14TH EDUCATION AND DEVELOPMENT CONFERENCE [EDC2019]
5th - 7th of March 2019, Bangkok, Thailand
Aetas Lumpini Hotel
PRESENTERS
5th - 7th of March 2019, Bangkok, Thailand
Aetas Lumpini Hotel
PRESENTERS
TLI Pedagogics - a Modern Perspective Towards Education
Ms. Marion Hopfgartner - Team-Marion Hopfgartner [Austria]
Marion Hopfgartner is an educationalist and founder of TLI Pedagogics which she developed in a 17 years of empiric research and study of neuro-scientific knowledge. Research results from all over the world underlaid her ideas and concepts. In 2013 she then turned them into a concept and methodology which gives education a very different persepective. TLI Pedagogics starts at the early years and gives them the crucial guidance which is needed. When describing TLI Pedagogics - imagine a "place", where children and young people use their full potential. They learn our of curiosity and enthusiasm and reach their utmost best results. They grow in their own speed and develop social skills and life skills. They learn how to communictae and solve conflicts, have specialized support through well trained advisors along the way. This "place" - we call preschool and school in TLI Pedagogics.
Ms. Marion Hopfgartner - Team-Marion Hopfgartner [Austria]
Marion Hopfgartner is an educationalist and founder of TLI Pedagogics which she developed in a 17 years of empiric research and study of neuro-scientific knowledge. Research results from all over the world underlaid her ideas and concepts. In 2013 she then turned them into a concept and methodology which gives education a very different persepective. TLI Pedagogics starts at the early years and gives them the crucial guidance which is needed. When describing TLI Pedagogics - imagine a "place", where children and young people use their full potential. They learn our of curiosity and enthusiasm and reach their utmost best results. They grow in their own speed and develop social skills and life skills. They learn how to communictae and solve conflicts, have specialized support through well trained advisors along the way. This "place" - we call preschool and school in TLI Pedagogics.
Future of Work and Learn
Mr. Amit Goyal - eDX [India]
Work has always changed, but this is an era of AI & ML. 50% of the jobs that exist today will be lost to automation by 2030 or significantly change forms. A planet size re-skilling and upskilling initiative are required to keep our students and working professionals relevant for tomorrow. The traditional education system and L&D initiatives would require a significant overhaul. MOOCs 2.0 like edX are at the forefront of this educational revolution that is making education modular, omnichannel and lifelong. Why should our universities degrees be 2 to 4 years where technology changes every few months? The focus of employers is shifting from degrees to skill. Let's imagine a campus with open classrooms for everyone, a campus that focuses on skills, not just degrees; a campus that provides in-demand learning on demand and let learners of age-groups create their own degrees. Let's talk about how the focus of corporate learning is shifting from CLO's office to employee-centric learning without leaving their work.
Mr. Amit Goyal - eDX [India]
Work has always changed, but this is an era of AI & ML. 50% of the jobs that exist today will be lost to automation by 2030 or significantly change forms. A planet size re-skilling and upskilling initiative are required to keep our students and working professionals relevant for tomorrow. The traditional education system and L&D initiatives would require a significant overhaul. MOOCs 2.0 like edX are at the forefront of this educational revolution that is making education modular, omnichannel and lifelong. Why should our universities degrees be 2 to 4 years where technology changes every few months? The focus of employers is shifting from degrees to skill. Let's imagine a campus with open classrooms for everyone, a campus that focuses on skills, not just degrees; a campus that provides in-demand learning on demand and let learners of age-groups create their own degrees. Let's talk about how the focus of corporate learning is shifting from CLO's office to employee-centric learning without leaving their work.
Word Lists: What, How and Why
Mr. Jay Veenstra - Toyo University [Japan]
Many university students in Asia are faced with the problem of studying and attending classes in their native language, yet are also expected to read a variety of material written in English. Research has indicated that in order for students to gain a general understanding of a text, they need to comprehend at least 95% of the written material (Laufer, 1989; Laufer & Ravenhorst-Kalovski, 2010). This is a rather daunting task if students do not have the necessary vocabulary required to understand the reading. Fortunately, one way to help students build a vocabulary, and assist them with their reading is through the use of word lists. This presentation will examine the different types of word lists, for whom they are ideally suited, and some suggestions about how to implement them in the classroom. References:Laufer, B. (1998). The development of passive and active vocabulary: Same or different? Applied Linguistics, 255-271; Laufer, B., & Ravenhorst-Kalovski, G. (2010). Lexical threshold revisited: Lexical text coverage, learner's vocabulary size and reading comprehension. Reading in a foreign language, 15-30.
Mr. Jay Veenstra - Toyo University [Japan]
Many university students in Asia are faced with the problem of studying and attending classes in their native language, yet are also expected to read a variety of material written in English. Research has indicated that in order for students to gain a general understanding of a text, they need to comprehend at least 95% of the written material (Laufer, 1989; Laufer & Ravenhorst-Kalovski, 2010). This is a rather daunting task if students do not have the necessary vocabulary required to understand the reading. Fortunately, one way to help students build a vocabulary, and assist them with their reading is through the use of word lists. This presentation will examine the different types of word lists, for whom they are ideally suited, and some suggestions about how to implement them in the classroom. References:Laufer, B. (1998). The development of passive and active vocabulary: Same or different? Applied Linguistics, 255-271; Laufer, B., & Ravenhorst-Kalovski, G. (2010). Lexical threshold revisited: Lexical text coverage, learner's vocabulary size and reading comprehension. Reading in a foreign language, 15-30.
The Effect of the Erasmus Program on The Intercultural Sensitivity of Prospective Language Teachers: Use of the Travel Book
Mr. Halil Elibol - Anadolu University School of Foreign Languages [Turkey]
The aim of this study is to examine the effect of Erasmus and travel book on intercultural sensitivity (IS) development of prospective language teachers The population of this study is composed of prospective teachers, participated in Erasmus during 2015-2016 academic year, of the FLD (English, French, German) in Anadolu University and their classmates. The IS Scale developed by Chen and Starosta was applied at the beginning and at the end of the semester. The students participated in Erasmus without travel book raised their sensitivity levels; there was no increase in the students prepared travel books. The results of pre-test and post-test of two groups are not statistically significant. When the sensitivity levels of 33 students (1st group) participated in Erasmus and 33 students who didn’t (2nd group) were compared, findings show that the sensitivity levels of group 1 are higher at the beginning and at the end of the second semester. However, there is no statistically significant difference between the pre-test and post- test results of these two groups. *This study was supported by Anadolu University Scientific Research Project Commission under the grant no: 1506E525
Mr. Halil Elibol - Anadolu University School of Foreign Languages [Turkey]
The aim of this study is to examine the effect of Erasmus and travel book on intercultural sensitivity (IS) development of prospective language teachers The population of this study is composed of prospective teachers, participated in Erasmus during 2015-2016 academic year, of the FLD (English, French, German) in Anadolu University and their classmates. The IS Scale developed by Chen and Starosta was applied at the beginning and at the end of the semester. The students participated in Erasmus without travel book raised their sensitivity levels; there was no increase in the students prepared travel books. The results of pre-test and post-test of two groups are not statistically significant. When the sensitivity levels of 33 students (1st group) participated in Erasmus and 33 students who didn’t (2nd group) were compared, findings show that the sensitivity levels of group 1 are higher at the beginning and at the end of the second semester. However, there is no statistically significant difference between the pre-test and post- test results of these two groups. *This study was supported by Anadolu University Scientific Research Project Commission under the grant no: 1506E525
Effective Team Teaching Strategies to Foster Foreign Language Communication Abilities in Students
Mr. Tony Minotti - Osaka Shoin Women's University [Japan]
This paper / presentation will examine the meaning of team teaching. It will look at the preparation that is needed to have a successful working partnership with your co-teacher, as well as the advantages and disadvantages of team teaching. The paper/ presentation will then exam five team teaching strategies will be introduced, these will include the lead and support method, the parallel-team teaching method, the complementary- team teaching method, the team-teaching method, and the station teaching method. Within each method there will be an explanation on how to use the method, examples on how to successfully implement the method, and suggestions on things not to do while teaching the specific method. This will be followed with a comparison of all the strategies, and the paper / presentation will conclude with some essential elements for success in a team teaching classroom.
Mr. Tony Minotti - Osaka Shoin Women's University [Japan]
This paper / presentation will examine the meaning of team teaching. It will look at the preparation that is needed to have a successful working partnership with your co-teacher, as well as the advantages and disadvantages of team teaching. The paper/ presentation will then exam five team teaching strategies will be introduced, these will include the lead and support method, the parallel-team teaching method, the complementary- team teaching method, the team-teaching method, and the station teaching method. Within each method there will be an explanation on how to use the method, examples on how to successfully implement the method, and suggestions on things not to do while teaching the specific method. This will be followed with a comparison of all the strategies, and the paper / presentation will conclude with some essential elements for success in a team teaching classroom.
Promoting Authentic Learning through 3D Model Design and Development
Dr. Xin Bai - The City University of New York [USA]
This paper reports how Teacher Education undergraduates responded to the experience of designing 3D models and examines common themes observed in students’ thinking processes. Students first explored the potential of the use of 3D modeling/printing to enrich learning and teaching, identified a problematic situation that hindered effective learning, and worked with partners to design a 3D artifact prototype to address the issue as a proof of concept. They justified the need of the design via group self-reflections and documented their design processes. The paper confirms that 3D modeling as an instructional instrument can have a positive impact on student problem solving, reasoning, and interdisciplinary collaboration, and creative thinking. It also discusses the advantages and challenges of embedding 3D modeling in a Teacher Education undergraduate program and recommends practical instructional design strategies.
