo-SEE Institute from Skopje, by giving practical lectures to pupils in Primary School “Ismail Qemali” in Chair municipality, for usage the digital cartography tools via GIS software.Training was designed to be used FOSS for GIS and open geospatial data by teachers and pupils. Field identification and collection of geospatial data based on ortho images and other base materials, as well usage of smart phones have been used as supplementary methodology for establishing geospatial database aimed for map compilation. Voluntary geographic information and crowd sourcing methodologies as opportunities for usage in teaching and learning process in primary schools not only for geography but for all subjects that intersects with geospatial information, were explained to attendees. Within very short period of one and half month, before pandemic on march 2020, pupils achieved to work with basic tools of QGIS software, as well to compile two maps, one geographical map of North Macedonia, and a map of neighbourhood “Topansko Pole (Fushë Topanë)” as city map of the settlement in which the primary school is located.
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Yahaya, Abdulkadir Muhammed, Abdullahi Lawal Dutsinma, Salamatu Suleiman, and Abdulaziz Ahmed. "The impact of teaching methods on the performance of geography students in some selected public secondary schools in Zaria local government area, Kaduna State, Nigeria." Journal of Social, Humanity, and Education 1, no. 2 (February 25, 2021): 143–55. http://dx.doi.org/10.35912/jshe.v1i2.369.
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Abstract: Purpose: This study analyzes the impact of teaching methods on Geography students’ performance in Zaria Local Government Area, Kaduna State, Nigeria. Six senior secondary schools: AlhudaHuda College, Barewa College, Government Secondary School Kofar Kibo, Government Girls Secondary School Kofar Gayan, Government Girls Secondary School Pada and Government Girls Secondary School, Kongo were sampled. Research methodology: 423 questionnaires were administered to respondents. Descriptive statistics and inferential statistics using SPSS version 23 were used to analyze the data. Results: The results revealed that the demonstration method of teaching was the most used by teachers ahead of others (44.6%). The results also revealed that 28.3% of the students who responded say they did not know the teachers’ actual method in teaching them. Limitations: The study used not only Geography teachers as respondents, but also other subjects related to Geography. Additionally, the study covered only Zaria Local Government Secondary Schools. It can be done with only Geography teachers’ respondents in a larger scope like a state or even a country. Contribution: The study will help the Ministry of Education responsible for secondary education and all stakeholders to understand the reality of state of Secondary Education in the study area to address the problems. Additionally, the study can be replicated in other study areas with similar characteristics. Keywords: Impact, Teaching method, Senior secondary schools Keywords: 1. Impact 2. Teaching method 3. Senior secondary schools
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Krylovets, Mykola, and Oksana Braslavska. "SOCIAL AND EDUCATIONAL WORK IN GEOGRAPHY LESSONS." Problems of Modern Teacher Training, no. 1(23) (April 29, 2021): 16–24. http://dx.doi.org/10.31499/2307-4914.1(23).2021.232724.
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Geographical education as one of the important means of creating a cultural environment in the educational process of the school opens to the student the world with all the diversity of complex relationships of nature, society and personality, satisfies the need for self-knowledge, promotes the formation of personal qualities and values. Geographical education gives person great opportunities to develop a humane and tolerant attitude to other people, to other civilizations, political and economic systems, the geographical environment, to the planet Earth. Geography as a science of the humanities and natural cycle not only reveals the features of the material and spiritual culture of the peoples of the world, but also shows them in inseparable connection with the natural and social environment. Modern geography comprehensively considers the living environment of humanity, using a systematic geographical approach to knowledge of the world.Education in a broad, social sense is a function of society to prepare the young generation for life, carried out by all society: social institutions, organizations, the church, media and culture, family and school. Education in the learning process, as well as the learning process itself, is a complex phenomenon. In geography lessons education is the formation of morality and spirituality of students, especially those aspects related to human behavior in different geographical, economic, political conditions, education of citizens of their country, preparation of school graduates to perform social roles, because there is no effective economy, social peace in the state, responsible citizens without education.
Keywords: geography, education, geography lessons, teacher, culture, morality, student’s personality, social and educational work.
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Антон Романович, Сергеев,, and Сукманова, Нина Юрьевна. "METHODOLOGICAL DEVELOPMENT OF A SCHOOL PROJECT ON GEOGRAPHY." Вестник Тверского государственного университета. Серия: География и геоэкология, no. 4(40) (December 16, 2022): 133–46. http://dx.doi.org/10.26456/2226-7719-2022-4-133-146.
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Представлены содержательно-методические аспекты формирования исследовательских и информационных компетенций через проектную деятельность на уроках географии. Показана методика составления географического школьного проекта. Представлена схема организации проектной деятельности с применением геоинформационных систем в географии для решения задач географического и экологического просвещения обучающихся. Дан картографический материал, который необходим для составления учебных проектов. Выделены основные этапы составления и реализации проекта для изучения районов (и населённых пунктов) лесохозяйственного типа. Приведен пример составления географического проекта по теме «Анализ трансформации социально-экономического развития леспромхоза пос. Удимский за период 1943-2022 гг.». The paper considers the content and methodological aspects of the formation of research and information competencies through project activities in geography lessons. The methodology of drawing up a geographical school project is shown. The scheme of the organization of project activities with the use of geoinformation systems in geography to solve the problems of geographical and environmental education of students is presented. The cartographic material that is necessary for the preparation of educational projects is given. The main stages of the preparation and implementation of the project for the study of areas (and settlements) of the forestry type are highlighted. An example of drawing up a geographical project on the topic «Analysis the transformation of the socio-economic development of the timber industry of the village» is given. Udimsky for the period 1943-2022.
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Chang, Cheng-Chieh, Liang-Ting Tsai, Chih-Hsuan Chang, Kuo-Chen Chang, and Cheng-Fang Su. "Effects of Science Reader Belief and Reading Comprehension on High School Students’ Science Learning via Mobile Devices." Sustainability 13, no. 8 (April 13, 2021): 4319. http://dx.doi.org/10.3390/su13084319.
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This research examines senior high school students’ earth science learning effects, focusing on the influence of science reading beliefs when employing mobile devices. The revision of the Science Reader Belief Inventory (SRBI) was used to examine the connections for high school students’ personal scientific reading beliefs and reading comprehension of earth science learning effectiveness conditions when using mobile devices to learn. The learning outcome was determined using achievement tests. In this research, 97 students from three classes of first-year high school students were enrolled in an eight-week experimental teaching study followed by an achievement test. The major findings are as follows: (1) High school students’ transaction beliefs were stronger than transmission beliefs. Transaction beliefs were significantly correlated with transmission beliefs. (2) Scientific beliefs may take a long time to change. (3) Whereas traditional reading comprehension strategies seem to have relied more heavily on vocabulary development, in an e-learning environment, students tend to rely on sentence-level parsing to understand scientific texts. This research provides a reference for teachers within learning environments in which information is incorporated into technology instruction, and various learning scenarios are used.
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Wolf, N., V. Fuchsgruber, G. Riembauer, and A. Siegmund. "AN ADAPTIVE WEB-BASED LEARNING ENVIRONMENT FOR THE APPLICATION OF REMOTE SENSING IN SCHOOLS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B6 (June 17, 2016): 53–56. http://dx.doi.org/10.5194/isprs-archives-xli-b6-53-2016.
