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Journal articles on the topic 'Pedogog'

Author: Grafiati

Published: 5 June 2025

Last updated: 8 July 2025

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1

BOZORBAYEV, Ilyosbek. "KONTEKSTLI O‘QITISH ASOSIDA PEDOGOG KADRLARNING MAXSUS KOMPETENTLIGINI RIVOJLANTIRISH BO‘YICHA XALQARO TAJRIBALAR." UzMU xabarlari 1, no. 1.9 (2024): 67–69. https://doi.org/10.69617/nuuz.v1i1.9.3938.

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Ushbu maqola kontekstli o‘qitish asosida pedagog kadrlarning maxsus kompetentligini rivojlantirish bo‘yicha xalqaro tajribalarni tahlil qiladi. Maqolada kontekstli o‘qitish nazariyasi va amaliyoti, uning pedagog kadrlarning kasbiy malakasini oshirishdagi roli hamda mazkur jarayonning pedagogik samaradorligi haqida ma’lumotlar keltirilgan. Tadqiqot natijalari kontekstli o‘qitish orqali pedagoglarning maxsus kompetentligini rivojlantirishda xalqaro tajribalarni o‘zlashtirishning muhimligini ko‘rsatadi.

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2

Parpiyeva, Dilobar Abdumannoyevna. "MATEMATIKA FANINI O'QITISHDA INOVATSION METODLARDAN FOYDALANISH." Zamonaviy dunyoda innovatsion tadqiqotlar 2, no. 17 (2023): 143–48. https://doi.org/10.5281/zenodo.7983549.

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3

Itje, Tomi, Ferdinan Makaheming, Kaswanto Oktofianus Hohakay, Melky Molle, and Oscard Jefferson Schwietzer May. "ANALISIS PERAN KEPALA SEKOLAH TERHADAP KOMPETENSI PEDAGOGIK GURU." Jurnal Ilmiah Pendidikan Citra Bakti 10, no. 1 (2023): 70–83. http://dx.doi.org/10.38048/jipcb.v10i1.952.

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Dalam penulisan ini Penulis melihat bagaimana peran kepala sekolah dalam meningkatkan kompetesi pedagogik Guru di SD Unit Pemukiman Trans Jano (UPT) dengan tujuan untuk menjelakan peran kepala sekolah dalam meningkatkan kompetensi pedogogil Guru SD UPT Jano, metode penelitian terkait dengan masalah yang akan diteliti tentang peran kepala sekolah dalam meningkatkan kompetensi pedogogik Guru maka metode penelitian yang akan digunakan ialah metode kualitatifteknik pengumpulan data yang Penulis gunakan adalah observasi, wawancara dan dokumentasi analisi pengumpulan data dilakukan secara interatif dan berlangsun secara terus menerus sampai tuntas sehingga datanya suda jelas, kepala sekolah memiliki peran untuk meningkatan kompetensi pedagogik SD UPT Jano, agar kopetensi pedagogik Guru biasa meningkat.

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4

HOLE, F. D. "Pedology." Soil Science 140, no. 4 (1985): 308. http://dx.doi.org/10.1097/00010694-198510000-00017.

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5

Etherington, J. R., and S. G. McRae. "Practical Pedology." Journal of Ecology 77, no. 1 (1989): 315. http://dx.doi.org/10.2307/2260936.

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6

Ugolini, Fiorenzo C. "Southern pedology." Nature 332, no. 6163 (1988): 404. http://dx.doi.org/10.1038/332404a0.

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7

Black, JR. "Is residency training andragogy or pedogogy?" Journal of the American Podiatric Medical Association 78, no. 7 (1988): 378–79. http://dx.doi.org/10.7547/87507315-78-7-378.

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8

Lin, Henry, Johan Bouma, and Yakov Pachepsky. "Revitalizing pedology through hydrology and connecting hydrology to pedology." Geoderma 131, no. 3-4 (2006): 255–56. http://dx.doi.org/10.1016/j.geoderma.2005.03.016.

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9

Noskova, O. "Pedology and applied psychology in Russia in the first third of the XX century." Psikhologicheskii zhurnal 42, no. 6 (2021): 83–91. http://dx.doi.org/10.31857/s020595920017741-1.