Dr. Xin Bai - The City University of New York [USA]
This paper reports how Teacher Education undergraduates responded to the experience of designing 3D models and examines common themes observed in students’ thinking processes. Students first explored the potential of the use of 3D modeling/printing to enrich learning and teaching, identified a problematic situation that hindered effective learning, and worked with partners to design a 3D artifact prototype to address the issue as a proof of concept. They justified the need of the design via group self-reflections and documented their design processes. The paper confirms that 3D modeling as an instructional instrument can have a positive impact on student problem solving, reasoning, and interdisciplinary collaboration, and creative thinking. It also discusses the advantages and challenges of embedding 3D modeling in a Teacher Education undergraduate program and recommends practical instructional design strategies.
Integrating Different Language Skills Through AR Application
Ms. Sevgi Sahin - Anadolu University, School of Foreign Languages [Turkey]
‘Today’s students are no longer the people our educational system was designed to teach’ as Marc Prensky (2001) suggested. With the growing interest in the use of digital applications to enhance teaching and learning, the use of new technologies has become a key trend in language acquisition process. In this case, our challenge is to channel the natural enthusiasm our digital native students have for technology by implementing various digital applications in class. Augmented Reality (AR) is one of the emerging technologies that promotes language learning by allowing students to experience auras (augmented reality scenarios created by the teachers) that extend from the real world to a virtual environment. AR greatly contributes to students’ journey of language acquisition by enabling teachers to integrate different language skills in class. Integrating the four language skills enhances the focus on realistic communication, which is essential in developing stu¬dents’ competence in any language. Deriving from experiences, this study presents how effective AR application is in integrating different language skills. It also presents some implications for an effective integration and possible setbacks that practitioners and curriculum designers should be mindful of.
Ms. Sevgi Sahin - Anadolu University, School of Foreign Languages [Turkey]
‘Today’s students are no longer the people our educational system was designed to teach’ as Marc Prensky (2001) suggested. With the growing interest in the use of digital applications to enhance teaching and learning, the use of new technologies has become a key trend in language acquisition process. In this case, our challenge is to channel the natural enthusiasm our digital native students have for technology by implementing various digital applications in class. Augmented Reality (AR) is one of the emerging technologies that promotes language learning by allowing students to experience auras (augmented reality scenarios created by the teachers) that extend from the real world to a virtual environment. AR greatly contributes to students’ journey of language acquisition by enabling teachers to integrate different language skills in class. Integrating the four language skills enhances the focus on realistic communication, which is essential in developing stu¬dents’ competence in any language. Deriving from experiences, this study presents how effective AR application is in integrating different language skills. It also presents some implications for an effective integration and possible setbacks that practitioners and curriculum designers should be mindful of.
Effects of Educational Technology Integration in Classroom Instruction to the Math Performance of Gen Z Students of La Salle Green Hills High School
Ms. May Maricel Biares De Gracia - La Salle Green Hills [Philippines]
This paper aims to determine the effects of educational technology integration in La Salle Green Hills High School in the math performance of the Junior High School (JHS) students on SYs 2014 – 2018 based on their periodical exam performance and final math grades. In support, a survey on the use of technology was administered to determine the profile of the current students and teachers. Also, study habits survey was administered to determine students’ readiness with regards to note-taking, time management, test taking, reading, writing and math skills. Teaching strategies were recommended based on the need of the current Gen Z JHS students. 712 students and 12 math teachers participated in answering the surveys. Periodic exam means and final math grades of the school years; without technology (SYs 2004 – 2008) and with technology (SYs 2014 – 2018) were analyzed through correlation and regression analyses. Results show that the periodic exam mean has 35.29% impact to students’ final grade. Also, z-test result, where p > 0.05 shows that the periodical exam results between the school years; without technology and with technology do not differ significantly. However, with p < 0.01, a significant positive difference was observed in the final grades of students between with and without technology.
Ms. May Maricel Biares De Gracia - La Salle Green Hills [Philippines]
This paper aims to determine the effects of educational technology integration in La Salle Green Hills High School in the math performance of the Junior High School (JHS) students on SYs 2014 – 2018 based on their periodical exam performance and final math grades. In support, a survey on the use of technology was administered to determine the profile of the current students and teachers. Also, study habits survey was administered to determine students’ readiness with regards to note-taking, time management, test taking, reading, writing and math skills. Teaching strategies were recommended based on the need of the current Gen Z JHS students. 712 students and 12 math teachers participated in answering the surveys. Periodic exam means and final math grades of the school years; without technology (SYs 2004 – 2008) and with technology (SYs 2014 – 2018) were analyzed through correlation and regression analyses. Results show that the periodic exam mean has 35.29% impact to students’ final grade. Also, z-test result, where p > 0.05 shows that the periodical exam results between the school years; without technology and with technology do not differ significantly. However, with p < 0.01, a significant positive difference was observed in the final grades of students between with and without technology.
Importance of Children’s Rights: Perspectives from Ugandan and Canadian Primary School Students
Dr. H. Kathleen Manion - Royal Roads University [Canada]
Dr. Shelley Jones - Royal Roads University [Canada]
Article 12 of the United Nations Convention on the Rights of the Child states: “[Children have] the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child”. However, many children do not know about this convention or what rights and responsibilities mean. This paper discusses a comparative, participatory action research study, involving grade 1 and 2 students in rural southcentral Uganda and urban Western Canada. The research questions were: What do elementary children in Canada and Uganda believe they need to thrive, to be cared for to grow and develop? What do they understand to be a ‘want’ and a ‘need’? What do they say about their responsibilities? What differences or similarities exist in perception of child rights between children in these two different contexts? The study engaged children in arts-based, learner-centered workshops on children’s rights, developed by Child Thrive, a Canada-based initiative delivered by IICRD. Teachers and researchers co-taught the lesson, which involved the children in storytelling, puppetry, artwork, games to teach the children about rights and responsibilities, needs and wants, and belonging. Findings suggest both groups of share similar sophisticated ideas of rights and responsibilities (given contextual differences), and they are eager to have their ideas heard/acknowledged.
Dr. H. Kathleen Manion - Royal Roads University [Canada]
Dr. Shelley Jones - Royal Roads University [Canada]
Article 12 of the United Nations Convention on the Rights of the Child states: “[Children have] the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child”. However, many children do not know about this convention or what rights and responsibilities mean. This paper discusses a comparative, participatory action research study, involving grade 1 and 2 students in rural southcentral Uganda and urban Western Canada. The research questions were: What do elementary children in Canada and Uganda believe they need to thrive, to be cared for to grow and develop? What do they understand to be a ‘want’ and a ‘need’? What do they say about their responsibilities? What differences or similarities exist in perception of child rights between children in these two different contexts? The study engaged children in arts-based, learner-centered workshops on children’s rights, developed by Child Thrive, a Canada-based initiative delivered by IICRD. Teachers and researchers co-taught the lesson, which involved the children in storytelling, puppetry, artwork, games to teach the children about rights and responsibilities, needs and wants, and belonging. Findings suggest both groups of share similar sophisticated ideas of rights and responsibilities (given contextual differences), and they are eager to have their ideas heard/acknowledged.
Education of the Tibetan Refugees in India: Reimagining Refugee-host Relationships and Implications for Multicultural Education
Mr. Kalsang Wangdu - Faculty of Education, University of Turku [Finland]
This paper examines the system of education developed by the Tibetan refugees in India. With the support of Indian Government, the Tibetan refugees have set up separate schools for their children and developed a culturally-relevant curriculum. While remaining within the framework of Indian Board of Education, the Tibetan refugee schools have taken advantage of the flexibilities Indian system of education offers to include curricular contents relevant to Tibetan children. This has enabled them to maintain their distinctive cultural identity while integrating into the mainstream Indian society. By employing critical discourse analysis of the Tibetan history curriculum and textbooks, this study analyzes the key features of culturally-relevant education developed by the Tibetan refugees in India, and the role it plays in engendering a collective Tibetan national and cultural identity. It also examines the role of positive refugee-host relationship between the Tibetan refugees and the Indian government. As opposed to the current trends of seeing refugees as ‘problem’, the Indian Government embraced the Tibetan refugees as ‘resource’ and potential political and cultural allies. This paper argues that reimagining of refugees by the host nation can play an important role in enabling refugees to thrive and contribute to the host nation reciprocally.
Mr. Kalsang Wangdu - Faculty of Education, University of Turku [Finland]
This paper examines the system of education developed by the Tibetan refugees in India. With the support of Indian Government, the Tibetan refugees have set up separate schools for their children and developed a culturally-relevant curriculum. While remaining within the framework of Indian Board of Education, the Tibetan refugee schools have taken advantage of the flexibilities Indian system of education offers to include curricular contents relevant to Tibetan children. This has enabled them to maintain their distinctive cultural identity while integrating into the mainstream Indian society. By employing critical discourse analysis of the Tibetan history curriculum and textbooks, this study analyzes the key features of culturally-relevant education developed by the Tibetan refugees in India, and the role it plays in engendering a collective Tibetan national and cultural identity. It also examines the role of positive refugee-host relationship between the Tibetan refugees and the Indian government. As opposed to the current trends of seeing refugees as ‘problem’, the Indian Government embraced the Tibetan refugees as ‘resource’ and potential political and cultural allies. This paper argues that reimagining of refugees by the host nation can play an important role in enabling refugees to thrive and contribute to the host nation reciprocally.
