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http://elibrary.kdpu.edu.ua/xmlui/handle/123456789/4214Повний запис метаданих
| Поле DC | Значення | Мова |
|---|---|---|
| dc.contributor.author | Перерва, Вікторія Вікторівна | - |
| dc.date.accessioned | 2021-03-09T07:13:15Z | - |
| dc.date.available | 2021-03-09T07:13:15Z | - |
| dc.date.issued | 2020-03 | - |
| dc.identifier.citation | Pererva V. V. Terminology Work of Future Biology Teachers During the Field-Based Training in Botany / V. V. Pererva // Intellectual Аrchive. – Canada, 2020. – Vol. 9, № 1. – Pp. 172-181. Doi: 10.32370/IA_2020_01_14 | uk |
| dc.identifier.uri | http://elibrary.kdpu.edu.ua/xmlui/handle/123456789/4214 | - |
| dc.identifier.uri | https://doi.org/10.31812/123456789/4214 | - |
| dc.description | [1] Baggott, G.K. & Rayne, R.C. 2007. The use of computer-based assessments in a field biology module. Bioscience Education e-.Journal. 9, (art. 5). Retrieved from https://eprints.bbk.ac.Uk/538/l/beej-9-5.pdf (accessed 15 January 2020). [2] Besenyei, L., Watkin, G. & Oliver, K. 2003. An evaluation of the educational effectiveness of fieldwork within environmental science awards at the University of Wolverhampton. CELT Learning and Teaching Projects. Retrieved from http://hdl.handle.net/2436/3694 (accessed 15 January 2020). [3] Elkins, J.T. & Elkins, N.M.L. 2006. Improving Student Learning During Travel Time on Field Trips Using an Innovative, Portable Audio/video System. Journal of Geoscience Education, 54 (2), 147-152. [4] Fleischner, T., Espinoza, R., Gerrish, G. et al. 2017. Teaching Biology in the Field: Importance, Challenges, and Solutions. BioScience, Volume 67, Issue 6, P.558-567. DOI: 10.1093/biosci/bix036 Retrieved from https://academic.oup.com/bioscience/article /67/6/558/3798229 (accessed 15 January 2020). [5] Fleischner, T.L. 2005. Natural history and the deep roots of resource management. Atural Resources Journal, 45: 1-13. [6] Merriam-Webster. 2015. Dictionary. Encyclopedia Britannica Online. Retrieved from https://www.merriam-webster.com/dictionary/dictionary (accessed 15 January 2020). [7] Pauly, D. 1995. Anecdotes and the shifting baseline syndrome of fisheries. Trends in Ecology and Evolution, 10: 430. [8] Pererva, V. V. 2018. Training Field Practice as Means of Shaping of Professional Competence the Future Biology Teachers. Adaptive Management: Theory and Practice. Pedagogics, 4 (7). Retrieved from https://amtp.org.ua/index.php/journal/article/view/112 (accessed 15 January 2020). [9] Sonneveld, H. & Loenning, K. 1994. Introducing terminology, in Terminology, p. 1-6. [10] Tingting, D., Jin, L. & Chao, Z. 2019. Teaching Reforms of Field Practice in Botany. 9th International Conference on Management, Education and Information (MEICI 2019). Retrieved from /ESSP/MEICI%202019/MEICIl9086.pdf (accessed 15 January 2020). https://webofproceedings.org/proceedings_series [11] Wilson, E.O. 1982. The importance of biological field stations. BioScience, 32: 320. DOI: 10.2307/1308847. [12] Wu, J., Guo, Y. & Ping, W. 2016. The teaching reform of Pharmaceutical Botany Field Practice in teaching mode of competence-based. Advances in Social Science, Education and Humanities Research, volume 87 272. 2nd International Conference on Economics, Management Engineering and Education Technology (ICEMEET 2016). Retrieved from https://www.atlantis-press.com/proceedings/icemeet-16/25869116 (accessed 15 January 2020). | - |
| dc.description.abstract | This paper focuses on problems of terminology work during the field-based training in botany and examines means and exercises of forming professional and terminological competence of future biology teachers. It is shown that improving the level of professional and terminological competence of students provides the background to better scientific awareness of students and contributes to improvement of the quality of academic activity during the professional practice. Biology is based on the results of field research and discoveries. Therefore training that occurs in a field setting is a powerful experience that promotes the development of creative teachers, enhances environmental literacy, and instills ecological responsibility. The content literacy is an important component of studies. In order to improve literacy, it is primarily necessary to form an active professional vocabulary. | uk |
| dc.language.iso | en | uk |
| dc.publisher | Shiny World Corp. | uk |
| dc.subject | professional and terminological competence | uk |
| dc.subject | terminology | uk |
| dc.subject | field-based training in botany | - |
| dc.subject | future biology teacher | - |
| dc.subject | термінологія | - |
| dc.subject | професійно-термінологічна компетентність | - |
| dc.subject | навчально-польова практика з ботаніки | - |
| dc.subject | майбутній вчитель біології | - |
| dc.title | Terminology Work of Future Biology Teachers During the Field-Based Training in Botany | uk |
| dc.type | Article | uk |
| Розташовується у зібраннях: | Кафедра ботаніки та екології | |
Файли цього матеріалу:
| Файл | Опис | Розмір | Формат | |
|---|---|---|---|---|
| Pererva V.V. Terminology Work of Future Biology Teachers (Canada, 2020).pdf | 3.41 MB | Adobe PDF | Переглянути/Відкрити |
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