Intentional Ecology: Integrating environmental expertise through a focus on values, care and advocacy

As the significance of environmental degradation for humanity becomes apparent, the challenge of developing expertise in integrating science, advocacy and implementation has been acknowledged. Addressing recent and ongoing global challenges including mass extinction, climate change, disease and threats to food, water and power security requires employment of evidence-based science in multi-faceted approaches. Ensuring the mobilisation of new knowledge in practice, both in policy and on-ground actions, takes many researchers into the realm of advocacy, where facts and values become equally important. In the nexus between research and practice, guidance in integrating approaches is required. Drawing on the fields of conservation biology, systems theory and feminist science, this paper offers a new conceptual framework to guide researchers and professionals; one that supports practice by encouraging action and advocacy. The framework, intentional ecology, requires examination of ethics and acknowledgement of the human endeavour that supports curiosity and care in research. Intention is the key concept here as it incorporates beliefs, choice and actions. A case study of the application of intentional ecology to research into, and conservation of, a small, threatened amphibian, Sloane’s Froglet, in South Eastern Australia is provided. Many environmental issues are complex and it is difficult to find a single point to address. While acknowledging that complexity, intentional ecology provides an ethical basis and imperative to act. In so doing intentional ecology enables early, applied and relevant integrated action and reflexive and dynamic approaches to implementation.

Peculiarities of teaching the students of the specialty international relations, low and history professional disciplines

The paper highlights the peculiarities of teaching the students of the specialty International Relations, Law and History professionally oriented disciplines when the attention is paid to the study of professional disciplines. After mastering the core materials of the discipline, the students should know all the components of these disciplines and be able to apply their knowledge in practice. We have confirmed by our research that for the modern student to be able to master all knowledge and skills, modern lecturers at their lectures and seminars should change the teaching methods, tending more to the use of interactive methods, which, compared to the traditional ones, are much more efficient for providing the educational process. Among the modern interactive teaching methods, such methods as Circle of Ideas, Aquarium, Microphone, and Role Play, Imitation deserve special attention, and their use promotes students' cognitive abilities, creative thinking, quick decision making, work in groups, thus stimulating the development of communication skills, and mainly the interest of the student in learning. In the conditions of a pandemic (2020-2021), as the experiment showed, it is also possible for teachers to use interactive methods in teaching professional disciplines for students of the above specialties.

TEACHING PRACTICE AS THE BASIS OF PRACTICE-ORIENTED TRAINING

The global educational space requires specialists who reproduce not only theoretical knowledge, but also have personal and professional competences that can quickly adapt to the modern requirements of the labor market. Many countries have come to the conclusion that practice-oriented training has the necessary components for the development of competences necessary for a modern specialist in the field of education, as well as the acquisition of professional experience. Practice-oriented training is based on the application of theoretical knowledge in practice. This article considers teaching (pedagogical) practice as a kind of practice-oriented training and a tool for developing the competences of future teachers. The experience of organizing practice in the USA, Germany and Israel was reviewed. Using empirical methods on the example of the L. N. Gumilyov Eurasian National University, the level of formation of professional competences among undergraduates of the specialty “Social pedagogy and self-knowledge” is revealed, as well as the goals, principles of teaching (pedagogical) practice and training technologies are considered; the problems encountered by interns are listed. Among the main problems were the transition to distance learning, the psychological aspect, the lack of live communication and educational environment. In conclusion, recommendations were made to overcome the problems encountered.

THE METHODOLOGY FOR CREATING WORKSHEETS FOR INTEGRATED SCIENCE

Integrated teaching is teaching in which the educational contents of subjects are interconnected. Connections can be discussed in a specialized integrated subjects e.g., Integrated science. Integrated science is a subject that connects knowledge from chemistry, biology, physics, geography, and geology. One topic is discussed from a different point of view, and students should transform their theoretical knowledge in practice. Worksheets can serve as a teaching material that can provide help to students as well as teachers and guide students on their path to knowledge. But how should a worksheet look like and how should the tasks be designed? This contribution describes a suggested method for making a worksheet for integrated (science) teaching that we call CCCTER. CCCTER is abbreviation for choose, connect, create, try, evaluate, remade. The method implements the national Framework education program for secondary general education (grammar schools) in the process of making the tasks. The principles choose, connect, and create are demonstrated. It provides a sample task of a worksheet for integrated (science) teaching. Keywords: methodology for creating worksheets, integrated science, integrated teaching