The Intersection of Blackness, Womanhood and Critical Spirituality
Ms. Shakira Abney-Wisdom - Florida Agricultural & Mechanical University [USA]
This research is intended to illuminate the influence of intersectionality as it relates to identity and systems of oppression on lived experiences, exclusively the connection between Blackness, Womanhood and Critical Spirituality. Intersectionality is defined as allowing the analysis of group and individual without either losing uniqueness (Witherspoon & Arnold, 2010). According to Agosto & Karanxha (2011) critical spirituality is: “A pedagogy of integrity that recognizes all aspects of identities as opposed to fragmentation which occurs when educators only recognize the intellectual subjectivity of learners. Critical spiritual pedagogy works toward humanization as it counters fragmentation, Othering and exploitation to provide interdependent communities of support and love that uplift the capacity of others to act against oppression” (page 47). The research question asks: How do race, gender and critical spirituality interact to influence leadership decision-making in the school setting? Thematic alignment of the literature revealed the underlying dual motivation behind leadership and community-oriented actions of the Black Women Leaders within the literary studies. Social Justice and a sense of moral obligation to enact lasting and impactful change were fundamental pillars of study participants’ leadership behaviors. The investigation illustrates the influence of intersectionality on relationships, systems, and social constructs as well as the role of resilience and resistance within the context of school leadership.
Ms. Shakira Abney-Wisdom - Florida Agricultural & Mechanical University [USA]
This research is intended to illuminate the influence of intersectionality as it relates to identity and systems of oppression on lived experiences, exclusively the connection between Blackness, Womanhood and Critical Spirituality. Intersectionality is defined as allowing the analysis of group and individual without either losing uniqueness (Witherspoon & Arnold, 2010). According to Agosto & Karanxha (2011) critical spirituality is: “A pedagogy of integrity that recognizes all aspects of identities as opposed to fragmentation which occurs when educators only recognize the intellectual subjectivity of learners. Critical spiritual pedagogy works toward humanization as it counters fragmentation, Othering and exploitation to provide interdependent communities of support and love that uplift the capacity of others to act against oppression” (page 47). The research question asks: How do race, gender and critical spirituality interact to influence leadership decision-making in the school setting? Thematic alignment of the literature revealed the underlying dual motivation behind leadership and community-oriented actions of the Black Women Leaders within the literary studies. Social Justice and a sense of moral obligation to enact lasting and impactful change were fundamental pillars of study participants’ leadership behaviors. The investigation illustrates the influence of intersectionality on relationships, systems, and social constructs as well as the role of resilience and resistance within the context of school leadership.
Virtuously Rising: The Male Homosexual Educators in Academia - A Phenomenological Study
Mr. Nathaniell C. Capinpin - Wesleyan University [Philippines]
Ms. Sheila Mae Jasmine C. Suba - Wesleyan University [Philippines]
Ms. Precious Given V. Lachica - Wesleyan University [Philippines]
This phenomenological research was conducted primarily to determine the experiences of male homosexual educators in relation to the academia’s tolerance toward homosexuality. This study used the descriptive-phenomenological type of qualitative research design. This study was conducted in some of the secondary and tertiary academic institutions in Nueva Ecija namely Wesleyan University – Philippines, Central Luzon State University, and Nueva Ecija High School. A total of eight (8) male homosexual educators who are actively having their professional practice either in public or private educational institutions in Nueva Ecija during the school year 2017-2018 stated their responses to the questions provided by the researchers through an interview. Purposive sampling technique was used to get the participants. The researchers used an interview method in collecting data. The participants’ experiences were classified into four major themes, namely: 1. Surviving the Academia, 2. Sustaining Virtues and Values of Gay Teachers, 3. Being Gay in The Academe, 4. Pleading for Acceptance, Equity, and Change. These major themes were further subdivided into sub-themes.
Mr. Nathaniell C. Capinpin - Wesleyan University [Philippines]
Ms. Sheila Mae Jasmine C. Suba - Wesleyan University [Philippines]
Ms. Precious Given V. Lachica - Wesleyan University [Philippines]
This phenomenological research was conducted primarily to determine the experiences of male homosexual educators in relation to the academia’s tolerance toward homosexuality. This study used the descriptive-phenomenological type of qualitative research design. This study was conducted in some of the secondary and tertiary academic institutions in Nueva Ecija namely Wesleyan University – Philippines, Central Luzon State University, and Nueva Ecija High School. A total of eight (8) male homosexual educators who are actively having their professional practice either in public or private educational institutions in Nueva Ecija during the school year 2017-2018 stated their responses to the questions provided by the researchers through an interview. Purposive sampling technique was used to get the participants. The researchers used an interview method in collecting data. The participants’ experiences were classified into four major themes, namely: 1. Surviving the Academia, 2. Sustaining Virtues and Values of Gay Teachers, 3. Being Gay in The Academe, 4. Pleading for Acceptance, Equity, and Change. These major themes were further subdivided into sub-themes.
Game Design Thinking as Teaching Technique in Education
Ms. Hardika Pankaj Shah - Kuuhubb Oy [Finland]
The presentation will showcase workshop sessions which were used to provoke process driven “Design Thinking” skills within groups of children in late primary and early secondary years of schooling considering every child has the inner key to creativity and an innovative mind-set. It is a method that aims to introduce children the concept of conscious use of subjects like ‘creativity’, ‘game’, and ‘design thinking’ in everyday practice. Students will develop competence in using their hidden aspiration, power of visualization and imagination. It will train them to a stepwise process of observing and analyzing a tricky situation, evaluate and draw conclusion, generate, refine and implement an idea. The outcome of the research is development of working game prototypes or multimedia projects using ideas that have come from kids themselves which will foster students' creative skills, critical for 21st century living. The activities can be also utilized as effective teaching method in schools to introduce a new topic or reinforce the subject in a much receptive and inclusive manner. Games have not earned a very popular name for itself but at the same time have become a way of life. The same media can be crafted as an art that can influence the user using it as an effective mindset changing tool making learning and teaching more engaging than ever before.
Ms. Hardika Pankaj Shah - Kuuhubb Oy [Finland]
The presentation will showcase workshop sessions which were used to provoke process driven “Design Thinking” skills within groups of children in late primary and early secondary years of schooling considering every child has the inner key to creativity and an innovative mind-set. It is a method that aims to introduce children the concept of conscious use of subjects like ‘creativity’, ‘game’, and ‘design thinking’ in everyday practice. Students will develop competence in using their hidden aspiration, power of visualization and imagination. It will train them to a stepwise process of observing and analyzing a tricky situation, evaluate and draw conclusion, generate, refine and implement an idea. The outcome of the research is development of working game prototypes or multimedia projects using ideas that have come from kids themselves which will foster students' creative skills, critical for 21st century living. The activities can be also utilized as effective teaching method in schools to introduce a new topic or reinforce the subject in a much receptive and inclusive manner. Games have not earned a very popular name for itself but at the same time have become a way of life. The same media can be crafted as an art that can influence the user using it as an effective mindset changing tool making learning and teaching more engaging than ever before.
Exploring Taiwanese Primary School Students’ Learning Performances in the Cross-Disciplinary Teaching of Mathematics and Nature
Mr. Rueymin Tsai - Institute of Science Education and Environmental Education, NKNU [Taiwan]
Prof. Huang Chin-Fei - Institute of Science Education and Environmental Education, NKNU [Taiwan]
The core competencies of the 21st century emphasizes that learning needs to have the characteristics of "community" or "cross-disciplinary". Under the transformation of this teaching trends, many teachers try their best to develop interdisciplinary courses and teaching strategies. However, can the outcomes of the primary school students’ learning performance reach into the expected results? It is worthy to investigate. Therefore, the main purpose of this study is to explore the performances of Taiwanese primary school students in the cross-disciplinary teaching of mathematics and nature. There are 90 students participated in this study, who are from three different classes (class A, B, C). The instrument in this study is the "Math and Nature Integration test" (total of 10 items). All students are required to complete the pre-test before the courses. Then, Class A only teaches mathematics in the course, Class B only teaches natural in the courses, and Class C uses cross-disciplinary teaching strategies in the courses. All students asked to complete the post-test after the course. This study collected the data from the tests and analyzed by using ANCOVA analysis. The results show that the students who were taught by using the cross-disciplinary teaching strategy got significantly higher learning achievements than using the single-teaching strategies. The detailed discussion and recommendations of this study will be shared in the conference report.
Mr. Rueymin Tsai - Institute of Science Education and Environmental Education, NKNU [Taiwan]
Prof. Huang Chin-Fei - Institute of Science Education and Environmental Education, NKNU [Taiwan]
The core competencies of the 21st century emphasizes that learning needs to have the characteristics of "community" or "cross-disciplinary". Under the transformation of this teaching trends, many teachers try their best to develop interdisciplinary courses and teaching strategies. However, can the outcomes of the primary school students’ learning performance reach into the expected results? It is worthy to investigate. Therefore, the main purpose of this study is to explore the performances of Taiwanese primary school students in the cross-disciplinary teaching of mathematics and nature. There are 90 students participated in this study, who are from three different classes (class A, B, C). The instrument in this study is the "Math and Nature Integration test" (total of 10 items). All students are required to complete the pre-test before the courses. Then, Class A only teaches mathematics in the course, Class B only teaches natural in the courses, and Class C uses cross-disciplinary teaching strategies in the courses. All students asked to complete the post-test after the course. This study collected the data from the tests and analyzed by using ANCOVA analysis. The results show that the students who were taught by using the cross-disciplinary teaching strategy got significantly higher learning achievements than using the single-teaching strategies. The detailed discussion and recommendations of this study will be shared in the conference report.