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The article examines the formation and liquidation of pedology and psychotechnics in Russia in the 1920s–1930s. The general and the different in practical tasks and scientific problems of pedology, psychotechnics and general psychology are discussed the position of L.S. Vygotsky on the relationship between pedology and psychotechnics.The crisis of pedology and psychotechnics and their elimination after the Resolution of the Central Committee of the CPSU (b) on pedology (1936) correlates with the mistakes of the representatives of these disciplines, as well as the change in the socio-economic and ideological-political conditions of society in the USSR during the reconstruction period, as well as with the aggravation political confrontation between communism and national socialism in pre-war Europe.Conclusions are drawn about the responsibility of applied psychology to society when it intervenes in the tasks of social practice.

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10

Sukhova, Natalia, Lera Yurkina, Vladimir Leonov, and Sergey Greshnikov. "Pedology: history and contemporaneity." E3S Web of Conferences 210 (2020): 04011. http://dx.doi.org/10.1051/e3sconf/202021004011.

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This article is a study devoted to the scientific direction that existed in the 30-40-s in the system of general pedagogy - pedology. The article examines the origins of interest in the scientific and comprehensive study of childhood, the history of the emergence and development of pedology abroad and in Russia. In this study, the emergence of pedology in Russia is interpreted by the authors as a response to the growing interest of social and humanitarian knowledge in the personality of the child and the spread of the ideas of humanism that came to Russia from the West. However, due to the prevailing social, political conditions, as well as objective reasons that are analyzed in the work, pedology was abolished and the interdisciplinary study of childhood was suspended for a long time. The presented material also provides an analytical overview of the main directions of the formation of pedology as an academic subject for pedagogical educational institutions in the period of the 30-s – 40-s. The sources used were educational programs and textbooks on pedology, works of pedologists of the 30-s – 40-s, articles from the journal “Pedology”, documents of the People's Commissariat of Education and archival materials. In addition, the article attempts to highlight the range of pedological problems relevant to the modern educational system.

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11

Obidjonova, Nodiraxon Ismoiljon qizi. "MAKTAB O'QUVCHILARDA MUSTAQIL SO'Z TURKUMLARI BO'YICHA BILIM VA KO'NIKMALARNI SHAKLLANTIRISHNING NOAN'ANAVIY TEXNOLOGIYASI." GOLDEN BRAIN 1, no. 10 (2023): 106–11. https://doi.org/10.5281/zenodo.7833066.

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<em>Maqola  mustaqil so‘z turkumlarini   o‘quvchilar  dunyoqarashini inobatda olib,    noan’anaviy dars texnologiyasidan foydalangan holda samarali o‘rgatish yo‘llari haqida  so‘z yuritadi.  Xususan , mazkur texnologiyada bir-biriga uzviy bog‘liq  holda qo‘llanadigan uch metod berilgan bo‘lib, bular  yordamida o‘quvchilarning darsga bo‘lgan rag‘bati oshishi  ta’kidlanadi. </em>

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12

Queiroz Neto, José Pereira De. "Geomorphology and pedology." GEOUSP: Espaço e Tempo (Online), no. 13 (June 9, 2003): 9. http://dx.doi.org/10.11606/issn.2179-0892.geousp.2003.123790.

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Este trabalho procura discutir questões que, a princípio, parecem obvias como o que é geomorfologia e pedologia, mas que quando do trato acadêmico revelam sua complexidade e discussão sobre seu entendimento e ação. Para isso um breve recuperar histórico de seu entendimento e sua utilização se fez necessário bem como as relações que se estabelecem entre Geomorfologia e Pedologia

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13

Birkeland, Peter W. "Whole regolith pedology." Geoderma 67, no. 3-4 (1995): 277–78. http://dx.doi.org/10.1016/0016-7061(95)90007-1.

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14

Matmuratova, Mohinur Qozoqboyevna. "OLIY TALIM TASHKILOTLARIDA PEDAGOG XODIMLARNING INNOVATSION TEXNOLOGIYALARINI SHAKLLANTIRISH." YANGI O'ZBEKISTON, YANGI TADQIQOTLAR JURNALI 2, no. 1 (2025): 283–89. https://doi.org/10.5281/zenodo.14682601.

