Бидний тухай
Багш ажилтан
this study presents a method for adapting the spatial thinking Ability test (stAt) to local curricular contexts, illustrated through the adaptation and validation of a 24-item instrument (stAt-24) in Mongolia. the test was built through expert review, student think-alouds, and large national trial in Mongolia (N = 923). Results indicate that stAt-24 is reliable, valid, and fair and rather than reporting single total score, it points to specific strengths and weaknesses, giving teachers clearer guidance for targeted instruction. Although stAt-24 is tailored to Mongolian classrooms, the adaptation process provides practical model for developing context sensitive spatial thinking assessment in other setting.
Орон зайн сэтгэлгээг газарзүйн боловсролын цөм чадвар гэж үздэг боловч далд бүтцийг нь психометрик, тархи судлал, газарзүйн боловсролын үүднээс бүрэн тайлбарласан судалгаа хараахан нийтлэгдээгүй байна. Бид, Carroll (1993)-ын олон эх сурвалжийг хамарсан фактор шинжилгээний судалгаанд тулгуурлан орон зайн сэтгэлгээний хэд хэдэн орон зайн хүчин зүйл бүхий загвар, түүний дотоод, гадаад, статик, динамик дэд хэмжүүрүүдийг хамруулсан бүтцийг тоймлов. Дараа нь Үндэсний Судалгааны Зөвлөлийн “орон зайн ойлголт, дүрслэл, эргэцүүлэл” гурамсан бүтцийг тайлбарлав. Гуравдугаарт, Jo, Bednarz (2009) нарын орон зайн даалгаврын таксономи, мөн Gersmehl, Gersmehl (2006) нарын байршил, холболт, бүс, шатлал, тархалт зэрэг давтагддаг орон зайн сэтгэлгээний хэв загварыг онцолсон тархи судлалд суурилсан бүтээлүүдийг авч үзэв. Мөн орон зайн чадварын сургалтаар өөрчлөгдөх боломж болон өнөөгийн үнэлгээний хэрэгслүүдийн сул талыг хөндсөн Uttal & Newcombe, Newcombe & Shipley зэрэг сүүлийн үеийн психометрик, когнитив судалгааг хэлэлцэв. Бидний хөгжүүлсэн STAT-24 сорилгын фактор сорих судалгааны үр дүнд монгол сурагчдын орон зайн сэтгэлгээний гурван факторт загвар илэрсэн. Цаашид, тус далд бүтцийг баталгаажуулах фактор батлах шинжилгээ болон оношилгооны загвар ашиглах боломж байгааг харууллаа.
This article examines how geography curriculum coverage and textbook alignment relate to students’ category-level performance on the STAT 24 spatial-thinking ability test in Mongolia. We coded curriculum and textbook units to a STAT-8 Q-matrix and computed category coverage (C) and textbook coverage (T). Diagnostic classification f it indices supported the cognitive diagnosis model (AIC=21,911; BIC=22,143). Average mastery probability was EAP=0.73; category C6 (mentally visualizing 3D images based on 2D information) showed the highest mastery (0.80) while C4 (imagining a slope profile based on a topographic map) was lowest (0.55). Classification reliability was moderate (PCR=0.62). Expert coding concordance was also moderate (Fleiss’ κ=0.50, p<.001). Correlations showed strong curriculum textbook consistency (r=0.95) and medium positive links with performance (C↔PCR r=0.40; T↔PCR r=0.52). However, several advanced categories C3 (choosing the best location based on several spatial factors), C4 (imagining a slope profile based on a topographic map), C5 (correlating spatially distributed phenomena), C6 (mentally visualizing 3-D images based on 2-D information); C7 (overlaying and dissolving maps) were sparsely covered, with a notable gap in Grade IX. We discuss implications for spiral curriculum and textbook task design, and formative assessment cycles for next reform of education.