How the Instruction by Teachers Impact on Learners' Understanding: Exploring Learners' Cognitive Load
Mr. Motoaki Seki - The University of Hong Kong School of Professional And Continuing Education [Hong Kong]
This presentation explores how the instruction by teachers influence the learners’ understanding. According to Sweller (1988), the Cognitive Load Theory (CLT) shows that learners can limitedly spend their capacity of working memory (WM) to solve the problem when they consume the memory to interpret and understand the instruction by the teacher. Thus, perplexed instruction may inhibit learning (Paas, Renkl, and Sweller, 2004). The results of the qualitative and interpretive investigation showed that there was no relationship between the difficulty of instruction and the degree of understanding what to do. Also, the correlation between the difficulty of instruction and the participants’ achievement of a task was not recognised. The results seem to indicate that how much learners consume their WM may depend on the students’ learning experience and individual difference of language skill in the case of second language study. Nevertheless, teachers may make efforts to reduce learners’ cognitive load because the results of the research also show that most of the participants need simple and clear instructions in the class.
Compliance of Higher Education Institutions(HEIs) to Outcome-Based Education(OBE) for the 21st Century Learners
Outcome-Based Education (OBE) is the current trend in Philippine tertiary education which is implemented by the Commission on Higher Education (CHED) on the year 2012. It is a product of innovation for quality education that caters the needs of the 21st century learners. The study discusses the extent of compliance of selected Higher Education Institutions(HEIs) to OBE Framework and the significant difference between the compliance of accredited and non-accredited HEIs. It also determines the challenges encountered by the respondents in the implementation of OBE in response to the 21st century education. The findings reveal that HEIs whether non-accredited or accredited are both compliant with the implementation of OBE and conform to the framework designed by CHED. However, it reveals the challenges that the respondents’ experience in terms of OBE thus, it identifies the essential needs of the educators in the effective and efficient methods in applying OBE. The different aspects of OBE Framework explored and described in the study yielded the Application of OBE framework for teachers, and the essential characteristics of 21st century educators. The concepts produced may serve as a guide for educators in becoming more effective and efficient educators with a 21st century skills.
Mr. Motoaki Seki - The University of Hong Kong School of Professional And Continuing Education [Hong Kong]
This presentation explores how the instruction by teachers influence the learners’ understanding. According to Sweller (1988), the Cognitive Load Theory (CLT) shows that learners can limitedly spend their capacity of working memory (WM) to solve the problem when they consume the memory to interpret and understand the instruction by the teacher. Thus, perplexed instruction may inhibit learning (Paas, Renkl, and Sweller, 2004). The results of the qualitative and interpretive investigation showed that there was no relationship between the difficulty of instruction and the degree of understanding what to do. Also, the correlation between the difficulty of instruction and the participants’ achievement of a task was not recognised. The results seem to indicate that how much learners consume their WM may depend on the students’ learning experience and individual difference of language skill in the case of second language study. Nevertheless, teachers may make efforts to reduce learners’ cognitive load because the results of the research also show that most of the participants need simple and clear instructions in the class.
Compliance of Higher Education Institutions(HEIs) to Outcome-Based Education(OBE) for the 21st Century Learners
Outcome-Based Education (OBE) is the current trend in Philippine tertiary education which is implemented by the Commission on Higher Education (CHED) on the year 2012. It is a product of innovation for quality education that caters the needs of the 21st century learners. The study discusses the extent of compliance of selected Higher Education Institutions(HEIs) to OBE Framework and the significant difference between the compliance of accredited and non-accredited HEIs. It also determines the challenges encountered by the respondents in the implementation of OBE in response to the 21st century education. The findings reveal that HEIs whether non-accredited or accredited are both compliant with the implementation of OBE and conform to the framework designed by CHED. However, it reveals the challenges that the respondents’ experience in terms of OBE thus, it identifies the essential needs of the educators in the effective and efficient methods in applying OBE. The different aspects of OBE Framework explored and described in the study yielded the Application of OBE framework for teachers, and the essential characteristics of 21st century educators. The concepts produced may serve as a guide for educators in becoming more effective and efficient educators with a 21st century skills.
Compliance of Higher Education Institutions(HEIs) to Outcome-Based Education(OBE) for the 21st Century Learners
Dr. Juliefer S. Fernando - Dr. Carlos S. Lanting College [Philippines]
Outcome-Based Education (OBE) is the current trend in Philippine tertiary education which is implemented by the Commission on Higher Education (CHED) on the year 2012. It is a product of innovation for quality education that caters the needs of the 21st century learners. The study discusses the extent of compliance of selected Higher Education Institutions(HEIs) to OBE Framework and the significant difference between the compliance of accredited and non-accredited HEIs. It also determines the challenges encountered by the respondents in the implementation of OBE in response to the 21st century education. The findings reveal that HEIs whether non-accredited or accredited are both compliant with the implementation of OBE and conform to the framework designed by CHED. However, it reveals the challenges that the respondents’ experience in terms of OBE thus, it identifies the essential needs of the educators in the effective and efficient methods in applying OBE. The different aspects of OBE Framework explored and described in the study yielded the Application of OBE framework for teachers, and the essential characteristics of 21st century educators. The concepts produced may serve as a guide for educators in becoming more effective and efficient educators with a 21st century skills.
Dr. Juliefer S. Fernando - Dr. Carlos S. Lanting College [Philippines]
Outcome-Based Education (OBE) is the current trend in Philippine tertiary education which is implemented by the Commission on Higher Education (CHED) on the year 2012. It is a product of innovation for quality education that caters the needs of the 21st century learners. The study discusses the extent of compliance of selected Higher Education Institutions(HEIs) to OBE Framework and the significant difference between the compliance of accredited and non-accredited HEIs. It also determines the challenges encountered by the respondents in the implementation of OBE in response to the 21st century education. The findings reveal that HEIs whether non-accredited or accredited are both compliant with the implementation of OBE and conform to the framework designed by CHED. However, it reveals the challenges that the respondents’ experience in terms of OBE thus, it identifies the essential needs of the educators in the effective and efficient methods in applying OBE. The different aspects of OBE Framework explored and described in the study yielded the Application of OBE framework for teachers, and the essential characteristics of 21st century educators. The concepts produced may serve as a guide for educators in becoming more effective and efficient educators with a 21st century skills.
Using Proverbs to Teach about Culture in the Foreign Language Classroom
Dr. Eric Bray - Yokkaichi University [Japan]
The importance of teaching about culture in foreign language classrooms is well accepted, but it can be quite challenging to do so effectively. Personal experiences through travel and living abroad are usually considered the best approaches to learning about a culture, but as this can be costly and time consuming, students will often learn about other cultures through textbooks, movies, television, books, the internet etc. In regard to culture, we often think about two aspects: customs and values. The customs of another culture are visible and fairly easy to learn, but understanding the values of another culture can be more difficult. One approach to better understanding the values of a culture is to look at the proverbs that are used in that culture. Many proverbs are universal and spring from the human experience that underlies culture, while others are unique to a culture or region and can be useful in understanding what people value or how they view the world.
Dr. Eric Bray - Yokkaichi University [Japan]
The importance of teaching about culture in foreign language classrooms is well accepted, but it can be quite challenging to do so effectively. Personal experiences through travel and living abroad are usually considered the best approaches to learning about a culture, but as this can be costly and time consuming, students will often learn about other cultures through textbooks, movies, television, books, the internet etc. In regard to culture, we often think about two aspects: customs and values. The customs of another culture are visible and fairly easy to learn, but understanding the values of another culture can be more difficult. One approach to better understanding the values of a culture is to look at the proverbs that are used in that culture. Many proverbs are universal and spring from the human experience that underlies culture, while others are unique to a culture or region and can be useful in understanding what people value or how they view the world.
Critical Thinking in Theoretical Linguistics: Code-Switching within Singapore English
Prof. Kenichi Namai - Waseda University [Japan]
In theoretical linguistics, data are analyzed on the platform of a theory that each researcher chooses. In any theory, there are rules to follow, and an analysis is supposed to be formulated in accordance with those rules. Moreover, when an analysis is formally proposed, there needs to be a guarantee that the analysis does not rely on any unfounded presupposition. However, making sure that there is no such presupposition requires a great deal of critical thinking, and in this respect, there always have been analyses that fall short and cannot be taken at face value.Against this backdrop, this paper questions a popular claim that Colloquial Singapore English shows syntactic agreement only sporadically. It will show that there is a hidden assumption behind this claim, namely, the unavailability of the control strategy for identifying empty categories precisely when agreement manifests itself in this variety of English. Then, it will point out that this assumption is baseless and procced to demonstrate that removing it reveals a different picture of Singapore English; this variety of English is a product of code-switching between Colloquial Singapore English (without agreement) and Standard English (with agreement).
Prof. Kenichi Namai - Waseda University [Japan]
In theoretical linguistics, data are analyzed on the platform of a theory that each researcher chooses. In any theory, there are rules to follow, and an analysis is supposed to be formulated in accordance with those rules. Moreover, when an analysis is formally proposed, there needs to be a guarantee that the analysis does not rely on any unfounded presupposition. However, making sure that there is no such presupposition requires a great deal of critical thinking, and in this respect, there always have been analyses that fall short and cannot be taken at face value.Against this backdrop, this paper questions a popular claim that Colloquial Singapore English shows syntactic agreement only sporadically. It will show that there is a hidden assumption behind this claim, namely, the unavailability of the control strategy for identifying empty categories precisely when agreement manifests itself in this variety of English. Then, it will point out that this assumption is baseless and procced to demonstrate that removing it reveals a different picture of Singapore English; this variety of English is a product of code-switching between Colloquial Singapore English (without agreement) and Standard English (with agreement).