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Satellite images have great educational potential for teaching on environmental issues and can promote the motivation of young people to enter careers in natural science and technology. Due to the importance and ubiquity of remote sensing in science, industry and the public, the use of satellite imagery has been included into many school curricular in Germany. However, its implementation into school practice is still hesitant, mainly due to lack of teachers’ know-how and education materials that align with the curricula. In the project “Space<i>4</i>Geography” a web-based learning platform is developed with the aim to facilitate the application of satellite imagery in secondary school teaching and to foster effective student learning experiences in geography and other related subjects in an interdisciplinary way. The platform features ten learning modules demonstrating the exemplary application of original high spatial resolution remote sensing data (RapidEye and TerraSAR-X) to examine current environmental issues such as droughts, deforestation and urban sprawl. In this way, students will be introduced into the versatile applications of spaceborne earth observation and geospatial technologies. The integrated web-based remote sensing software “BLIF” equips the students with a toolset to explore, process and analyze the satellite images, thereby fostering the competence of students to work on geographical and environmental questions without requiring prior knowledge of remote sensing. This contribution presents the educational concept of the learning environment and its realization by the example of the learning module “Deforestation of the rainforest in Brasil”.
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Wolf, N., V. Fuchsgruber, G. Riembauer, and A. Siegmund. "AN ADAPTIVE WEB-BASED LEARNING ENVIRONMENT FOR THE APPLICATION OF REMOTE SENSING IN SCHOOLS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B6 (June 17, 2016): 53–56. http://dx.doi.org/10.5194/isprsarchives-xli-b6-53-2016.
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Satellite images have great educational potential for teaching on environmental issues and can promote the motivation of young people to enter careers in natural science and technology. Due to the importance and ubiquity of remote sensing in science, industry and the public, the use of satellite imagery has been included into many school curricular in Germany. However, its implementation into school practice is still hesitant, mainly due to lack of teachers’ know-how and education materials that align with the curricula. In the project “Space<i>4</i>Geography” a web-based learning platform is developed with the aim to facilitate the application of satellite imagery in secondary school teaching and to foster effective student learning experiences in geography and other related subjects in an interdisciplinary way. The platform features ten learning modules demonstrating the exemplary application of original high spatial resolution remote sensing data (RapidEye and TerraSAR-X) to examine current environmental issues such as droughts, deforestation and urban sprawl. In this way, students will be introduced into the versatile applications of spaceborne earth observation and geospatial technologies. The integrated web-based remote sensing software “BLIF” equips the students with a toolset to explore, process and analyze the satellite images, thereby fostering the competence of students to work on geographical and environmental questions without requiring prior knowledge of remote sensing. This contribution presents the educational concept of the learning environment and its realization by the example of the learning module “Deforestation of the rainforest in Brasil”.
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Fernández-Arango, David, Francisco-Alberto Varela-García, and Jorge López-Fernández. "Dynamic Analysis of School Mobility Using Geolocation Web Technologies." ISPRS International Journal of Geo-Information 12, no. 1 (December 29, 2022): 8. http://dx.doi.org/10.3390/ijgi12010008.
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Pedestrian travel represents one of the most complex forms of mobility owing to the numerous parameters that influence its analysis and the difficulty of acquiring accurate travel information. In addition, the vulnerability of its protagonists, especially in urban environments, in coexistence with other types of transport, makes its study interesting. This paper proposes a web tool for use in geolocated surveys that allows the acquisition of georeferenced thematic information of interest for mobility studies. The analysis of different school routes from students’ homes to their respective schools has been proposed as a case study. This work covered a sample of 1883 students from 26 schools in Galicia (Spain), where population dispersion generates a particular type of mobility. We obtained relevant mobility data, such as the routes most traveled by students in their daily commute to school, the most efficient routes, the most used means of transport, or the exact location of various elements that hinder and dangerously affect students traveling these routes, such as sidewalks or crosswalks in poor condition, among others.
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Na'im, Mohamad, and Vionita Firdausy. "The Influence of Work environment and Fulfillment of Occupational Needs on The Performance of Geography Teachers at Public Senior High School in Lumajang Regency." Basic and Applied Education Research Journal 3, no. 1 (May 25, 2022): 28–40. http://dx.doi.org/10.11594/baerj.03.01.03.
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The objectives of this study are to analyze the effect of the work environment on the performance of Geography teachers at the state senior high schools in Lumajang Regency, investigate the effect of the fulfillment of occupational needs on the performance of Geography teachers, and analyze the influence of the work environment and the fulfillment of occupational needs on the performance of Geography Teachers. This research deployed quantitative research, coupled with correlational analysis to examine the cause-effect relationship between the dependent and independent variables. Research results point out that the teacher's work environment affects their performance by 30.25%. The fulfillment of occupational needs poses an effect on teachers’ performance by 26.41%. This means that greater fulfillment of occupational needs results in increased teacher performance. Finally, the work environment and the fulfillment of occupational needs concurrently pose a positive effect on the teacher’s performance. The coefficient of simultaneous determination (R2) is 46.9%.
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Yurdayanti, Yurdayanti, and Nurjanah Nurjanah. "Development of Geographic Booklets Learning Media Based on Environmental Care on Natural Resources Materials in Senior High School." GeoEco 8, no. 1 (January 26, 2022): 113. http://dx.doi.org/10.20961/ge.v8i1.55699.
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<p><em>The character of caring for the environment is essential for students to be wise in protecting natural resources in Indonesia. The planting of environmental care character values can be inserted into the media used in the learning process. This study aims to develop a geography booklet based on environmental concerns related to students’ daily experiences. The development model in this study uses the Borg & Gall stage, which consists of ten development steps. This research was conducted in three senior high schools in Pangkalpinang, Indonesia. There were (100) respondents, all of whom came from eleventh-grade students. The results of the feasibility test of geographic booklet media products based on environmental care characters obtained an average of 93.33% at the validation stage by a team of experts with very valid criteria. The feasibility of small-scale trials is 83.30%, and large-scale trials are 85.07%. It is known that the results of the analysis of environmental care attitudes obtained before using the product are 63.4%, and after use of 83.8%. It can be indicated that the geography booklet learning media based on environmental care is very feasible to be applied in the classroom and used as a learning resource.</em></p>
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Chubrei, O. S., O. M. Danilova, and V. N. Pidhirna. "SCIENTIFIC ACHIEVEMENTS OF THE ECONOMICS AND GEOGRAPHY SCHOOL OF CHERNIVTSI UNIVERSITY." Innovate Pedagogy 1, no. 44 (2022): 37–40. http://dx.doi.org/10.32843/2663-6085/2022/44/1.7.
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Son, Minsuk, and Jinhee Lee. "Students’ Perceptions on Travel Geography in High School: A Case Study of General High School Students in Gimhae." Journal of the Association of Korean Geographers 11, no. 1 (March 31, 2022): 29–47. http://dx.doi.org/10.25202/jakg.11.1.3.
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Rokhmah, Ummi Nur, and Misbahul Munir. "IMPLEMENTASI BUDAYA SEKOLAH BERWAWASAN LINGKUNGAN DALAM MEMBENTUK KARAKTER PEDULI LINGKUNGAN SISWA SEKOLAH DASAR." Muallimuna : Jurnal Madrasah Ibtidaiyah 7, no. 1 (October 20, 2021): 63. http://dx.doi.org/10.31602/muallimuna.v7i1.5314.