Abstract: This study explored the effectiveness of the KWLH method in enhancing 10th-grade students’ metacognitive awareness in a chemistry classroom, using the 41-item Mongolian short version of the Metacognitive Awareness Inventory (MAI). The results showed significant within-group improvements in specific factors, particularly declarative knowledge, planning, and information management—suggesting that structured reflection and guided learning strategies can support students' metacognitive development. However, between-group comparisons did not yield statistically significant differences after adjusting for pre-test scores. Exploratory factor analysis was conducted to re-assess the structural validity of the short MAI. The results revealed a weak factor structure, suggesting cultural or contextual limitations in how Mongolian students differentiate metacognitive subcomponents. These findings highlight the KWLH method's potential while reinforcing the need to refine both pedagogical strategies and the measurement tool for future research. Keywords: metacognition, KWLH method, Mongolian version of MAI, chemistry education
Abstract. Urban modelling for the Darkhan city has not made before and there have been several urban planning activities which were studied by Russian planners and Mongolian researchers. Previ ous studies were concentrated on natural condition and industrial resource. Nowadays, the modelling of urban landscape mainly divided in four types of models. One of them is cellular automata model which is a rule-based algorithm that has been long employed in computer science to explore social and physical phenomena (Wolfram, 2002). Also one of the leading researcher Batty (1971) pointed out that main roles for cellular automata model of cities can be divided into 3 types. First, models have been developed to help in finding and attempting with hypotheses of the structure of cities. They form an essential part of theory development in urban research. Second, models have been used to provide methods for educating planners in urban theory. Third, and might be the most important, the models can be used in practical planning studies to help predict the likely consequences of planning or not planning the future of cities. These possibilities of cellular automata modelling is appropriate for research on Darkhan city. Keywords: Urban modeling, types of models.
Шрау, Деннисон нарын метакогнитив ухамсрын үнэлгээ (Metacognitive Assessment Inventory, MAI)-г олон улсын судлаачид төрөлх хэл рүүгээ хөрвүүлэн, судалгаандаа ашиглаж байна. Бид монгол хэл дээр ашиглах боломжийг эрэлхийлж, “Метакогнитив ухамсрын үнэлгээ” асуулгыг орчуулан, найдвартай байдал ба орчуулгын тохирцыг шалгав. Энэ судалгаанд ЕБС-ийн 11 дүгээр анги төгсөж байгаа 557 сурагчид оролцсон. Судалгааны үр дүнд “Метакогнитив ухамсрын үнэлгээ” асуулгын 41 асуулттай богиносгосон хувилбарыг дэвшүүлж, найдвартай байгааг тодорхойлов. Судалгаанд оролцогчдын метакогнитив ухамсрыг үнэлсэн үнэлгээний үр дүнд декларатив мэдлэг, процедурын мэдлэг, нөхцөлт мэдлэг, төлөвлөлт, мэдээллийн менежментийн стратеги, хяналт зэрэг хувьсагчдын хүндрэлийн зэрэг сөрөг утгатай гарсан нь сурагчдын дунд метакогнитив ухамсрын тухай ойлголт сул байгааг илэрхийлж байна.
Planning may well include the most important decisions teachers make because it is the phase upon which all other decisions rest. Good planning sets the stage for good teaching, which in turn fosters optimal learning. Teachers who know how to plan know precisely what they want to accomplish—or more exactly, what they want their students to accomplish. Poor planning results in no one, including the teacher, having a clear understanding of what is to be accomplished. Effective instruction starts with an organized instructional plan. This presentation reports the findings of a study that investigated student teachers’ decision-making skills for making their lesson planning and the consistency of student teachers’ lesson planning and implementation. According to the results of the analysis, 8 lesson plans are direct instruction models, 3 lesson plans are inquiry models and 3 lesson plans are concept attainment model. The results of the comparative analysis show that the lessons planned by the direct instruction model were implemented according to the plan, but for other designs they does not match the plan. Most of the lessons planned by other models (not direct) were conducted as direct instruction. This may be due to the poor ability of student teachers to implement indirectly planned lessons. Key words: decision-making skills, lesson planning, lesson implementation
Газарзүйн боловсролын олон улсын харти (2016)-д үнэлгээний үр дүнг сургалтын үйл ажиллагааг сайжруулахад ашиглахын үр нөлөөг өндрөөр үнэлж, сургалтын хөтөлбөр, аргазүйг сайжруулахдаа сурлагын амжилтын болон бусад судалгааны үр дүнд үндэслэхийг уриалах болсон байна. Газарзүйн судлагдахууны хувьд шалгалтын үр дүнд анализ хийн үнэлгээний эргэх холбоог хангах байдал дутмаг байна. Газарзүйн шалгалтын даалгаврын агуулга, бүтэц, тавилыг сайжруулах, тухайн асуулт даалгаварт гарч буй алдааг илрүүлж хөтөлбөр сурах бичиг дэх агуулгын тохирцыг тодорхойлох, багшийн арга зүй, суралцагчийн мэдлэг ойлголтын түвшинг тодорхойлох, даалгавар зохиогчдын ур чадварт анализ хийн, үнэлгээний даалгавраас суралцах, сайжруулах, эргэх холбоог хангахад хувь нэмэр оруулах нь бидний судалгааны үндэслэл болж байна
In recent years, educational institutions have come to recognise that the best way for museums to become centres of learning is for them to develop education programs specifically for children, Considerable effort has been put into studying the theories and methodologies for achieveing this goal, yet there is a severe deficiency in the number of professional staff available to implement it, especially museum education officers. accordingly a special survey was required to provide a realistic account of this deficiency. the survey which included 43 museums nationwide found only 16 museums had specific positions for museum education staff and in the remaining 27 museum staff that are allocated multiple duties as museum guides, treasurers, and research workers.