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<em>Ushbu maqolada oliy ta'lim tashkilotlarida pedagog xodimlarning innovatsion texnologiyalarni shakllantirish masalasi o'rganilgan. Innovatsion texnologiyalarni joriy etishning dolzarbligi va ularning ta'lim jarayoniga ta'siri  chuqur tahlil qilingan. Maqolada malaka oshirish kurslari, tajriba almashinuvi, zamonaviy texnologiyalarni joriy qilish va ilmiy-tadqiqot faoliyatini rivojlantirish kabi asosiy usullar ko'rib chiqilgan. Natijada, innovatsion texnologiyalar talabalarning ta'lim jarayonidagi faolligi va sifatini oshirish bilan birga, global raqobatbardoshlikni ham kuchaytirishi ta'kidlangan. Shuningdek, maqolada pedagog xodimlarning zamonaviy texnologiyalarni o'zlashtirish jarayonida duch keladigan qiyinchiliklar va ularni yengish bo'yicha amaliy tavsiyalar berilgan. Mazkur maqola oliy ta'lim tizimini zamonaviylashtirishga qaratilgan chora-tadbirlar uchun amaliy ahamiyatga ega.</em>

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15

Goodman, Benny. "Paulo Friere and the pedogogy of the oppressed." Nurse Education Today 34, no. 7 (2014): 1055–56. http://dx.doi.org/10.1016/j.nedt.2014.03.018.

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16

Masse, Jacynthe, Thomas Yates, Maja Krzic, et al. "Identifying learning outcomes for a Canadian pedology field school: addressing the gap between new graduates’ skills and the needs of the current job market." Canadian Journal of Soil Science 99, no. 4 (2019): 458–71. http://dx.doi.org/10.1139/cjss-2019-0040.

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To address concerns among members of the Canadian Society of Soil Science (CSSS) regarding the discipline’s capacity to train new soil professionals, specifically in pedology and field skills, members of the CSSS’s soil education and pedology committees have proposed to develop a pedology field school. To aid in the selection of learning outcomes that are relevant to professional practice, an online survey was sent to Canadian soil professionals within private industry and governmental organizations. Professional feedback was also requested regarding the creation of a web-based national soil education resource and the certification of soil pedological skills. According to the survey results, the quality of new graduates’ pedology and field skills was perceived as poor. Certain soil field skills and knowledge were thought to be either completely absent from the current Canadian curriculum (e.g., spatial variability of soil processes), or not well mastered by graduates (e.g., interpreting soil survey reports). Important learning outcomes were identified, such as interpreting soil survey information, soil mapping, and soil-landscape classification with soil description–classification and soil genesis content needed as a refresher. Taking into consideration existing regional field schools, we recommend that the CSSS co-create, where needed, and coordinate, where they already exist, regional pedology field schools throughout Canada. We also propose that the CSSS develop a national pedology certification and a web-based soil education resource. Also, further study is necessary to shed light on the contribution of non-disciplinary graduates to the professional practice and the impact this has on the perception of soil education in Canada.

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17

Basher, L. R. "Is pedology dead and buried?" Soil Research 35, no. 5 (1997): 979. http://dx.doi.org/10.1071/s96110.

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Pedology, the field study of soils as natural landscape bodies, has suffered serious cutbacks in stang and funding in many developed countries. Soil survey, a strong focus for pedology, has been most affected by this recession. The cutbacks to pedology reflect the reduction in funding for general purpose soil resource inventories and a decline in central government planning and land development, as well as changing needs for soil information and perceived failure of soil survey to respond by delivering relevant, timely information at affordable cost. A refocusing of research effort in pedology is required to contribute to research into environmental issues of sustainable land management, and global change processes and impacts. The adoption of modern, ecient approaches to collecting, analysing, interpreting and presenting field soil data will improve the fund-raising capability of pedology and enhance its institutional stature. The general purpose paper soil map and soil survey report has largely been superseded as a medium for presenting soil information. Increasingly, it will be replaced by computer-generated, special purpose, interpretive soil maps that are based on soil–landscape models and include more objective, statistically estimated information on soil variability. There is a continuing role for pedology to define the extent, distribution, properties, suitability, and vulnerability of soils as a basis for sustainable land management. There is a need for increasing focus on temporal changes in soil properties, greater attention to soil properties that determine soil functioning and influence soil use, and interpretation of the environmental record contained in soils and regolith.