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The purpose of this study is describe implementation of environmental school culture for shaping character environmental care students at SDN Temas 01 Batu. This study used a qualitative approach with descriptive research. The study is conducted in SDN Temas 01 Batu with the subject of his research is the principal, 3 teachers, 4 students, 1 janitor, 1 cafeteria guard and 2 parents of students. Data is collected through interview, observation, and documentation. Data analysis is carried out through 3 stages, datareduction, data display and verification. The validity of the information is tested by triangulation of techniques and triangulation of sources. The research results show that environmental school culture is implemented through 3 steps, planning, implementation and evaluation. Planning activities are forming school environmental management team, making environmental studies and planning environmental actions. Activities carried out during implementation are make environmental policies, implement environmental based curricula, conduct participatory based environmental activities, and manage environmental supporting facilities. The success of the implementation is evaluated by monitoring the state of biodiversity in schools, electricity bills and spending on purchasing office stationery, weighing the amount of waste and monitoring students' ability to manage the environment in terms of cognitive, affective and psychomotor aspects. The supporting factor that influences the implementation of an environmental school culture is the location of the school which is in a location that is still beautiful and gets a lot of support from outside parties. While the inhibiting factor is limitation of budget, there are still students who lack awareness in sorting waste and there is still a lot of plastic waste in schools.
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Passadelli, Anthoula-Styliani, Aikaterini Klonari, and Ekaterini Nikolarea. "Spatial and Geospatial Thinking of Secondary Education Students in Greece." Research Journal of Education, no. 84 (December 28, 2022): 80–85. http://dx.doi.org/10.32861/rje.84.80.85.
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Internationally, curriculums emphasize the importance of spatial abilities development in school, and it has been proven that teaching geography can help improve spatial thinking. The main goal of this study was to investigate the spatial thinking of Secondary Education students. The research sample was 474 Junior High school students (246 students from the 7th grade and 248 students from the 8th grade), aged 13-14 years, coming from 49 different public schools all over Greece. A questionnaire was distributed to students that included questions based on the categories of spatial thinking of Gersmehl and Gersmehl (2011). The findings of the research have identified a weakness in the students’ spatial perception, with satisfactory performances only in the floor plans. There is no statistical difference between boys and girls, but the total score in most questions was low.
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Sena, Carla Cristina Reinaldo Gimenes de, and Barbara Gomes Flaire Jordão. "Challenges in the teaching of Cartography during the COVID-19 pandemic: use of Minecraft in the remote classroom setting." Proceedings of the ICA 4 (December 3, 2021): 1–7. http://dx.doi.org/10.5194/ica-proc-4-99-2021.
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Abstract. The multi-tasking and technological phenomena of modern society form the basis for so-called active methodology options, which engage students through several different teaching strategies. Among these strategies is game-based learning, very appealing to the younger generation of students and with great didactic potential in the teaching of Cartography and Geography. With the increase in versions of games available on different platforms, their lower cost and the introduction of devices such as mobile telephones, smartphones, tablet computers and desk top computers into the school environment, it has been possible to introduce a sandbox-type game in the didactic approach to the teaching of Geography, which includes cartography content. The purpose of this article is to demonstrate the potential of a methodology based on use of the digital game Minecraft for the learning of cartographic concepts related to geographical themes in primary education during the period of social isolation, in which schools remained closed in Brazil, due to the advancing COVID-19 pandemic. This didactic concept was applied to 178 students at a private school in the city of Ribeirão Preto/SP [São Paulo] in the context of remote learning, between the months of October and November 2020. The outcomes were assessed based on the students’ comprehension of the different viewpoints and the function and importance of scale in representations they created using Minecraft. The study demonstrated that, by “constructing” their representations, students could become the protagonists of their own learning process, connecting theoretical concepts to everyday practice and, thus, giving meaning to what they were being taught.
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Chihiro, ITO. "Examining Descriptions of “Race” in High School Geography Textbooks: Toward Geography Education against Discrimination and Prejudice." E-journal GEO 16, no. 2 (2021): 327–44. http://dx.doi.org/10.4157/ejgeo.16.327.
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Григорович, Михаил Александрович. "MNEMONIC MAP OF FORMATION OF READING LITERACY IN THE BASIC SCHOOL IN GEOGRAPHY LESSONS." Вестник Тверского государственного университета. Серия: География и геоэкология, no. 2(38) (June 17, 2022): 101–9. http://dx.doi.org/10.26456/2226-7719-2022-2-101-109.
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Актуальность темы исследования связан с тем, что в школьных учебниках географии большие тесты, в том числе описания, что вызывает у школьников проблемы освоения. В статье представлен опыт формирования умения осмысленного чтения в современной школьной географии. Resume: The relevance of the research topic is due to the fact that in school geography textbooks there are large tests, including descriptions, which causes problems for schoolchildren to master. The article presents the experience of developing the ability to comprehend reading in modern school geography.
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Suwarsito, Hindayati Mustafidah, and Mustolikh. "Students Pedagogical Competencies in Teaching Assistant Programs and Its Impact on Reinforcement of Learning in Partner Schools." International Journal of Research and Innovation in Social Science 06, no. 05 (2022): 356–59. http://dx.doi.org/10.47772/ijriss.2022.6518.
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Merdeka Belajar Kampus Merdeka (MBKM) Program as launched by the Ministry of Education and Culture, Research and Technology, has had a tremendous impact on the qualitative development of education in Indonesia. As a form of support for the MBKM program, the Geography Education Study Program, Universitas Muhammadiyah Purwokerto (UMP) held a Teaching Assistance program with partners from 3 public and private schools in Banyumas Regency. This program was attended by 19 students. The results of this Teaching Assistance program, students have pedagogical competence with an average value of 88.22. The competencies achieved include lesson planning, learning implementation, attitudes, and non-teaching activities. This activity not only has an impact on increasing the strengthening of learning in partner schools, but also has an impact on changes in the physical environment, culture, and school administration. The Teaching Assistance program needs to be continued because there are benefits that are felt by partner schools, although there are improvements that need to be made, namely this activity should be carried out in its entirety and it is necessary to provide students with basic knowledge about learning and administration.
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Rácz, Szilárd, and Péter Reményi. "„Generációk munkájára támaszkodva kutatunk” Beszélgetés Hajdú Zoltánnal 70. születésnapja alkalmából [Interjú]." Modern Geográfia 17, no. 4 (October 2022): 9–20. http://dx.doi.org/10.15170/mg.2022.17.04.02.
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Zoltán Hajdú was born on May 4th, 1952 in Végardó. He completed his secondary school studies at the Rákóczi Secondary Grammar School in Sárospatak, and after his military service, he graduated from the Lajos Kossuth University of Debrecen in Geography and History. In 1976–1977, he was an assistant lecturer at the Technical University of Heavy Industry in Miskolc. He defended his doctoral dissertation at the Institute of Geography at the Lajos Kossuth University in 1977, and in 1977–1978, he became a scholarship researcher of the Central Office of the Hungarian Academy of Sciences in Pécs. Since 1978 he has been a research fellow at the Transdanubian Scientific Institute (and its successors) of the Hungarian Academy of Sciences. He defended his CSc dissertation in 1986 and became a Doctor of the Hungarian Academy of Sciences in 2002. His habilitation procedure was successfully completed in 2013 and he became a professor in 2017. The present semi-structured interview was conducted in March 2022 at the Institute of Regional Studies. The aim of the article is to help readers get acquainted with the most important stages of Zoltán Hajdú’s life, his relationship with geography, as well as the factors underlying the previous two and affecting his career.