Teachers' Attitudes Towards Including Students Who Exhibit Disputive Behaviors
Dr. Catherine Hertzog Nelson [USA]
This phenomenological study explored the factors that affect the willingness of general education middle school teachers to include IDEA eligible students who exhibit disruptive behaviors. Despite the legal mandate, The Education of All Handicapped Children Act of 1975, (EHA), requiring students with disabilities to be educated with their nondisabled peers to the maximum extent appropriate, many general education teachers are reluctant to accept these students int their classrooms. Research suggests that this phenomenon has been present in the education system for these last 40 years, and it is more prevalent with students exhibiting disruptive behaviors. Relatedly, inclusive practices have been explored, implemented, and analyzed; and while progress has been made, students exhibiting disruptive behaviors are included less frequently than their peers. Through consideration of participants’ individual lived experiences and an array of perspectives about the phenomenon, an improved understanding of this phenomenon surfaced. This study collected data from semi-structured interviews, focus groups, and a researcher’s journal to identify 8 factors that influenced middle school general educators’ attitudes toward the inclusion of IDEA eligible students who exhibit disruptive behaviors.
Dr. Catherine Hertzog Nelson [USA]
This phenomenological study explored the factors that affect the willingness of general education middle school teachers to include IDEA eligible students who exhibit disruptive behaviors. Despite the legal mandate, The Education of All Handicapped Children Act of 1975, (EHA), requiring students with disabilities to be educated with their nondisabled peers to the maximum extent appropriate, many general education teachers are reluctant to accept these students int their classrooms. Research suggests that this phenomenon has been present in the education system for these last 40 years, and it is more prevalent with students exhibiting disruptive behaviors. Relatedly, inclusive practices have been explored, implemented, and analyzed; and while progress has been made, students exhibiting disruptive behaviors are included less frequently than their peers. Through consideration of participants’ individual lived experiences and an array of perspectives about the phenomenon, an improved understanding of this phenomenon surfaced. This study collected data from semi-structured interviews, focus groups, and a researcher’s journal to identify 8 factors that influenced middle school general educators’ attitudes toward the inclusion of IDEA eligible students who exhibit disruptive behaviors.
Asynchronous Conferencing for Academic Writing: A Case Study on Argumentation in a UAE university
Dr. Marielle Patronis - Zayed University [UAE]
It has been argued that asynchronous online conferencing is effective in enabling students to challenge idea put forward, elaborate and reflect on them. It offers students greater time for reflection than face-to-face discussions (Andriessen, 2006). The proposed study examines the process of developing argumentation through asynchronous online conferencing in a blended learning context. It reports on the use of online discussions for developing students' argumentation skills. Its focus is centered on the extent to which embedded academic writing supports combined with online discussion forums (Bates, 2005; Babcock & Thonus, 2012) could enhance student argumentation through the writing process towards the acquisition of academic writing skills. In this session, the use of a linguistic framework to investigate how students can use online conferencing to develop new ways of exchanging views will be presented.
Dr. Marielle Patronis - Zayed University [UAE]
It has been argued that asynchronous online conferencing is effective in enabling students to challenge idea put forward, elaborate and reflect on them. It offers students greater time for reflection than face-to-face discussions (Andriessen, 2006). The proposed study examines the process of developing argumentation through asynchronous online conferencing in a blended learning context. It reports on the use of online discussions for developing students' argumentation skills. Its focus is centered on the extent to which embedded academic writing supports combined with online discussion forums (Bates, 2005; Babcock & Thonus, 2012) could enhance student argumentation through the writing process towards the acquisition of academic writing skills. In this session, the use of a linguistic framework to investigate how students can use online conferencing to develop new ways of exchanging views will be presented.
College Students’ Global Mindset Development: A PBL Curriculum Design in Taiwan’s Higher Education
Dr. Min-Yu Li - Chang-Jung Christin University [Taiwan]
Dr. Hsiao-I Hou - Chang-Jung Christin University [Taiwan]
In addition to providing learners with professional knowledge, the university education today should mainly focus on cultivating the basic skills needed for the citizenships in the 21st century. The implementation and mechanism in developing talents should both be revolutionized for the goal. Facing the challenges of globalization, the university courses will be not just lecturing on profession knowledge, but also training students to analyze problems from multiple perspectives and encouraging team works and creativity. Only do we create different approaches to develop talents for the new century, students will be able to leave the universities then smoothly fit into the international community. The purpose of this study therefore is to explore the impacts of integrating problem-based learning (PBL) on developing students’ cross-cultural communication competency in the EMI context in Taiwan. Important issues, like sustainability, world peace, and international tourism, etc., will be used as the topics of the EMI intercultural communication training courses. By adopting PBL approach, the study hopes to develop the curriculum focusing on world issues, and most importantly, to further examine the effects of students’ problem solving abilities, cross-cultural communication competencies, and the development of students’ global mindsets, to the ultimate learning outcomes.
Dr. Min-Yu Li - Chang-Jung Christin University [Taiwan]
Dr. Hsiao-I Hou - Chang-Jung Christin University [Taiwan]
In addition to providing learners with professional knowledge, the university education today should mainly focus on cultivating the basic skills needed for the citizenships in the 21st century. The implementation and mechanism in developing talents should both be revolutionized for the goal. Facing the challenges of globalization, the university courses will be not just lecturing on profession knowledge, but also training students to analyze problems from multiple perspectives and encouraging team works and creativity. Only do we create different approaches to develop talents for the new century, students will be able to leave the universities then smoothly fit into the international community. The purpose of this study therefore is to explore the impacts of integrating problem-based learning (PBL) on developing students’ cross-cultural communication competency in the EMI context in Taiwan. Important issues, like sustainability, world peace, and international tourism, etc., will be used as the topics of the EMI intercultural communication training courses. By adopting PBL approach, the study hopes to develop the curriculum focusing on world issues, and most importantly, to further examine the effects of students’ problem solving abilities, cross-cultural communication competencies, and the development of students’ global mindsets, to the ultimate learning outcomes.
Leadership Orientation and Employee Engagement in Relation to the Organizational Health of Tertiary Schools in Region XI
Prof. Alileen S. Talidano - University of Mindanao UM Tagum College [Philippines]
The wellness of an organization is reflected in the leadership orientation and employee engagement. With the appropriate leadership approach in a given situation, and to maintaining employee engagement, an organization functions as a healthy and successful workplace accomplishes its goals. Hence, the main focus of this research was to determine whether leadership orientation and employee engagement are significantly related to organization's health. The statistical test used was of the significance on the relationship between the variables under study. This revealed significant relationship between employee engagement and organizational health; where employee engagement became a critical component on the overall health of an organization; that employee engagement is a key factor -in terms of job, co-workers, manager, department, and company. Thereafter, the researcher recommends to provide opportunity for employees to feel that their job is important to the success of the company; to create a workplace by which the co-workers enjoy working with the people in the group; the company to provide attractive opportunities for growth and improvement; enhance communication skills to having a clear understanding what the manager expects from the employees; and to entrust them authority to do best work.
Prof. Alileen S. Talidano - University of Mindanao UM Tagum College [Philippines]
The wellness of an organization is reflected in the leadership orientation and employee engagement. With the appropriate leadership approach in a given situation, and to maintaining employee engagement, an organization functions as a healthy and successful workplace accomplishes its goals. Hence, the main focus of this research was to determine whether leadership orientation and employee engagement are significantly related to organization's health. The statistical test used was of the significance on the relationship between the variables under study. This revealed significant relationship between employee engagement and organizational health; where employee engagement became a critical component on the overall health of an organization; that employee engagement is a key factor -in terms of job, co-workers, manager, department, and company. Thereafter, the researcher recommends to provide opportunity for employees to feel that their job is important to the success of the company; to create a workplace by which the co-workers enjoy working with the people in the group; the company to provide attractive opportunities for growth and improvement; enhance communication skills to having a clear understanding what the manager expects from the employees; and to entrust them authority to do best work.
Reflection on Internationalization of the Japanese Education since 1980s
Prof. Akinori Seki - Tokyo Keizai University [Japan]
In the late 1980s, the Japanese government pushed through a drastic reform on primary and secondary school education so that students can better develop the skills required for living in an internationalized world. Since then, ‘internationalization’ and ‘globalization’ have always been the main issues facing education in Japan. Significant effort has been made to foster global human resources”, however, the efforts put into this have not yet paid off. We are facing the reality that Japanese education cannot catch up with the high-speed globalization of the world. In this presentation, I will reflect on the 30-year challenge of the internationalization of Japanese education from rather critical points of view. We will discuss the reasons why the practices under the modified curriculum failed to achieve good results. Furthermore, we will demonstrate that rapid reduction of the birthrate in Japan has been forcing the country’s citizens to acquire a global mindset, whether they like it or not.
Prof. Akinori Seki - Tokyo Keizai University [Japan]
In the late 1980s, the Japanese government pushed through a drastic reform on primary and secondary school education so that students can better develop the skills required for living in an internationalized world. Since then, ‘internationalization’ and ‘globalization’ have always been the main issues facing education in Japan. Significant effort has been made to foster global human resources”, however, the efforts put into this have not yet paid off. We are facing the reality that Japanese education cannot catch up with the high-speed globalization of the world. In this presentation, I will reflect on the 30-year challenge of the internationalization of Japanese education from rather critical points of view. We will discuss the reasons why the practices under the modified curriculum failed to achieve good results. Furthermore, we will demonstrate that rapid reduction of the birthrate in Japan has been forcing the country’s citizens to acquire a global mindset, whether they like it or not.
A Focus on the Development of Nurture in the Scottish Education Context
Ms. Maura Kearney - Glasgow Psychological Service [Scotland]
Nurture has evolved in Scotland from being a targeted approach to supporting young people with emotional and social issues to becoming a whole school approach. Nurture seeks to inform schools and early years establishments as to how they develop wellbeing for young people as well as foster positive relationships in schools. This talk outlines the spread and direction of the nurture approach in Scottish schools. Through the process of having a dialogue with key education stakeholders, and consideration of the research base, a picture of what a whole school nurturing approach looks like across Scotland is formed. Twenty seven of Scotland's 32 local authorities responded to a questionnaire that acted as a benchmark for the spread and reach of nurturing approaches and Nurture Groups. A further 'drill down' activity was undertaken with 10 education professionals to identify why education professionals are utilising a nurturing approach in their schools; why it is a priority for their local authority and what the rationale is for employing this approach to reach their most vulnerable young people. All of this information is set to the background of Scotland's legislative commitment to enhancing the wellbeing of all of its young people as well as closing the poverty related attainment gap.