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18

Yurikusa, Teiji, and Kiichirou Okahana. "L.S.Vygotsky:Psychology,Pedology,and Psychotexnik." Proceedings of the Annual Convention of the Japanese Psychological Association 79 (September 22, 2015): SS—087—SS—087. http://dx.doi.org/10.4992/pacjpa.79.0_ss-087.

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19

Narasimhan, T. N. "Pedology: A Hydrogeological Perspective." Vadose Zone Journal 4, no. 4 (2005): 891–98. http://dx.doi.org/10.2136/vzj2004.0182.

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20

Mageshen, VR, S. Meena, Santhy P, and MR Latha. "Transition of Natural Pedology into Man Made Anthropedogenesis through Anthropocene Epoch- A review." YMER Digital 21, no. 01 (2022): 464–83. http://dx.doi.org/10.37896/ymer21.01/43.

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The renowned science of pedology, which commenced in the nineteenth century as a study of natural processes in soil formation, is adapting to the demands of the Anthropocene, the geologic period during which planet Earth and its soils change from natural to humannatural systems. The term Anthropocene comes from the Greek words anthropos, which means "man," and cene, which means "new." Within the Geological Time Scale, the 'Anthropocene' is not yet a formally recognised geological unit. The Anthropocene Working Group (AWG) is working on a proposal to codify the word for discussion. Anthropedogenic processes are characterised as artificial settings that dramatically alter natural soil formation processes or causes. In any given setting, human actions alter one or more of the five soil-forming factors. Given that humans differ from other organisms in that they purposefully manage soils independently of other soil-forming variables, and because they employ technology to affect soils on a far larger scale than other organisms. Humans' collective impacts on soil development have been categorised as a sixth soil-forming component. The basic science of pedology, the study of natural soil formation, is evolving into the science of anthropedogenesis in the Anthropocene. The future of pedology is a resurgent discipline known as anthropedology, which draws on previous pedology but moves from "human as outsider" to "human as insider." In other words, in pedology, the human must transform from a soil-disturbing to a soil-forming agent.

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21

Z.I., Yuldasheva, Raxmatullayeva M.I., and Nafosat Abdusattarovna Tadjiboyeva. "TIBBIY FANLARNI O'QITISHDA INNOVATSION TEXNOLOGIYALARNING AHAMIYATI." RESEARCH AND EDUCATION 2, no. 5 (2023): 283–88. https://doi.org/10.5281/zenodo.7985937.

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<em>Ushbu maqola tibbiy fanlarni o‘qitishdagi tajribalarga asoslangan holda, pedogogik texnologiyalarning ilmiy nazaryalari  va amaliy metodikasidan foydalib, kadrlar tayyorlash va ularning malakasini oshirish, tibbiyotda innovatsion texnologiyalarning o‘rni, ularning samarali amalga oshirish metodikasi haqida so‘z yuritiladi. Pedogogik texnologiyaning nazariy metodlariga asoslanib ularining dars jarayonlari interfaol usullarini qo‘llashda foydalanilgan prinsiplar.</em>

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22

KARASIK, R. "Pedogogy Meets Practice: Service-Learning in Gerontology and Geriatrics." Journal of the American Medical Directors Association 8, no. 5 (2007): 284–89. http://dx.doi.org/10.1016/j.jamda.2007.02.012.

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23

Lubenskaya, E. N. "PHILOSOPHICAL AND RELIGIOUS ANTHROPOLOGY OF ORTHODOX ACADEMIC THEISM IN THE CONTEXT OF PROBLEM DISCUSSION OF PEDOLOGY AND CHILD PSYCHOLOGY." HUMANITIES AND SOCIAL STUDIES IN THE FAR EAST 2, no. 18 (2021): 157–61. http://dx.doi.org/10.31079/1992-2868-2021-18-2-157-161.

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The author substantiates the thesis that the philosophical and religious anthropology of Orthodox theism actively used the achievements of psychology, pedagogy and pedology. The article presents the main aspects of the appeal of representatives of spiritual and academic science to the pedological problems, which in many respects became a product of American pragmatism. At the same time, the main task of Orthodox theists was to use the potential of pedology and child psychology to find new ways of religious and moral education of children and adolescents

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24

Kuzminsky, Anatoliy. "Integrative Approaches of Native and Foreign Scholars to Pedology in the Context of Views of the Third Millennium." Comparative Professional Pedagogy 6, no. 2 (2016): 7–13. http://dx.doi.org/10.1515/rpp-2016-0011.