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Narovlyansky, Oleksandr. "UNKNOWN MANUSCRIPTS OF SOFIA RUSOVA." Social work and social education, no. 2(9) (October 26, 2022): 26–32. http://dx.doi.org/10.31499/2618-0715.2(9).2022.267059.
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The article highlights the newly discovered in the Central Archives of the highest authorities of Ukraine handwritten materials, the author of which is a prominent figure of the Ukrainian national liberation movement, one of the founders of the Ukrainian national education Sofia Rusova. The materials were found in the collection of the Ministry of Education of the Ukrainian People's Republic and the Ukrainian Hetmanate.The revealed works are devoted to the introduction of excursions in the educational process, in particular in the study of geography ("Winter Excursions in Primary School") and in extracurricular work (draft plan of the advisor on the organization of excursions). The participation of Sofia Rusova in the development of the curriculum of the Ukrainian school in geography, her activity on the creation of the excursion department of the Department of extracurricular education and preschool education of the Ministry of Education in 1917-1919 is highlighted. The main ideas of S. Rusova on the introduction of winter excursions in primary school, their educational potential, objects for display. The ideas of S. Rusova, set out in the draft content of the guide for excursion organizers. It is determined that Sofia Rusova stood at the origins of educational tourism in the Ukrainian school and was one of the founders of the tourist and local history direction of out-of-school education in Ukraine.
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Glišović, Jelena, and Žarko Ilić. "Serbian Atlases in the 19th and Early 20th Century." Proceedings of the ICA 4 (December 3, 2021): 1–8. http://dx.doi.org/10.5194/ica-proc-4-119-2021.
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Abstract. Atlases published in the Serbian language in the 19th and early 20th century, with rare exceptions were used as an auxiliary teaching tool in geography and history classes. The aim of this paper is to point out all the atlases that were in use in Serbian schools until the beginning of the First World War. The analysis of the content of the atlases was performed and presented, and as well as the different methodologies used by the authors during the creation of the atlas. The connection between the geography curriculum and the content of the atlas was pointed out, in accordance with the changes in the geography curriculum during the time. In addition to school atlases, the first atlases, made by Jovan Cvijić, will be presented, which aimed to show maps that relate to a clearly defined topic and these were the first such atlases within the framework of Serbian cartography.
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Knyazeva, M. D. "Lessons from space: new format, new opportunities." Geodesy and Cartography 924, no. 6 (July 20, 2017): 60–64. http://dx.doi.org/10.22389/0016-7126-2017-924-6-60-64.
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Implementation of space technologies into educational process in the study not only physics, mathematics and astronomy, computer science, geography, ecology, history, natural history and other school subjects. “Lessons from space in a new format” is a continuation of the project cosmonaut Alexander Serebrov “lessons from space”. The main objective of the project is to develop teaching materials for school course of aerospace education. Such materials can be used in class groups and sections of an aerospace focus, and also within the main school course and are not adjusted for stronger training and development of interest of schoolchildren to work in the aerospace industry. It is very important to organize technically equipped educational environment and maximize the utilization of the training space. It is important to understand that the space lessons are very necessary for the education and training of the younger generation. This is particularly interesting when the cosmonaut becomes a teacher. No matter where he performs a lesson in class or in orbit. In today’s rapidly changing world, a variety of teaching and educational process is not simply the acquisition of knowledge is primarily on the training of future active citizens who will strive to preserve and develop peace on Earth and in space.
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Schlachter, Gabriella, and Károly Teperics. "A földrajztanárok által alkalmazott módszerek egy online vizsgálat tükrében." Modern Geográfia 17, no. 1 (January 2022): 57–71. http://dx.doi.org/10.15170/mg.2022.17.01.04.
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In our dynamically evolving globalised world we must keep up with the changes in the education sector. Due to this development, social and cognitive changes have started, which motivates educators for methodological renewal. The intensity of implementation of this renewal may differ from school to school based on school type, the students’ grade and also the type of the settlement. It is important to have an overview of the methodology used by Geography teachers, from which we can gain an insight into the influential role of these factors. Several studies have shown that the more years teachers spend in public education, the less they deviate from their own methods and regular teaching habits(Kojanitz, 2019). In the present survey – which undertook to crawl the methodological tools of colleagues teaching Geography – an online questionnaire was used in order to reach teachers in several levels of settlement hierarchy, schooltype and ensure countrywide territorial coverage. In addition to the methodology-related questions, the survey was aimed at receiving a description of an ideal teacher, and it also included the exploration of the most common problems regarding the teaching of Geography and a section on the efficiency and actual implementation of digital education. By analysing the answers given in the questionnaire, it is possible to draw a general picture of the methods and technical devices in everyday Geography teaching in Hungary. Moreover, the results can be used to solve the currently encountered problems, which can be carried out by the reform of teacher training and further training.
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Valente, Adriana, and Valentina Tudisca. "The public discourse on immigration in Italian school textbooks." MONDI MIGRANTI, no. 1 (March 2022): 139–57. http://dx.doi.org/10.3280/mm2022-001008.
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The authors present an analysis of the History and Geography textbooks that were the most used in Italian secondary schools in the school year 2016-2017, aimed at investigating immigrant representation and migrations through images and texts. Indeed, textbooks are a kind of media that can impact on the public discourse while presenting a certain vision of society to those that are becoming the future citizens, conveying - explicitly and implicitly - value systems. In this sense, they can act as tools to build support for power or cultural resistance, an aspect that is reflected in the so called "Didactic Transposition Delay", which helps to understand the relationship between knowledge and values. Given their "political" nature, albeit cloaked in an institutional authority, it is important to reflect on this type of media in a critical manner, particularly with respect to the promotion of discrimination and stereotypes. Among the findings of the study, a narrative predominantly describing migrants as "victims" and as a resource (especially eco-nomic) for the country of destination, albeit not lacking representation in terms of problems, while barely making room for the subject of human rights. At the same time, the images convey a representation that is predominantly "male", tending to "veil" the presence of women, contrary to the data, but with certain elements which the authors consider as developments with respect to previous studies.
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Arthur, Peter. "GIS Support for Secondary School Field Studies Researching Geographic Environments for NCEA Internal Assessments." New Zealand Journal of Geography 116, no. 1 (May 15, 2008): 25–29. http://dx.doi.org/10.1111/j.0028-8292.2003.tb00808.x.
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Gillborn, David, and David Drew. "‘Race’, class and school effects." New Community 18, no. 4 (July 1992): 551–65. http://dx.doi.org/10.1080/1369183x.1992.9976329.
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Brookfield, Harold. "1. The Department of Human Geography in the Research School of Pacific Studies The Australia National University." Pacific Viewpoint 32, no. 1 (May 1991): 88–94. http://dx.doi.org/10.1111/apv.321007.
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Santos-García, Fabián, Karina Delgado Valdivieso, Andreas Rienow, and Joaquín Gairín. "Urban–Rural Gradients Predict Educational Gaps: Evidence from a Machine Learning Approach Involving Academic Performance and Impervious Surfaces in Ecuador." ISPRS International Journal of Geo-Information 10, no. 12 (December 10, 2021): 830. http://dx.doi.org/10.3390/ijgi10120830.