Ms. Maura Kearney - Glasgow Psychological Service [Scotland]
Nurture has evolved in Scotland from being a targeted approach to supporting young people with emotional and social issues to becoming a whole school approach. Nurture seeks to inform schools and early years establishments as to how they develop wellbeing for young people as well as foster positive relationships in schools. This talk outlines the spread and direction of the nurture approach in Scottish schools. Through the process of having a dialogue with key education stakeholders, and consideration of the research base, a picture of what a whole school nurturing approach looks like across Scotland is formed. Twenty seven of Scotland's 32 local authorities responded to a questionnaire that acted as a benchmark for the spread and reach of nurturing approaches and Nurture Groups. A further 'drill down' activity was undertaken with 10 education professionals to identify why education professionals are utilising a nurturing approach in their schools; why it is a priority for their local authority and what the rationale is for employing this approach to reach their most vulnerable young people. All of this information is set to the background of Scotland's legislative commitment to enhancing the wellbeing of all of its young people as well as closing the poverty related attainment gap.
Explore the Influences of Human’ Emotions on Contact with True and Fake Flowers by Using Neuroscience Technology
Ms. Tzu-Chun Su - Institute of Science Education and Environmental Education, NKNU [Taiwan]
Prof. Huang Chin-Fei - Institute of Science Education and Environmental Education, NKNU [Taiwan]
The purpose of this study was to investigate the influences of students’ emotions on true and fake flowers. There are 40 adult (Man=20, Female=20; Mean age=33) participated in this study. All of them filled in the research informed consent. All participated were asked to watch, smell, touch the true flowers and fake flowers individually, and this study collected the interview data after the task. All of the participants wear the brain wave cap (Neurosky) to collect their brain wave data during this test. The data from neuroscience technology and interview were been analyzed by this study. The results of this study shows that there was no significant differences in the participants’ emotion reflections before and after contacting with the to fake flowers. But the alpha frequency band of participants’ brain wave, which indicated the positive emotions, are increasing after contacting with the true flowers than before. The results may could provide some evidences to support the efficiency of five sense learning and outdoor learning. The further implications will be presented in the presentation.
Ms. Tzu-Chun Su - Institute of Science Education and Environmental Education, NKNU [Taiwan]
Prof. Huang Chin-Fei - Institute of Science Education and Environmental Education, NKNU [Taiwan]
The purpose of this study was to investigate the influences of students’ emotions on true and fake flowers. There are 40 adult (Man=20, Female=20; Mean age=33) participated in this study. All of them filled in the research informed consent. All participated were asked to watch, smell, touch the true flowers and fake flowers individually, and this study collected the interview data after the task. All of the participants wear the brain wave cap (Neurosky) to collect their brain wave data during this test. The data from neuroscience technology and interview were been analyzed by this study. The results of this study shows that there was no significant differences in the participants’ emotion reflections before and after contacting with the to fake flowers. But the alpha frequency band of participants’ brain wave, which indicated the positive emotions, are increasing after contacting with the true flowers than before. The results may could provide some evidences to support the efficiency of five sense learning and outdoor learning. The further implications will be presented in the presentation.
Explore the Influences of Students’ Attention and Meditation Between Different Natural Landscape by Using Neuroscience
Ms. Chuan-Chuan Chang - Institute of Science Education and Environmental Education, NKNU [Taiwan]
Prof. Huang Chin-Fei - Institute of Science Education and Environmental Education, NKNU [Taiwan]
The main purpose of this study was to explore the influences of students’ attention and meditation between natural view of sea and land by using neuroscience. There are twelve adults participated in this study (average 39 years old; male=6; female=6). All participants were volunteers and from National park tourists or staff members, and were signing the volunteer consents. In this study, the participants were asked to watch the photos of sea and land areas randomly with wearing the brain wave cap. There were four photo materials in this study. Photo A is included the view of sea and land. Photo B is the whole view of sea. Photo C is focused on trees in the land and photo D is focused on the grassland. In this research, we collected and analyzed twelve participants’ neuroscience data. The results showed that the participants who watched photo A got higher amplitude of brain wave in relax emotion than watching photo B. The interview implied that the possible reason is photo A included the land and sea together, and the sea connected with land made people feel more safety. Adversely, the photo B with whole marine made people feel uncomfortable. Besides, the participants who watched photo C got higher amplitude of brain waves in attention index than watching photo D. The interview data indicated that the trees could induce the participants’ attention since they afraid about some unexpected dangerous. The further implication will be showed in the presentation.
Ms. Chuan-Chuan Chang - Institute of Science Education and Environmental Education, NKNU [Taiwan]
Prof. Huang Chin-Fei - Institute of Science Education and Environmental Education, NKNU [Taiwan]
The main purpose of this study was to explore the influences of students’ attention and meditation between natural view of sea and land by using neuroscience. There are twelve adults participated in this study (average 39 years old; male=6; female=6). All participants were volunteers and from National park tourists or staff members, and were signing the volunteer consents. In this study, the participants were asked to watch the photos of sea and land areas randomly with wearing the brain wave cap. There were four photo materials in this study. Photo A is included the view of sea and land. Photo B is the whole view of sea. Photo C is focused on trees in the land and photo D is focused on the grassland. In this research, we collected and analyzed twelve participants’ neuroscience data. The results showed that the participants who watched photo A got higher amplitude of brain wave in relax emotion than watching photo B. The interview implied that the possible reason is photo A included the land and sea together, and the sea connected with land made people feel more safety. Adversely, the photo B with whole marine made people feel uncomfortable. Besides, the participants who watched photo C got higher amplitude of brain waves in attention index than watching photo D. The interview data indicated that the trees could induce the participants’ attention since they afraid about some unexpected dangerous. The further implication will be showed in the presentation.
Explore Junior High School Students’ Problem Solving Skills Through STEM Activities
Prof. Huang Chin-Fei - Institute of Science Education and Environmental Education, NKNU [Taiwan]
Mr. Yi-Cheng Kuo - Institute of Science Education and Environmental Education, NKNU [Taiwan]
The purpose of this study is to improve junior high school students’ problem solving skills by learning from STEM activities. The definition of problem solving skills included in four steps: defining the problem, generating alternatives, evaluating and selecting the best alternatives, and implementing solutions. The STEM activities spent 12 hours (3 hours per month, all the curriculum continued for four months) and the contents included wheel shaft science concepts (science domain), electric circuit board (technology domain), gear wheel (engineering domain) and mathematics concepts (mathematics domain). 120 junior high school students participated in this study. All participants need to complete the same problem solving questionnaires before and after the activities. The results showed that the junior high school students could improve their problem solving skills, especially in generating alternatives and implementing solutions. The further implications will be discussed in this study.
Prof. Huang Chin-Fei - Institute of Science Education and Environmental Education, NKNU [Taiwan]
Mr. Yi-Cheng Kuo - Institute of Science Education and Environmental Education, NKNU [Taiwan]
The purpose of this study is to improve junior high school students’ problem solving skills by learning from STEM activities. The definition of problem solving skills included in four steps: defining the problem, generating alternatives, evaluating and selecting the best alternatives, and implementing solutions. The STEM activities spent 12 hours (3 hours per month, all the curriculum continued for four months) and the contents included wheel shaft science concepts (science domain), electric circuit board (technology domain), gear wheel (engineering domain) and mathematics concepts (mathematics domain). 120 junior high school students participated in this study. All participants need to complete the same problem solving questionnaires before and after the activities. The results showed that the junior high school students could improve their problem solving skills, especially in generating alternatives and implementing solutions. The further implications will be discussed in this study.
The Personal Values Systems and Leadership Dispositions of Department Heads in a Public School: Implications for Leadership Development
Ms. Sharlyn P. Sanclaria - University of Asia and the Pacific [Philippines]
This study, which the author undertook because of her interest in both values-based leadership and shared leadership in schools, looked into the personal values systems and leadership dispositions of eight department heads in a public high school in Metro Manila. The aim was to help the department heads not only to be more effective in their present work but also to prepare themselves for promotion to higher leadership positions, as well as to generate inputs for a possible leadership development program for present and future department heads. To gather relevant information, the author used a self-designed survey questionnaire consisting of two parts: the first based on the meta-inventory of human values formulated by Cheng and Fleischmann (2010) and the second drawing leadership disposition indicators from the ISLLC (Interstate School Leaders Licensure Consortium) Self-Assessment Tool. The responses to the survey were reviewed in relation to the core values adopted by the Department of Education (DepEd) and the personal and professional characteristics listed in the DepEd’s Performance Appraisal System for School Administrators, as well as to the six ISLLC Standards for School Leaders.
Ms. Sharlyn P. Sanclaria - University of Asia and the Pacific [Philippines]
This study, which the author undertook because of her interest in both values-based leadership and shared leadership in schools, looked into the personal values systems and leadership dispositions of eight department heads in a public high school in Metro Manila. The aim was to help the department heads not only to be more effective in their present work but also to prepare themselves for promotion to higher leadership positions, as well as to generate inputs for a possible leadership development program for present and future department heads. To gather relevant information, the author used a self-designed survey questionnaire consisting of two parts: the first based on the meta-inventory of human values formulated by Cheng and Fleischmann (2010) and the second drawing leadership disposition indicators from the ISLLC (Interstate School Leaders Licensure Consortium) Self-Assessment Tool. The responses to the survey were reviewed in relation to the core values adopted by the Department of Education (DepEd) and the personal and professional characteristics listed in the DepEd’s Performance Appraisal System for School Administrators, as well as to the six ISLLC Standards for School Leaders.