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Abstract Problems of appearing and functioning of human study science, i.e. pedology, have been studied in the paper. Theoretical analysis of integrative approaches of native and foreign scholars to pedology in the context of views of the third millennium has been performed. Useful and positive achievements of this science as well as wrong ones determined by specific features of time and socio-political conditions, views on children upbringing have been singled out. It has been indicated that at the beginning of the 21st century authoritarian, lacking humanism, scientistic-progressivistic educational paradigm is becoming history. At the same time child-centered, personal-developmental pedagogy is being increasingly included in the teaching practice. In addition, we can clearly trace contours of humanitarian-existential approaches to upbringing problems, which is why we should understand that there is no average child and that except heredity and environment much in the development of a small person depends on upbringing efforts of parents, pedagogues, state and society. Children should not adapt to the conditions since educational-upbringing system, curricula and methods of teaching must be adapted to a child, his/her capabilities, interests and specific features. A child’s interests should be in the basis of the upbringing system. Any system of a child’s upbringing, no matter how progressive and innovative it may be, will not fulfill its mission if it is not based on deep scientific pedology. Rather perspective we consider theoretical analysis of the development of the ideas on integral study of a child in Ukrainian pedology.

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25

Daniels, R. B. "Pedology, a Field or Laboratory Science?" Soil Science Society of America Journal 52, no. 5 (1988): 1518–19. http://dx.doi.org/10.2136/sssaj1988.03615995005200050062x.

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26

Fisk, Susan. "SSSA to Sponsor PEDology Talks Contest." CSA News 60, no. 4 (2015): 20. http://dx.doi.org/10.2134/csa2015-60-4-10.

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27

Roux, P. A. L. le, M. Hensley, and C. W. van Huyssteen. "Advances in pedology in South Africa." South African Journal of Plant and Soil 27, no. 1 (2010): 1–8. http://dx.doi.org/10.1080/02571862.2010.10639965.

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28

Ma, Yuxin, Budiman Minasny, Brendan P. Malone, and Alex B. Mcbratney. "Pedology and digital soil mapping (DSM)." European Journal of Soil Science 70, no. 2 (2019): 216–35. http://dx.doi.org/10.1111/ejss.12790.

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29

Kögel-Knabner, Ingrid. "Handbook of Pedology: Soils, Vegetation, Environment." Soil Science 164, no. 12 (1999): 969. http://dx.doi.org/10.1097/00010694-199912000-00010.

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30

Dobrovol’skii, G. V. "A new growing point of pedology." Eurasian Soil Science 42, no. 8 (2009): 943–44. http://dx.doi.org/10.1134/s1064229309080134.

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31

Chittleborough, DJ. "Formation and pedology of duplex soils." Australian Journal of Experimental Agriculture 32, no. 7 (1992): 815. http://dx.doi.org/10.1071/ea9920815.

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The term 'duplex' was first used by Northcote (1960) in his classification 'A Factual Key for the Recognition of Australian Soils' to describe soils which have an abrupt textural contrast between the surface soil horizons and the subsurface. Chemical, mineralogical and physical properties other than the textural contrast are not diagnostic. It is not surprising therefore, that duplex soils exhibit great diversity in their properties, particularly their genesis and mode of development. Many theories-chemical, physical, biological-have been proposed to explain the origin of duplex soils and the processes responsible for the development of their dominant morphological characteristic, the texture contrast. These theories, and some of the implications for an understanding of soil development, are reviewed.

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32

Holowinsky, Ivan Z. "Vygotsky and the History of Pedology." School Psychology International 9, no. 2 (1988): 123–28. http://dx.doi.org/10.1177/0143034388092006.

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33

Seguin, G. "‘Terroirs’ and pedology of wine growing." Experientia 42, no. 8 (1986): 861–73. http://dx.doi.org/10.1007/bf01941763.

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34

Bicki, T. J., and J. P. Tandarich. "The Roots of Pedology: A Response to “Pedology, a Field or Laboratory Science” by R. B. Daniels." Soil Science Society of America Journal 53, no. 6 (1989): 1920–21. http://dx.doi.org/10.2136/sssaj1989.03615995005300060056x.