There have been discussions to mention that worksheet usage has been greatly influenced way of piloting and implementing of recent curriculum reform in Mongolia. In this study, we are discussing some findings about using worksheet as a formative assessment tool in geography lesson which is both essential to learning and teaching. We used worksheets customized for unit of “Weather and Climate”, “Hydrosphere” in 7th graders of Mongeni Complex school. In the beginning, there has been greater gap between the teacher’s formative assessment and student’s self-assessment. As teacher gives feedback on performance, students started to assess themselves more accurate and fair. By the end, there has been significant progress observed as teachers and student’s assessment has less gap. It is important that teachers to create worksheet based on particular evaluation weight such as Blooms taxonomy as well as the consistency. Systematically planned self-assessment rubric and continuous feedback provides accurate evaluation. Furthermore, it is required to create worksheets based on each child’s need.
This study aims to assess the needs for each target groups in order to strengthen the relevant stakeholders (national, aimag and soum levels), including public sector organizations, community based organizations,, civil society, environmental consulting firms, mining companies, as well as herders and local communities; by enhancing their awareness and knowledge of incorporated offsetting of the land degradation, mitigating of the biodiversity hierarchy in Western Mongolia.
This study aims to assess the needs for each target groups in order to strengthen the relevant stakeholders (national, aimag and soum levels), including public sector organisations, community-based organisations, civil society organization, environmental consulting firms, mining companies, as well as herders and local communities; by enhancing their awareness and knowledge of incorporated offsetting of the land degradation, mitigating of the biodiversity hierarchy in Western Mongolia. During this study, applicable laws and environmental safety standards, procedures, guidelines, norms regulating environmental issues of Mongolia implemented syllabuses of environmental programs in Mongolian universities, furthermore, reports from Mongolian and international organizations regarding the land degradation and biodiversity issue had been reviewed and analyzed individually. In several selected soums of Western Mongolia field study has been executed as interviews and evaluated by scorecard. As a result, training syllabus for target groups which are local (for herders and local communities) and national (environmental specialists) levels, and communication plan is being implemented.
Боловсролын чанарын шинэчлэлийн хүрээнд ерөнхий боловсролын газарзүйн сургалтын цөм хөтөлбөр бүрэн шинэчлэгдэн өдгөө хэрэгжиж эхлээд байна. Бүрэн дунд боловсролын газарзүйн сургалтын заавал судлах хөтөлбөрийн агуулгыг Финлянд улсад хэрэгжиж эхэлсэн хөтөлбөрийн агуулгатай харьцуулан судлав. Тус судалгааны хүрээнд, 1-рт, агуулгын шинж чанар, 2-рт, суралцахуйн зорилтыг шинжлэн, бүрэн дунд боловсролын газарзүйн сургалтын цөм хөтөлбөрийн агуулга Финлянлын сургалтын хөтөлбөртэй хэрхэн дүйж байгааг судлав. Цаашид хичээлээр олгогдож буй агуулгад шинжилгээ хийх, багш нар суралцахуйн зорилтыг хэрхэн ээлжит хичээлийн зорилго зорилтод тусгаж байгааг судлах шаардлагатай байгааг олж харлаа.