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Academic performance (AP) is explained by a multitude of factors, principally by those related to socioeconomic, cultural, and educational environments. However, AP is less understood from a spatial perspective. The aim of this study was to investigate a methodology using a machine learning approach to determine which answers from a questionnaire-based survey were relevant for explaining the high AP of secondary school students across urban–rural gradients in Ecuador. We used high school locations to construct individual datasets and stratify them according to the AP scores. Using the Boruta algorithm and backward elimination, we identified the best predictors, classified them using random forest, and mapped the AP classification probabilities. We summarized these results as frequent answers observed for each natural region in Ecuador and used their probability outputs to formulate hypotheses with respect to the urban–rural gradient derived from annual maps of impervious surfaces. Our approach resulted in a cartographic analysis of AP probabilities with overall accuracies around 0.83–0.84% and Kappa values of 0.65–0.67%. High AP was primarily related to answers regarding the academic environment and cognitive skills. These identified answers varied depending on the region, which allowed for different interpretations of the driving factors of AP in Ecuador. A rural-to-urban transition ranging 8–17 years was found to be the timespan correlated with achievement of high AP.
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HAJAROH, Mami, Rukiyati RUKIYATI, L. Andriani PURWASTUTI, and Bambang SAPTONO. "THE IMPLEMENTATION OF INDONESIA’S CHILD FRIENDLY SCHOOL POLICY BASED ON ENVIRONMENT IN THE COASTAL TOURIST AREA OF GUNUNGKIDUL, INDONESIA." GeoJournal of Tourism and Geosites 31, no. 3 (September 30, 2020): 1010–18. http://dx.doi.org/10.30892/gtg.31312-535.
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Mokos, Melita, Giulia Realdon, and Ivana Zubak Čižmek. "How to Increase Ocean Literacy for Future Ocean Sustainability? The Influence of Non-Formal Marine Science Education." Sustainability 12, no. 24 (December 19, 2020): 10647. http://dx.doi.org/10.3390/su122410647.
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Even though the ocean is a defining feature on Earth that regulates climate and provides oxygen, food, and jobs, students still have low to moderate marine and ocean literacy knowledge. Ocean literacy is an understanding of the ocean’s influence on people and people’s influence on the ocean. It is an emerging need necessary for ensuring the sustainability of the ocean and its resources. The UN has declared a Decade of Ocean Science for Sustainable Development, and one of the priority research and development areas is ocean literacy. Unfortunately, marine science and ocean literacy topics are poorly represented in school curricula across the world. This study presents the level of marine knowledge in a sample of primary school students before and after different themed non-formal educational interventions and the effect of non-formal educational activities on students’ knowledge. These activities led to significant increase in the knowledge level three weeks after they were performed, indicating the retention of gained information. Performed educational activities and knowledge transfer from graduate level to primary school level significantly increased the level of students’ knowledge, and consequently ocean literacy, and revealed some of the learning misconceptions. Results of this study show that there is a need for an integrated approach to the teaching of Ocean Literacy starting from the early grades by combining teacher’s professional development, strengthening ocean-related topics in school curricula, and promoting non-formal educational activities.
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Malchykova, D. S., and K. V. Mezentsev. "PUBLIC IMAGE OF GEOGRAPHY IN THE CONTEXT OF BASIC SECONDARY EDUCATION STANDARDS TRANSFORMATION: UKRAINIAN AND WORLD EXPERIENCE." Ukrainian Geographical Journal, no. 1 (2022): 53–63. http://dx.doi.org/10.15407/ugz2022.01.053.
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This paper aims at the analysis of basic geographical education standards transformation in Ukraine and foreign countries in the XXI century, and their influence on the public image of geography. The volume and duration of compulsory geography education in Ukraine have gradually reduced. Moreover, in the standards of basic secondary education it was partly included into integrated courses and broad academic fields. It have caused significant transformations of public perception and awareness of geography as a science, academic field, and sphere of career opportunities, led to a decline of public demand for geographers. However, world experience shows that geographical literacy is recognized as an essential condition that increase territorial competitiveness and quality of life, contributes to environment protection, and ensure national security through the development of unique cognitive skills, as spatial thinking, spatial culture, and spatial citizenship. It is argued that transformation and renovation of geography teaching methods and content should include: a) implementation of learning approaches that stimulate interest to study local, regional and international issues and support decision making based on understanding of space and spatial relationships; b) development of educational strategies using innovations and practices of geomedia resources implementation as a digital learning environment; c) regular cartographic support of academic process in geography on the principle of “teaching with GIS, not about GIS”; d) use of active learning techniques for the development of spatial thinking/literacy/ citizenship; e) implementation of projects on landscape structure and perception analysis, based on both traditional techniques (fieldworks, observations, reading and interpreting maps), and new technologies of geomedia resources; f) strengthening the emphasis on understanding of human-environmental interactions in school geography program as a particularly important topic in terms of education for sustainable development.
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LIU, Jixiang, Longzhu XIAO, Jiangping ZHOU, Yuanyuan GUO, and Linchuan YANG. "Non-linear relationships between the built environment and walking to school: Applying extreme gradient boosting method." Progress in Geography 41, no. 2 (2022): 251–63. http://dx.doi.org/10.18306/dlkxjz.2022.02.006.
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Kapusi, János. "A kétszintű földrajz érettségi vizsgálata a célnyelvűség szemszögéből – eredmények, kihívások, tapasztalatok." Modern Geográfia 16, no. 4 (October 25, 2021): 25–47. http://dx.doi.org/10.15170/mg.2021.16.04.02.
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In Hungary, Geography final examinations can be taken in ten foreign languages too. This linguistic diversity is one of the less-known, rarely mentioned values of our public education system, allowing students of bilingual and nationality secondary school programmes to take certain subject exams – like Geography – in foreign languages. Since the introduction of the two-tier Matura examination system, the subject has been one of the most popular choices in foreign language too as such examinations have been held in almost all exam periods. However, changes in the subject’s prestige and the Matura itself are also clearly reflected. The study provides a detailed analysis of intermediate and advanced Geography final exams by language use and discusses factors influencing the spatial distribution and temporal changes of exam numbers. This study is justified not only by the two-tier system’s more than fifteen years of history but by the recent changes of the national curriculum, exam structure and requirements as well.
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Honsnejmanová, Irena, and Jan Jarolímek. "The influence of home and school environments on alcoholic beverages, tobacco and marijuana consumption by adolescents in Prague and Brno." Geographica Pannonica 25, no. 4 (2021): 289–99. http://dx.doi.org/10.5937/gp25-33242.
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Excessive use of alcoholic beverages, tobacco or marijuana is problematic not only for adults, but in some countries, it is a significant problem for children. However, the reasons for differences in children's risk behavior, as well as the reasons for risk behavior itself, are not yet fully understood. In this article we focused on the association between the quality of the school and home environment (and their surroundings) as perceived by children themselves and their risk behavior in relation to the use of selected substances. We worked with group of 343 9th grade primary school pupils in different types of neighborhoods. The results of our research show that at least some aspects of the quality of the physical environment have an impact on children's risk behavior.
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Sandén, Taru, Heide Spiegel, Hannah Wenng, Michael Schwarz, and Judith M. Sarneel. "Learning Science during Teatime: Using a Citizen Science Approach to Collect Data on Litter Decomposition in Sweden and Austria." Sustainability 12, no. 18 (September 18, 2020): 7745. http://dx.doi.org/10.3390/su12187745.