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35

A.K., Karimov, and Masharipova A.E. "YOSH VOLEYBOLCHILARNING SAKROVCHANLIK QOBILIYATINI MAXSUS MASHQLARDAN FOYDALANGAN HOLDA OSHIRISH." Educational Research in Universal Sciences 2, no. 1 (2023): 181–88. https://doi.org/10.5281/zenodo.7607750.

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Ushbu maqolada yosh voleybolchilarning sakrovchanlik qobiliyatini rivojlantirish, voleybolchilar uchun maxsus mashqlar hamda voleybolchilarni mashg‘ulotlarini pedogogik kuzatishlar haqida ma’mulotlar keltirilgan.

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36

J Qosimov, F. "JISMONIY MADANIYAT OʻQITUVCHILARINING KASBIY KOMPETENTLILIGINI TAKOMILLASHTIRISH TEXNOLOGIYASI". 2022-yil, 3-son (133/1) ANIQ FANLAR SERIYASI 6, № 130/2 (2021): 1–10. http://dx.doi.org/10.59251/2181-1296.v6.1302.1125.

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Maqolada kompetentlilik tushunchasiga turli yondashuvlar, kasbiy pedogogik kompententlikning turlari, uning tuzilishi tahliliy yoritilgan boʻlib, jismoniy madaniyat mutaxassislarni malaka oshirish jarayonida kasbiy shakllantirish yoʻllari aks ettirilgan.

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37

Erkaboyev, Oybek Muxammadjonovich Tadjibayeva Qizlarxon Sadikovna. "YOSHLARNI OMMAVIY AXBOROT XURUJLARIDAN HIMOYA QILISHNING MA'NAVIY-MA'RIFIY VA PSIXOLOGIK OMILLARI." ilm-fan 1, no. 15 (2023): 100–103. https://doi.org/10.5281/zenodo.8072687.

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Ushbu maqolada bugungi kunda butun dunyoga xavf solayotgan ommaviy madaniyat, unga qarshi kurashda yuksak ma’naviy-ahloqiy, pedogogik-psixologik bilimlarni shakllantirish masalalari bayon etilgan.

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38

Simonson, Roy W. "Origin and Acceptance of the Term Pedology." Soil Science Society of America Journal 63, no. 1 (1999): 4–10. http://dx.doi.org/10.2136/sssaj1999.03615995006300010002x.

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39

MOFFAT, A. J. "The Importance of Pedology in Modern Forestry." Forestry 64, no. 3 (1991): 217–38. http://dx.doi.org/10.1093/forestry/64.3.217-a.

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40

Szabolcs, I. "Practical pedology, studying soils in the field." Geoderma 48, no. 1-2 (1991): 180–81. http://dx.doi.org/10.1016/0016-7061(91)90016-m.

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41

Norfleet, M. L., C. A. Ditzler, W. E. Puckett, R. B. Grossman, and J. N. Shaw. "SOIL QUALITY AND ITS RELATIONSHIP TO PEDOLOGY." Soil Science 168, no. 3 (2003): 149–55. http://dx.doi.org/10.1097/01.ss.0000058887.60072.07.

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42

Kabakchi, Viktor V. "Soil Science Revisited: The Mystery of Pedology." American Speech 68, no. 3 (1993): 335. http://dx.doi.org/10.2307/455641.

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43

Bockheim, J. G., A. N. Gennadiyev, R. D. Hammer, and J. P. Tandarich. "Historical development of key concepts in pedology." Geoderma 124, no. 1-2 (2005): 23–36. http://dx.doi.org/10.1016/j.geoderma.2004.03.004.

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Wilson, G., and C. van Ouwerkerk. "Pedotechnique, the link between pedology and engineering." Soil and Tillage Research 10, no. 1 (1987): 1–3. http://dx.doi.org/10.1016/0167-1987(87)90002-x.

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Mamajonova, Sevara. "ESHKAK ESHISH SPORTI MURABBIYINING FAOLIYATIGA PEDOGOGIK TAVSIF." Science technology & Digital finance 1, no. 4 (2023): 392–95. https://doi.org/10.5281/zenodo.10358537.

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Ushbu maqolada eshkak eshish sporti murabbiyining faoliyati, murabbiyning administrativ – xo'jalik funksiyalari, murabbiyning obro'si, murabbiy faoliyatini boshqaruvchi qoidalar haqida ma'lumotlar berilgan.