The Analysis of Grade 8 Fractions Errors Displayed by Learners Due to Deficient Mastery of Prerequisite Concepts
Mr. Yeyisani E. Makhubele - University of Mpumalanga [South Africa]
This paper presents an analysis of the grade 8 fractions errors displayed by learners due to deficient mastery of prerequisite concepts. The sample consisted of 30 purposefully sampled grade eight learners. The research instrument consists of fraction test whose questions were selected from various Annual National Assessment examination papers containing in addition, subtraction multiplication and division of fractional operations. The different types of errors displayed by learners were then identified, coded and categorized. The results indicated that learners displayed various errors which we coded as non – systematic errors, ignorance of rule restriction or symbolism errors, incomplete applications of rules errors and conceptual errors. The analysis showed that the main sources for errors were lack of understanding of the basic concepts, learners’ prior knowledge, misconceptions and misapplication of rules. This study recommends that teachers should help their learners to develop fractions conceptual understanding. Learners need to be explicitly taught that errors are opportunities for learning, and that they are springboard of inquiry.
Mr. Yeyisani E. Makhubele - University of Mpumalanga [South Africa]
This paper presents an analysis of the grade 8 fractions errors displayed by learners due to deficient mastery of prerequisite concepts. The sample consisted of 30 purposefully sampled grade eight learners. The research instrument consists of fraction test whose questions were selected from various Annual National Assessment examination papers containing in addition, subtraction multiplication and division of fractional operations. The different types of errors displayed by learners were then identified, coded and categorized. The results indicated that learners displayed various errors which we coded as non – systematic errors, ignorance of rule restriction or symbolism errors, incomplete applications of rules errors and conceptual errors. The analysis showed that the main sources for errors were lack of understanding of the basic concepts, learners’ prior knowledge, misconceptions and misapplication of rules. This study recommends that teachers should help their learners to develop fractions conceptual understanding. Learners need to be explicitly taught that errors are opportunities for learning, and that they are springboard of inquiry.
Self Care Trainings for NCD Management in Old Age in India
Dr. Prakash Tyagi - GRAVIS [India]
Home to over 100 million older people, India has the second largest elderly population in the world. Older people in many parts of India, especially in the rural settings live in vulnerable conditions with limited facilities and with an overall poor health status. In rural parts of the country, there are also aspects related to poverty and malnutrition adversely impacting older people’s health., mental health issues and ocular disorders. GRAVIS has been working actively in the Thar Desert region of India to address older people’s health. It has a multi-layered health intervention combining medical services, public health activities and research component. Self care training is an integral part of our work with older people. With the help of locally designed contents, GRAVIS team trains older people on healthy ageing. The curriculum includes 10 modules focusing on basics of human body and biology of ageing, Common diseases in old age, prevention of common diseases, management of common diseases and useful information on Government health programmes. Older people in groups 12 to 15 attend the trainings. To provide service to older people and to take self care education further, GRAVIS also works with a cadre of Village based Health Workers (VHWs). The impact of our self care training interventions has been quite positive. The trainings are well received within the community. Over 1,500 older people have been trained who report a significant increase in their knowledge levels. GRAVIS has been able to draw the attention of local health authorities and hopes that the trainings could be scaled up further.
Dr. Prakash Tyagi - GRAVIS [India]
Home to over 100 million older people, India has the second largest elderly population in the world. Older people in many parts of India, especially in the rural settings live in vulnerable conditions with limited facilities and with an overall poor health status. In rural parts of the country, there are also aspects related to poverty and malnutrition adversely impacting older people’s health., mental health issues and ocular disorders. GRAVIS has been working actively in the Thar Desert region of India to address older people’s health. It has a multi-layered health intervention combining medical services, public health activities and research component. Self care training is an integral part of our work with older people. With the help of locally designed contents, GRAVIS team trains older people on healthy ageing. The curriculum includes 10 modules focusing on basics of human body and biology of ageing, Common diseases in old age, prevention of common diseases, management of common diseases and useful information on Government health programmes. Older people in groups 12 to 15 attend the trainings. To provide service to older people and to take self care education further, GRAVIS also works with a cadre of Village based Health Workers (VHWs). The impact of our self care training interventions has been quite positive. The trainings are well received within the community. Over 1,500 older people have been trained who report a significant increase in their knowledge levels. GRAVIS has been able to draw the attention of local health authorities and hopes that the trainings could be scaled up further.
Human Resource Practices on a Local University: Basis for an Intervention Scheme
Prof. Rosel O. Cirpiano - University of the East-Manila [Philippines]
Human Resource Practices such as recruitment and selection, training and development, performance appraisal, compensation and benefits, promotion and retention and disciplinary measures are vital keys in maintaining an efficient and effective workforce that will result to high employee morale and competitiveness. The focus of the study was to determine the extent of the implementation of human resource practices and the problems that may be encountered by faculty members and administrators of a local university in Malabon in the implementation of the said practices and proposed a possible intervention scheme if necessary. A descriptive survey method was used and was analyzed using frequency, percentage, ranking, standard deviation, weighted mean and analysis of variance. The results revealed that human resource practices particularly: training and development, performance appraisal, compensation and benefits, and promotion and retention got f-computed values which are greater than the f critical values which imply significant differences between the assessments of the respondents. Delay in the salary of faculty members is the most common problems encountered by the respondents. It was concluded that the assessment of the administrators and faculty members with regards to training and development, performance appraisal, compensation and benefits, and promotion and retention practices were different because the majority of the administrators are tenured while the majority of faculty members were contractual which leads to delay of salary.
Prof. Rosel O. Cirpiano - University of the East-Manila [Philippines]
Human Resource Practices such as recruitment and selection, training and development, performance appraisal, compensation and benefits, promotion and retention and disciplinary measures are vital keys in maintaining an efficient and effective workforce that will result to high employee morale and competitiveness. The focus of the study was to determine the extent of the implementation of human resource practices and the problems that may be encountered by faculty members and administrators of a local university in Malabon in the implementation of the said practices and proposed a possible intervention scheme if necessary. A descriptive survey method was used and was analyzed using frequency, percentage, ranking, standard deviation, weighted mean and analysis of variance. The results revealed that human resource practices particularly: training and development, performance appraisal, compensation and benefits, and promotion and retention got f-computed values which are greater than the f critical values which imply significant differences between the assessments of the respondents. Delay in the salary of faculty members is the most common problems encountered by the respondents. It was concluded that the assessment of the administrators and faculty members with regards to training and development, performance appraisal, compensation and benefits, and promotion and retention practices were different because the majority of the administrators are tenured while the majority of faculty members were contractual which leads to delay of salary.
Coexistence of Internationalization of Higher Education, Educational Tourism, and Non-recognition: The Case of North Cyprus
Mr. Cahit Ezel - Eastern Mediterranean University [North Cyprus]
A number of Western and Asian developed core countries have been the most popular destinations of international educational tourism in recent years. Besides core countries, recently international educational tourists have also been travelling to other relatively less developed countries for tertiary education such as northern part of Cyprus. Tertiary education developments which started in mid-1980s has boomed in recent years and currently more than 95 thousand students pursuing their tertiary education in 17 higher education institutions in the northern part of Cyprus from around 100 different countries. Research on student mobility from developing or less developed countries to core developed countries has been extensively examined; however, research on student mobility to North Cyprus in particular, which is a unique case, is scarce. This paper presents a detailed and critical analysis of how higher education has developed in north Cyprus which is politically not recognized in international arena. Moreover, the challenges confronting higher education sector in north Cyprus are also critically examined in detail. A qualitative research approach was adopted to gain in-depth understanding of the factors influencing the development of higher education in north Cyprus using document analysis method. The preliminary results reveal that challenges facing north Cyprus higher education sector can be grouped as internal and external.
Mr. Cahit Ezel - Eastern Mediterranean University [North Cyprus]
A number of Western and Asian developed core countries have been the most popular destinations of international educational tourism in recent years. Besides core countries, recently international educational tourists have also been travelling to other relatively less developed countries for tertiary education such as northern part of Cyprus. Tertiary education developments which started in mid-1980s has boomed in recent years and currently more than 95 thousand students pursuing their tertiary education in 17 higher education institutions in the northern part of Cyprus from around 100 different countries. Research on student mobility from developing or less developed countries to core developed countries has been extensively examined; however, research on student mobility to North Cyprus in particular, which is a unique case, is scarce. This paper presents a detailed and critical analysis of how higher education has developed in north Cyprus which is politically not recognized in international arena. Moreover, the challenges confronting higher education sector in north Cyprus are also critically examined in detail. A qualitative research approach was adopted to gain in-depth understanding of the factors influencing the development of higher education in north Cyprus using document analysis method. The preliminary results reveal that challenges facing north Cyprus higher education sector can be grouped as internal and external.