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The decay of organic material—litter decomposition—is a critical process for life on Earth and an essential part of the global carbon cycle. Yet, this basic process remains unknown to many citizens. The Tea Bag Index (TBI) measures decomposition in a standardized, measurable, achievable, climate-relevant, and time-relevant way by burying commercial tea bags in soil for three months and calculating proxies to characterize the decomposition process (expressed as decomposition rate (k) and stabilization factor (S)). We measured TBI at 8 cm soil depth with the help of school and farm citizen scientists in 2015 in Sweden and in 2016 in Austria. Questionnaires to the participating schools and farms enabled us to capture lessons learned from this participatory data collection. In total >5500 citizen scientists participated in the mass experiments, and approximately 50% of the tea bags sent out yielded successful results that fell well within previously reported ranges. The average decomposition rates (k) ranged from 0.008 to 0.012 g d−1 in Sweden and from 0.012 to 0.015 g d−1 in Austria. Stabilization factors (S) were up to four times higher in Sweden than Austria. Taking part in a global experiment was a great incentive for participants, and in future experiments the citizen scientists and TBI would benefit from having enhanced communication between the researchers and participants about the results gained.
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García Sánchez, Daniela, and Daniel Avendaño Leadem. "Energy transition and path dependence: the case of Costa Rica." Revista Geográfica de América Central 3, no. 61E (November 23, 2018): 281–95. http://dx.doi.org/10.15359/10.15359/rgac.61-3.14.
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Costa Rica’s world known renewable energy model relies heavily on large scale hydropower, a source surrounded by strong environmental and social questionings. This condition of dependence has its own reinforcing processes that hinder advancements of alternative renewable technologies. In today’s carbon-constrained world, new approaches – and new geographies – are required to ensure the availability and accessibility of sustainable energy services. Using path dependence theory developed within evolutionary economic geography and neoinstitutionalist school of thought, the present research offers an explanation of the specific path driven by the impact of historical events that favor hydropower in Costa Rica’s energy transition.
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Feucht, Florian C., Kate Michaelson, Susan L. Hany, Lauren N. Maziarz, and Nathan E. Ziegler. "Is the Earth Crying Wolf? Exploring Knowledge Source and Certainty in High School Students’ Analysis of Global Warming News." Sustainability 13, no. 22 (November 22, 2021): 12899. http://dx.doi.org/10.3390/su132212899.
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The marked contrast between the scientific consensus on global warming and public beliefs indicates a need to research how high schoolers, as future citizens, engage with and make meaning from news articles on such topics. In the case of socioscientific issues (SSIs) such as global warming, students’ acquisition of knowledge from the news is mediated by their epistemic understandings of the nature of science (NOS) and use of informal reasoning in evaluating claims, evidence, and sources. This exploratory qualitative study examined twelve U.S. high school students’ understandings, opinions, and epistemic beliefs concerning global warming knowledge. Researchers examined microgenetic changes as students discussed global warming during semi-structured interviews and a close reading of global warming news texts. Although results showed that most students could articulate a working concept of global warming, in follow-up questions, a subset offered personal opinions that differed from or contradicted their previously stated understandings. Meanwhile, students who offered opinions consistent with the scientific consensus often argued that the dangers of global warming were exaggerated by politicians and scientists who wished to profit from the issue. This study suggests a need for more explicit focus on NOS and scientific news literacy in curricula, as well as further research into the interplay between epistemic beliefs and the informal reasoning students use to negotiate diverse sources of SSI knowledge—from the classroom to the news media and public life.
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Ramadhani*, Ditha, Sulastri Sulastri, and Muhammad Dirhamsyah. "Edukasi Bencana Melalui Syair Didong Uten Karya Ceh Sali Gobal dalam Pengurangan Risiko Bencana di Kecamatan Kebayakan Kabupaten Aceh Tengah." Jurnal IPA & Pembelajaran IPA 6, no. 4 (December 24, 2022): 369–81. http://dx.doi.org/10.24815/jipi.v6i4.28201.
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Central Aceh district is an area that has a high risk index for landslides. Besides that, Central Aceh is also rich in local wisdom, one of which is didong which has many poems.This study aims to investigate the messages of local wisdom about disaster risk reduction in didong uten poetry and obtain an integration model of didong uten poetry in learning that can be accepted by teachers and students at high school. The research model used is the Etnografi research model by Spradley which broadly consists of five stages, namely: First, a) have an ethnographic project, b) ask an ethnographic question, c) collect ethnographic data, d) make ethnographic notes, e) analyzing ethnographic data. This study has validated media experts in the form of didong uten poetry and obtained an average score of 97.3% with the criteria "very feasible", material expert validation in the form of disaster education and disaster risk reduction obtained an average score of 66.6% with the "feasible". Based on the results of the implementation of the instrument, the final score on disaster education (knowledge) is 62.65, the value of disaster education (attitude) is 77.68, the final value of didong uten poetry is 53.98, and the final value of disaster risk reduction is 68.7. conclusion after conducting ethnographic research interviews from 5 resource persons is that didong uten poetry can be integrated into school subjects such as geography, sociology, Indonesian language, besides that didong uten poetry can also be extracurricular at school
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Banton, Michael. "Culture contact in the nursery school (a review article)." New Community 13, no. 2 (September 1986): 297–300. http://dx.doi.org/10.1080/1369183x.1986.9975982.
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Shuvalova, Olga V., and Tatiana F. Kreydenko. "To the anniversary of Professor, Doctor of Geography Irina Rodionova - a woman who works to make the world a better place." RUDN Journal of Economics 29, no. 4 (December 15, 2021): 806–13. http://dx.doi.org/10.22363/2313-2329-2021-29-4-806-813.
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Doctor of Geography, Professor Irina Alexandrovna Rodionova - recognized specialist in the field of industrial geography. For more than a quarter of a century she gave to work at the Lomonosov Moscow State University and about the same number - work at the Peoples Friendship University of Russia. Her life is full of events and meetings with interesting people. There were also difficulties. It was especially hard for scientific and pedagogical workers in the 1990s, when their work was poorly funded. Specialists did not remain in science, but Irina Alexandrova did not leave it. In the 1990-2000s, many students knew I.A. Rodionova from textbooks. Using them, they entered universities in geographical and economic specialties. 2021 was also a difficult year, when distance learning was introduced. Conferences were also held remotely. Irina Alexandrovna coped with these problems, successfully working both in the teaching and in the scientific field. She generously shares her knowledge and experience with colleagues and students and is the developer of a number of disciplines taught at universities. Under her leadership, 10 dissertations were successfully defended. I.A. Rodionova is the author of more than 400 publications, many of which she published in co-authorship with colleagues and students. She took part and created many textbooks for universities on the geography of industry, economic geography, and is one of the authors of the atlas for the school textbook on geography of grades 10-11. This article - a small fraction of gratitude from colleagues and students in honor of the anniversary of I.A. Rodionova.
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Gloveli, G. "A. Korsak as the First Russian Comparative Economist." Voprosy Ekonomiki, no. 7 (July 20, 2011): 62–78. http://dx.doi.org/10.32609/0042-8736-2011-7-62-78.
