The Development Process of the Ecological Education in Independent Kazakhstan
Bibliographic record
Abstract
Today, the world community understands that one of the main reasons for the emergence of the global ecological crisis is the low education level, including the ecological one. On the 21st century threshold, the individual's ecological development is becoming a priority and a meaning-forming factor in state education policy. In many ways, it acts not only as a means of preserving nature but also of human civilization as a whole. This study recommends theorizing and establishing ecological education among learners. The future teacher needs to connect diverse thoughts about ecology and attempt to understand effective practices to cultivate a space of reflection for students and devise effective ways and methodologies to foster ecological education skills thought among student learners. The purpose of the present study was to collect and analyze environmental education undertaken with various subjects. For systematic analysis, selected databases and journals were analyzed across pre-determined criteria. The close examination resulted in 11 studies reporting the effects of the interventions (e.g., hands-on practices, field trip activities) and 4 studies reporting participants' views on the effects of the interventions in general. Later, these studies were subjected to content analysis to present the trends and to synthesize the common findings of the selected studies. The techniques and instructions used as the intervention in these selected studies were observed to contribute to the development of participants' gains associated with knowledge of the environment and nature, perception of nature, environmental effect, responsible environment behaviors, and conception and understanding of science.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.000 | 0.003 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".