Establishing an Environmental Interpretative Polygon of natural and Cultural Heritage as a Tool for Sustainable Management of Tourism Destinations
Dr. Katarina Polajnar Horvat - Research Center of Slovenian Academy of Sciences and Arts [Slovenia]
Proposed paper is answering the need for ensuring sustainable management of tourism destinations with development of tools for environmental interpretation of natural and cultural heritage. Tourism has significant impact to problems of sustainability. It causes enormous pressure on nature, affects soil erosion, increases pollution, the loss of a natural habitat, and increases the risk of forest fire. One of the solutions to overcome the phenomena of overtourism is thus encourage people to explore less visited areas in the tourism destination’s surroundings. Ljubljana, the capital of Slovenia, which is becoming an increasingly attractive tourism destination, has offer an example of management of tourism flows to destination’s surroundings with establishment of environmental interpretative education trail along Iška River in the Ljubljansko barje Landscape park. The Iška River trail allows the visitors to experience nature, the mosaic-like intertwining of different habitats, cultural tradition, and the spiritual values of a Ljubljansko barje, which lies on the doorstep of Ljubljana. The interpretative polygon, consists of the educational trail, interactive e-lessons in digital media, and the field exercise bank, which is a combination of digital media and experimental work in the landscape. The intertwining of the various interpretative methods encourages the visitors on site and the ones researching on a computer to motivate various target groups in a deeper understanding of the landscape processes.
Dr. Katarina Polajnar Horvat - Research Center of Slovenian Academy of Sciences and Arts [Slovenia]
Proposed paper is answering the need for ensuring sustainable management of tourism destinations with development of tools for environmental interpretation of natural and cultural heritage. Tourism has significant impact to problems of sustainability. It causes enormous pressure on nature, affects soil erosion, increases pollution, the loss of a natural habitat, and increases the risk of forest fire. One of the solutions to overcome the phenomena of overtourism is thus encourage people to explore less visited areas in the tourism destination’s surroundings. Ljubljana, the capital of Slovenia, which is becoming an increasingly attractive tourism destination, has offer an example of management of tourism flows to destination’s surroundings with establishment of environmental interpretative education trail along Iška River in the Ljubljansko barje Landscape park. The Iška River trail allows the visitors to experience nature, the mosaic-like intertwining of different habitats, cultural tradition, and the spiritual values of a Ljubljansko barje, which lies on the doorstep of Ljubljana. The interpretative polygon, consists of the educational trail, interactive e-lessons in digital media, and the field exercise bank, which is a combination of digital media and experimental work in the landscape. The intertwining of the various interpretative methods encourages the visitors on site and the ones researching on a computer to motivate various target groups in a deeper understanding of the landscape processes.
The Investigation of Public’s Pro-Environmental Behavior in Taiwan
Ms. I-Ting Wu - Institute of Science Education and Environmental Education, NKNU [Taiwan]
Prof. Huang Chin-Fei - Institute of Science Education and Environmental Education, NKNU [Taiwan]
The purpose of this study was to investigate the Taiwan public’s pro-environmental behavior performances recently. This study adapted a pro-environmental behavior questionnaire which was been developed by Varela-Candamio, Novo-Corti and Carcía-Álvarez (2018). The topics in this questionnaire included in energy saving behavior, awareness of global warming, green behavior, environmental social interaction, environmental informal education and environmental attitudes, and the assessment is using the Likert’s scale. There are 567 volunteers participated in this study (Average age=38.6 years old; male=262; female=305). This study collected and analyzed all the data. The results show that the public in Taiwan got higher scores (Mean=4.3) in energy saving behavior and environmental informal education topics, but performed medium scores (Mean=3.6) in green behavior, awareness of global warming and environmental social interaction topics. Detailed discussion and implications of this study will report and share in this conference.
Ms. I-Ting Wu - Institute of Science Education and Environmental Education, NKNU [Taiwan]
Prof. Huang Chin-Fei - Institute of Science Education and Environmental Education, NKNU [Taiwan]
The purpose of this study was to investigate the Taiwan public’s pro-environmental behavior performances recently. This study adapted a pro-environmental behavior questionnaire which was been developed by Varela-Candamio, Novo-Corti and Carcía-Álvarez (2018). The topics in this questionnaire included in energy saving behavior, awareness of global warming, green behavior, environmental social interaction, environmental informal education and environmental attitudes, and the assessment is using the Likert’s scale. There are 567 volunteers participated in this study (Average age=38.6 years old; male=262; female=305). This study collected and analyzed all the data. The results show that the public in Taiwan got higher scores (Mean=4.3) in energy saving behavior and environmental informal education topics, but performed medium scores (Mean=3.6) in green behavior, awareness of global warming and environmental social interaction topics. Detailed discussion and implications of this study will report and share in this conference.
Explore the Value Implications of Traditional Ecological Knowledge and Ecotourism Application
Ms. Lin Chiung-Yao - Institute of Science Education and Environmental Education, NKNU [Taiwan]
Prof. Huang Chin-Fei - Institute of Science Education and Environmental Education, NKNU [Taiwan]
The International Union for Conservation of Nature (IUCN) held the World Conservation Conference in 2016. During the conference, it was confirmed that "eco-tourism" has created a good opportunity for conservation, reservation and sustainable use of biodiversity and natural areas. People could expect that eco-tourism will be a kind of motivation for sustainable development under carefully constructed, good management and cautious control. Eco-tourism can be regarded as a natural resource management. The traditional ecological wisdom of the land echoes the modern concept of “adaptive management” and brings many enlightenments to the environmental field management of resources. This study adapted the means-end chain as the research method to collect and analyze qualitative data. The participants were chosen by sampling method and the convenience sampling method. 30 grand old man who live near Kenting National Park in Taiwan were been interviewed in this study to promote ecotourism community. From the perspective of understanding the value of traditional ecological knowledge in the supply and demand side of ecotourism, it is expected that the value implications of traditional ecological knowledge can deepen the essential aspects of ecotourism. After coding analysis through qualitative data, the study found that "inheritance", "sharing", "sustainability", "innovation" and "ethics" are the values of local traditional ecological knowledge. The results of this study will provide relevant applications for the development of ecotourism.
Ms. Lin Chiung-Yao - Institute of Science Education and Environmental Education, NKNU [Taiwan]
Prof. Huang Chin-Fei - Institute of Science Education and Environmental Education, NKNU [Taiwan]
The International Union for Conservation of Nature (IUCN) held the World Conservation Conference in 2016. During the conference, it was confirmed that "eco-tourism" has created a good opportunity for conservation, reservation and sustainable use of biodiversity and natural areas. People could expect that eco-tourism will be a kind of motivation for sustainable development under carefully constructed, good management and cautious control. Eco-tourism can be regarded as a natural resource management. The traditional ecological wisdom of the land echoes the modern concept of “adaptive management” and brings many enlightenments to the environmental field management of resources. This study adapted the means-end chain as the research method to collect and analyze qualitative data. The participants were chosen by sampling method and the convenience sampling method. 30 grand old man who live near Kenting National Park in Taiwan were been interviewed in this study to promote ecotourism community. From the perspective of understanding the value of traditional ecological knowledge in the supply and demand side of ecotourism, it is expected that the value implications of traditional ecological knowledge can deepen the essential aspects of ecotourism. After coding analysis through qualitative data, the study found that "inheritance", "sharing", "sustainability", "innovation" and "ethics" are the values of local traditional ecological knowledge. The results of this study will provide relevant applications for the development of ecotourism.
How to Create a Nation: Re-inventing The Folk Music
Dr. Hilmi Yazici - Selcuk University [Turkey]
It was the main idea to consolidate the basis of the new state during the early Republican period in Turkey. The purpose was to create a new nation in place of the former society which was thought that corrupted under the domination of Ottoman state. There were some steps taken intended for this aim. Besides lots of attempts, the steps taken especially on the areas Education and Culture aimed to help the nationalization process. One of these important steps is to create a new ‘national’ education system headed towards the West. However, after the Ottomans, the attempts that essential for being a nation has had to be on the Cultural areas. In this sense, the cultural roots of the nation that dates back as a civilization were sought on the cultural materials. In this frame, the Folk Music materials became important. However, this folk music pieces were not accepted as they were and tried to reform for the new nation by re-evaluating them. The folk music pieces that re-evaluated were actually re-invented and it was thought that they were the proofs of the ancient civilization and nation. In this study, the influences of the nationalization process and attepmts on music and education will be evaluated.
Dr. Hilmi Yazici - Selcuk University [Turkey]
It was the main idea to consolidate the basis of the new state during the early Republican period in Turkey. The purpose was to create a new nation in place of the former society which was thought that corrupted under the domination of Ottoman state. There were some steps taken intended for this aim. Besides lots of attempts, the steps taken especially on the areas Education and Culture aimed to help the nationalization process. One of these important steps is to create a new ‘national’ education system headed towards the West. However, after the Ottomans, the attempts that essential for being a nation has had to be on the Cultural areas. In this sense, the cultural roots of the nation that dates back as a civilization were sought on the cultural materials. In this frame, the Folk Music materials became important. However, this folk music pieces were not accepted as they were and tried to reform for the new nation by re-evaluating them. The folk music pieces that re-evaluated were actually re-invented and it was thought that they were the proofs of the ancient civilization and nation. In this study, the influences of the nationalization process and attepmts on music and education will be evaluated.
Scientific committee members:
Dr. Sheryl Lee Ferguson - Te Whare Wānanga o Awanuiārangi, New Zealand
Prof. Rosel Cipriano - University of the East- Manila, Philippines
Prof. Kenichi Namai - Waseda University, Japan
Dr. Jesucito Garcia - St. Dominic College of Asia, Philippines
Dr. Sheryl Lee Ferguson - Te Whare Wānanga o Awanuiārangi, New Zealand
Prof. Rosel Cipriano - University of the East- Manila, Philippines
Prof. Kenichi Namai - Waseda University, Japan
Dr. Jesucito Garcia - St. Dominic College of Asia, Philippines
Tomorrow PeopleTomorrow People Organization
Dusana Vukasovica 73 11 000 Belgrade Serbia Tel. +381 62 680 683 www.tomorrowpeople.org TERMS AND CONDITIONS |
|
Copyright Tomorrow People Organization © 2002-2024, All rights reserved.