STUDYING OF THE GEOPOLITICAL ISSUES IN THE UPDATED CONTENT OF SCHOOL GEOGRAPHY

This article examines the essence of geopolitics as a science and its importance for improving the educational level of learners in the context of geographic education. There are many definitions and interpretations of this concept, the essence of which is as follows: geopolitics is a science, a system of knowledge about the control over space (territory). It also analyzes the origins and modernity of geopolitical thoughts, the views of researchers and thinkers on this field of ​​science. As we know, over the past four years, the educational process of schools in Kazakhstan is focused on the updated program. It was revealed that the updated content makes changes, in particular, in the main areas of activity of the content of secondary education, the content of the subject, methods of assessment and is manifested in the principle of the spirality of the school program. The main task of updating the content is not only to instill in students theoretical knowledge, but also to teach them how to apply the acquired knowledge in practice. At the same time, this work focuses on the significance of the formation of pupils' geopolitical thinking, which is formed on the basis of systematized specific scientific knowledge through a theoretical, conceptual understanding of the relationship between the political activity of society and geospace, its results - geopolitical phenomena. Taking this into account, in this article the authors try to analyze the state of geographic education in the context of the updated content of education, and also to characterize the process of studying geopolitics in geography from the seventh to eleventh grades.

RELATIONS BETWEEN SCIENCE AND PRACTICE IN 6TH CLASS BIOLOGY COURSE AS A CONDITION OF INTRODUCTION OF COMPETENCY-BASED TRAINING

The article highlights the problem of realization of the connection between theory and practice in the course of biology of the 6th grade as a condition of the competence approach to learning.It reveals the issue of developing the content of biological education, as well as the potential possibilities of the 6th grade biology course in the formation of students’ competencies that allow the application of knowledge about plants, bacteria and fungi in life.The author considers the conditions of realization of the competence approach to teaching biology from the standpoint of the connection between theory and practice.The article demonstrates that the problem of using knowledge in practice requires rethinking and bringing its content in line with modern requirements of socio-economic development of the country, science and technology.We revealed the most important concepts of polytechnic nature on the example of the topic “Root”. It can form the basis of further professional training of specialists in various fields of activity.The analysis of the 6th grade biology course allowed to purposefully identify the areas of application of polytechnic knowledge (crop production, animal husbandry, nature protection, rational use of nature, microbiological industry, medicine, etc.).The article also indicates the importance of the analysis of the effectiveness of programs and teaching aids in the implementation of a competency-based approach to school education.It figures out the main conditions for the implementation of a competency-based approach to teaching biology from the standpoint of the relationship between theory and practice. They are the following:- formation of students’ ideas about biology as a science that underlies the future profession;- formation of interest in professions related to biology as a profile discipline;- allocation of knowledge of polytechnic orientation (knowledge in the field of crop production, animal husbandry, nature protection, environmental management, microbiological industry, medicine, etc.);- selection of polytechnic material in school biology textbooks;- disclosure of causal links between the theoretical provisions of science and their applied orientation;- development of skills of application of theoretical knowledge in practice, development of ways of involvement of pupils in practical activity. Keywords: competent approach to schooling; knowledge, skills; subject competences; 6th grade biology course; the content of biological education; polytechnic knowledge; rural schools, biology-related professions.

Exploring Transnational Advocacy Networks for Environmental Sustainability

This study aims to explore papers and assess how they have been addressing TAN features to understand better and explore a structure for the effectiveness of transnational advocacy networks (TANs) for environmental sustainability. Based on data collected, papers on the thematic of transnational advocacy networks for the environment were selected and explored to understand better what features are shown and under what light. Transnational advocacy networks for environmental issues are common in the literature, as the topic draws the attention of nongovernmental organizations. Many of the papers explore at least one of three pillars among the results, and frequently more than one is brought up into theoretical and empirical discussion. These results highlight specific features among each of the characteristics, building a framework so that TANs may have a path to structure their activities to achieve their goals more effectively. Further studies may advance this knowledge in practice. This study seeks to contribute to the existing literature from a theoretical perspective, integrating and exploring the dimensions of transnational advocacy networks and considering a possible structure to improve their results.

FEATURES OF CREATING A METHOD OF PROJECTS FOR THE FORMATION OF COGNITIVE ACTIVITY OF ENVIRONMENTAL STUDENTS

The article substantiates the peculiarities of the implementation of the method of ecological projects as one of the effective ways of organizing the cognitive activity of students-ecologists. Features of creation of ecological projects are resulted. The structure of the ecological project and its implementation in the organization of project activity in the process of training students of ecologists is revealed. The authors prove the effectiveness of the application of the method of ecological projects in the formation of cognitive activity of students-ecologists. The project method is a means of effective and high-quality development of scientific creativity of students of ecology. During the project activity, future specialists acquire the following skills and abilities: independently find a way to acquire knowledge, obtain the necessary information, offer several options for solving the problem, put forward their own hypothesis, identify environmental problems. Ecology students develop a desire for scientific creativity and self-study. They apply knowledge in practice. using the basics of project activities. The project method allows the student-ecologist to rise to a higher level of scientific development.

The Requirements For Students’s Independent Work

Independent work is one of the key parts of developing students’ learning activities as it develops students ’cognitive and learning process and leads to the ability to apply their knowledge in practice. Independent work is a means of involving students in the process of independent learning, its logical and psychological organization. To reach the outcome, methods and techniques should be provided for students to organize their learning.