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The paper reconstructs the conception of the Russian industrial evolution proposed by A. Korsak (1832-1874) who was a founder of the historical tradition in Russian political economy and the first Russian scholar who used a category "industrial revolution". The author shows Korsak's contribution to the analysis of the distinguishing features and institutions of Russian agriculture and manufacturing originating from national geography and history. The paper emphasizes elements of Korsak's conception that predicted both Marx's generalization of the stages of capitalist mode of production and research of German "Young" Historical School of political economy. The author considers Korsak's heritage in a broad context of Russian intellectual history, including main political economy debates of the 19th century.
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Lebedeva, Marina, Andrey Kornilov, Mariya Petina, and Tatiana Vendina. "“Geographical atlas of the Belgorod region: nature, society, economy” as an information basis for implementing the sustainable development policy of the region." InterCarto. InterGIS 27, no. 2 (2021): 75–88. http://dx.doi.org/10.35595/2414-9179-2021-2-27-75-88.
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The article discusses the issue of creating an updated regional atlas of the Belgorod region—“Geographic atlas: nature, society, economy”. The cartographic work is an integral result of a deep analysis of modern natural conditions and resources, the economy and the population of the Belgorod region. The Atlas provides relevant geographic information, which made it possible to make the regional atlas one of the main tools of the information and educational environment, as well as a tool in the implementation of the sustainable development policy of the region. The Geographic Atlas: Nature, Society, Economy was created by a team of scientists from the Institute of Earth Sciences of the Belgorod State National Research University with the involvement of specialized specialists with the financial support of the Russian Geographical Society. The article describes in detail the stages of creating an atlas: information-analytical accumulative; preparatory cartographic; cartographic; design; publishing. The structure of the regional atlas is given. All maps in the atlas are combined into 4 sections: “Introductory Section”, “Nature”, “Population”, “Economy”, they are consistent and complement each other. A number of thematic maps, placed in the Atlas, were built for the Belgorod Region for the first time. The atlas contains 76 thematic maps built in the ArcGIS 10.4.1 environment. When creating atlas maps, modern techniques and methods of geoinformation mapping were applied. The published “Geographic Atlas of the Belgorod Region: Nature, Society, Economy” is both a scientific work and an educational reference manual, and is intended for a wide range of users: from school and university students to highly specialized specialists of various levels.
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Burdin, Volodymyr, and Ihor Boyko. "ORIGINS OF IVAN FRANKO NATIONAL UNIVERSITY OF LVIV: SOME DISCUSSION ISSUES (TO THE 360TH ANNIVERSARY OF THE ESTABLISHMENT)." Visnyk of the Lviv University. Series Law 72, no. 72 (June 20, 2021): 14–26. http://dx.doi.org/10.30970/vla.2021.72.014.
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The article analyzes and highlights the origins and preconditions of the Lviv University, emphasizes the longevity of educational and scientific academic traditions at the university, shows what were the obstacles for the Ukrainian people of the Middle Ages in the conditions of statelessness to create a national higher education institution, particularly in Lviv. The preconditions and the time of the Faculty of Law foundation are studied, as well as its place and role at the Lviv University are determined. Much attention is focused on the characteristics of two traditions on determining the date of foundation of the Lviv University: the Eastern European tradition, which is based on the royal privilege of 1661; it has a formal character, based on documentary sources; as well as the Western European tradition, which is based on the establishment of the first school of the Western European standard in Lviv, also based on the source documents and international experience. It is substantiated that the formation and development of the first educational institutions in the Western Ukrainian lands, particularly in Lviv, date back to the times of the Galicia-Volyn state, which was the heir and successor of the Kyiv-Rus’ state. One of the first links in the emergence of the elements of university education in Lviv can be considered a parish school founded on November 11, 1372, and later a monastic school, which in 1451 became a cathedral school. The next link in the formation of university education in Lviv in accordance with the Western European tradition was the Lviv Stauropean Fraternal School (1586). Thereafter follow the Lviv Jesuit College (1608), the Academy (1661) as well as the University (1784). Due to the lack of historical sources, we do not have proper historical data about the parish (monastery) school in Lviv in 1372, in particular about its teachers and disciplines read by certain professors, famous graduates, as well as about their own statutes etc. However, we do possess the necessary historical data based on primary sources about the Lviv Fraternal School of 1586, from which, it seems, we can trace the origins of the Ivan Franko National University of Lviv. It is emphasized that since 1661, the Faculty of Law of «both laws» was envisaged among the four faculties («facultatis») of the Lviv University. In the first period of the Lviv University's existence, the faculties mentioned in the royal privilege began to operate in its structure, including the faculty of «both laws», which trained specialists in canon and Roman law. At that time, the faculties in their modern sense as organizational and educational-scientific units of the university, providing for the creation of departments, did not exist, as the training was conducted according to the program of Jesuit schools, developed in the late XVI century. It is also noted that in the first period of the Lviv University (1661–1773) the following legal studies (courses) were taught at the «both laws» Faculty of Law: basics of Roman law, public law, history of state system, political geography, «natural law», civil law (based on comments to the Justinian Code), the administrative system of European countries. In the process of teaching canon law and the so-called «incidents» - moral theology, certain aspects of criminal law were studied. From 1739, they began to teach the history of law. Teaching was in Latin. Within the framework of educational reforms from the beginning of the XVIII century, at the University of Lviv, a separate professor of canon law was appointed, and later – a professor of Roman law. The teaching system changed under the influence of new socio-economic and political conditions in the Commonwealth and Western Europe. After the annexation of Galicia to the Austrian Empire, a system of state bodies was formed, which required a significant number of qualified civil servants. There were few people willing to go to Lviv or other cities in Galicia and Bukovyna from Vienna or Prague. Based on the urgent need for training for the newly created province of Galicia and Lodomeria personnel of various specialties (government officials, judges, medical teachers, priests, etc.), the Austrian Emperor Joseph II on October 21, 1784 issued a diploma, which formally established and actually restored Lviv University consisting of four faculties (philosophical, law, medical and theological), as well as an academic gymnasium with the same rights for all universities of the state. The created gymnasium served as a base for staffing university students. The training of lawyers, who made up the vast majority of civil servants, as well as judges, prosecutors, lawyers, and notaries in Galicia, was entrusted to the Faculty of Law of the Lviv University. Since then, the Faculty of Law at the Lviv University had been functioning as an organizational and educational-scientific structural unit of the Lviv University, where a certain cycle of related scientific disciplines was taught and the specialists in law were trained, as well as the creation of departments and administration was provided for etc. Unlike other faculties of the Lviv University, the Faculty of Law did not cease its activities, due to the liquidation of the Faculty of Philosophy in 1924 and the Faculty of Theology in 1939, the Faculty of Law is also the oldest faculty of the Ivan Franko University of Lviv.
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Hammersley, Martyn, and Roger Gomm. "A response to Gillborn and Drew on ‘race’, class and school effects." New Community 19, no. 2 (January 1993): 348–53. http://dx.doi.org/10.1080/1369183x.1993.9976368.
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Tkachuk, N. M., and Yu M. Barskyi. "PRACTICAL ASPECTS OF TRAINING FUTURE TEACHERS OF GEOGRAPHY AND ECONOMICS FOR PROFESSIONAL ACTIVITIES IN NEW UKRAINIAN SCHOOL." Academic Studies. Series “Pedagogy”, no. 3 (2022): 64–71. http://dx.doi.org/10.52726/as.pedagogy/2022.3.10.