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Atajanov, Sana't. "KURASH IXTISOSLIGIDA TAHSIL OLAYOTGAN TALABALARNING JISMONIY SIFATLARINI RIVOJLANTIRISHDA HARAKATLI O'YINLARDAN SAMARALI FOYDALANISH." Scientific-theoretical journal of International education research 2, no. 3 (2024): 62–65. https://doi.org/10.5281/zenodo.14179586.

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Ushbu maqolada talaba kurashchilarni jismoniy sifatlarini rivojlantirishda harakatli o‘yinlardan samarali foydalanish to‘g‘risida zamonaviy pedogogik uslublar, vositalar va yo‘llar haqida fikir yuritilgan.

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Jakubiak, Krzysztof. "Od idei poznania dziecka do pedologii jako nauki o dziecku." Problemy Wczesnej Edukacji 29, no. 2 (2015): 15–22. http://dx.doi.org/10.5604/01.3001.0008.5657.

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The child and childhood as socio-pedagogical categories are studied and described in the relatively recent pedagogical literature. Indeed systematic scientific reflection on childhood began in the mid nineteenth century and was connected with the contemporary development of child psychology and later pedology as the theory of the child. The article intends to develop the thesis that pedology had its origins in the European tradition of modern era pedagogy and, what is more important, that it was referring to the mid-eighteenth century postulates which proclaimed the need to know the child. Therefore, the main aim of this theory, which has been developing in Europe and the United States of America since the late nineteenth century as an interdisciplinary, experiential study, was to investigate the nature of the child.

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Artemeva, Olga Arkadievna. "On the social biography of pedology in Russia." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2010): 139–49. http://dx.doi.org/10.51314/2073-2635-2010-3-139-149.

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The article is about social biography of pedology in Russia. It contains analysis of social-psychological laws of pedologys development in Russia of 1920-1930th. Social, personal, logical aspects of pedologys social biography are compared.

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S.S, Berdiyev. "SEMANTIC AND PRAGMATIC FEATURES OF INTERFIXED UNITS IN THE FIELD OF PEDAGOGY IN ENGLISH AND UZBEK LANGUAGES." European International Journal of Philological Sciences 4, no. 11 (2024): 5–11. http://dx.doi.org/10.55640/eijps-04-11-02.

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This study investigates the semantic and pragmatic features of interfixed linguistic units within the field of pedogogy in English and Uzbek languages. Interfixed units, which include morphological combinations of words that create new meanings or nuances in communication, play a critical role in specialized discourse, particularly in academic and pedagogical contexts. Despite their significance, limited research has explored how these units function semantically and pragmatically in diverse languages, especially in the comparative contexts of English and Uzbek. This research addresses the gap by examining the structures, meanings, and pragmatic uses of these units in pedagogical texts and discussions within the two languages.

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VandenBygaart, A. J. "Monitoring soil organic carbon stock changes in agricultural landscapes: Issues and a proposed approach." Canadian Journal of Soil Science 86, no. 3 (2006): 451–63. http://dx.doi.org/10.4141/s05-105.

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The distribution of soil organic carbon (SOC) in the landscape is governed by multiple factors and processes occurring at multiple scales. Thus, an understanding of landscape processes and pedology should aid in designing approaches to study SOC stock changes. Numerous factors affect distribution of SOC in the landscape at varying spatial and temporal scales. Each of these is summarized to set the stage for outlining a proposed approach to monitoring SOC in the agricultural landscape. Many tools are used to assess the variability of soil properties at varying spatial scales. Pedological knowledge and interpretation of landscape processes can be used to understand the spatial distribution of SOC in the landscape. I show that semi-variograms and the minimum detectable difference may be of limited value in deriving a universal approach to assess SOC change. Issues to be considered or resolved before initiating a monitoring system include depth of sampling and influence of management, compositing and sub-sampling, changes in bulk density, landscape effects and SOC dynamics. After considering these issues, I propose an approach to monitor SOC stock change in agroecosystems, acknowledging that any methodology likely cannot be strictly and universally applicable. The approach considers issues such as location, plot layout, and experimental and statistical design. Such an approach, derived from a landscape and pedology perspective, may make the measurement and verification of SOC at varying scales a less daunting task. Key words: Soil organic carbon change, landscape, pedology, experimental design

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