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Faria, Marcus Vinícius Castro, Vinícius de Luna Chagas Costa, and Diomario da Silva Junior. "África com ciência e interculturalidade: Fazendo valer a lei 10.639/2003 na geografia escolar / Africa with science and interculturality: Enforcing law 10.639/2003 in school geography." Brazilian Journal of Development 7, no. 12 (December 29, 2021): 119888–97. http://dx.doi.org/10.34117/bjdv7n12-652.
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Kowalska, Anna, Jacek Wolski, Andrzej Norbert Affek, Edyta Regulska, and Ewa Roo-Zielińska. "Wykorzystanie zdjęć fitosocjologicznych w najnowszych badaniach środowiska przyrodniczego = The use of phytosociological relevés in recent studies of the natural environment." Przegląd Geograficzny 93, no. 3 (2021): 311–39. http://dx.doi.org/10.7163/przg.2021.3.1.
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The aim of this work was to review the latest literature in terms of the use of phytosociological relevés (vegetation plots) in research on the natural environment. The systematic review included 321 articles published in 2010‑2021 in the most renowned journals (indexed in the Web of Science Core Collection with a score ≥100 according to the 2021 list of journals of the Poland’s Ministry of Education and Science). The research questions were: in which fields of science and practice, for what purposes and on what spatial scales the phytosociological relevés are currently used. After initial review, the articles were divided into 10 thematic groups: 1) classification of plant communities, 2) methodological studies, 3) relationship between vegetation and other elements of the environment, 4) occurrence of invasive plant species, 5) indicative role of vegetation, 6) plant communities as habitats for animals, 7) human footprint on vegetation, 8) long-term vegetation changes, 9) combining phytosociological methods with remote sensing methods, 10) social studies. The results showed that phytosociological relevés, as the method to investigate vegetation developed in the first decades of the 20th century, are still widely used in many regions of the world. The most numerous thematic group comprised articles that show how habitat conditions impact the distribution and diversity of plant species and their communities, while the least numerous – studies combining natural and social research. The vast majority of research was dedicated to environmental problems, although social and economic aspects were also present. These were both theoretical and methodological works, as well as detailed studies, which resulted in the formation of recommendations and practical guidelines for nature protection or spatial planning. Recently, relevés have been rarely used solely to distinguish and characterise plant communities, as originally intended by those who invented this method. However, thanks to modern statistical and computer tools, more and more attempts are being made to create automatic classifications with the use of artificial intelligence, e.g. neural networks. The geographic scope was usually restricted to one country (local and regional – 241 articles) or to two or more bordering countries (47). Continental (19) and global (7) studies are less common and studies within Europe prevail. It is because the discussed method was developed and is best known in Europe (Franco-Swiss Phytosociological School), and its dissemination throughout the world is only an evidence of its universality and efficiency. The recent larger-scale studies became possible mainly due to the development of transnational vegetation databases, e.g. the widely utilised European Vegetation Database – EVA.
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Mauluah, Luluk Mauluah, Marsigit Marsigit, and Muhammad Nur Wangid. "RANCANGAN LEMBAR KERJA MATEMATIKA SD BERBASIS ISLAMIC ENVIRONMENTAL ETHICS." Muallimuna : Jurnal Madrasah Ibtidaiyah 6, no. 2 (April 30, 2021): 70. http://dx.doi.org/10.31602/muallimuna.v6i2.4525.
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Abstrak: Pembelajaran matematika di SD perlu memperkenalkan ketajaman rasa peduli terhadap lingkungan. Sekaligus pembelajaran di madrasah perlu mengenalkan nilai-nilai Islam untuk siswa MI bahwa merawat lingkungan merupakan amal yang saleh. Dengan alasan ini, maka dirancang Lembar Kerja pembelajaran matematika untuk kelas 1 SD/MI berbasis Islamic Environmental Ethics (IEE). Islamic Environmental Ethics memuat kaidah, bagaimana sebaiknya umat Islam memperlakukan tanaman, hewan, air, udara dan bumi. Penelitian pengembangan ini baru menempuh tahap Define dan Design, belum sampai ke tahap Develop dan Disseminate. Lembar Kerja yang dirancang memuat komponen-komponen berikut: Kompetensi Dasar, Indikator, Ayat Alqur’an, Hadits, Gambar-gambar, Aktifitas-aktifitas, kolom SAFETY dan Motivasi. Aktifitas yang dilakukan dalam Lembar kerja, menggunakan media di lingkungan peserta didik yaitu tanaman, bebatuan maupun biji-bijian.DESIGNING ELEMENTARY STUDENT MATH WORKSHEET BASED ON ISLAMIC ENVIRONMENTAL ETHICS Abstract: Mathematics learning in elementary school needs to introduce a sharp sense of care for the environment. As well as learning in madrasas, it is necessary to introduce Islamic values to MI students that caring for the environment is a pious charity. For this reason, a mathematics learning worksheet for grade 1 SD / MI based on Islamic Environmental Ethics (IEE) was designed. Islamic Environmental Ethics contains rules, how should Muslims treat plants, animals, water, air and earth. This development research has only gone through the Define and Design stages, not yet at the Develop and Disseminate stages. The worksheets are designed to contain the following components: Basic Competencies, Indicators, Alquran verses, Hadith, Pictures, Activities, SAFETY columns and Motivation. Activities carried out in the worksheet, using media in the environment of students, namely plants, rocks and seeds.
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Gibson, Margaret A., and Parminder Bhachu. "Community forces and school performance: Punjabi Sikhs in rural California and urban Britain." New Community 13, no. 1 (March 1986): 27–39. http://dx.doi.org/10.1080/1369183x.1986.9975943.
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Firmansyah, Mohamad Sabilli, and Agus Mukti Wibowo. "KONSEP ECOPEDAGOGY DALAM PELESTARIAN KEARIFAN LOKAL DI MIN 10 BLITAR." Muallimuna : Jurnal Madrasah Ibtidaiyah 8, no. 1 (October 31, 2022): 96. http://dx.doi.org/10.31602/muallimuna.v8i1.7943.
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Ecopedagogy is an academic movement to make students aware of being individuals who have understanding, awareness, and skills in protecting and preserving nature. The ecopedagogy concept is oriented towards a sustainable future or sustainability in preserving nature. By applying the ecopedagogy concept, it can make the school environment clean, beautiful, comfortable for learning and can bring up attitude of caring for the environment in students as a form of preserving local wisdom. This research explores the concept of ecopedagogy in the preservation of local wisdom at MIN 10 Blitar. The purpose of describe the ecopedagogy concept in the preservation of local wisdom at MIN 10 Blitar. This research uses a descriptive qualitative approach and the type of research is an instrumental case study. The data collection techniques in this research are observation, interview, and documentation. The data analysis technique of this research uses the Milles and Huberman model with three steps analysis: data reduction, data presentation, and conclusion. The results of this research indicate that the ecopedagogy concept at MIN 10 Blitar is implemented through a series of eco green programs. The ecopedagogy concept at MIN 10 Blitar, it can foster students to have ecological awareness and have skills to preserve the environment. Students of MIN 10 Blitar can play an active role in the preservation of local wisdom "Resik Deso" by the people of Sukosewu Village, Gandusari District, Blitar Regency in protecting and preserving the environment