Abstract
Acquiring key competences is a priority in contemporary education. According to some authors, eco-trails provide an opportunity for training in natural ecosystems. The purpose of this study is to examine the capabilities of a constructivist design for learning that is close to nature with respect to acquiring practical knowledge, motivation, and formation of environmental competencies in students. To verify this assumption, the following methods were applied: curricula analyses of teaching biology in secondary schools (Grades 5–8, Ministry of Education and Science of Bulgaria) and high schools (Grades 9–10, Ministry of Education and Science of Bulgaria), and pedagogical experiments and surveys among students for approbation of a model for environmental education that is close to nature. A syllabus for selectable (optional) training on ecological topics was developed. A model of ecological training, “close to nature”, was devised through the constructivist design and active approach, and in approbation of the model, students acquired practical knowledge, formed environmental competencies, and an increase in their motivation to protect the ecological balance.
Highlights
Acquiring key competences is a priority in modern education, which is set according to the requirements of the European Framework of Reference
The educational experiment was based on the following working hypothesis: A training of constructivist design and active learning by Kolb’s cycle (Kolb, 1984) conducted outdoors, in nature, will lead students to acquiring practical knowledge, motivation, and ecological competencies
A new syllabus was developed for selectable training on ecological topics, enabling ecological education through active approach and constructivist design of learning
Summary
Acquiring key competences is a priority in modern education, which is set according to the requirements of the European Framework of Reference. The educational experiment was based on the following working hypothesis: A training of constructivist design and active learning by Kolb’s cycle (Kolb, 1984) conducted outdoors, in nature (along eco-trails), will lead students to acquiring practical knowledge, motivation, and ecological competencies. To check this assumption, the following methods were applied: analysis of the biology teaching curricula at secondary schools (Grades 5–8, Ministry of Education and Science of Bulgaria) and high schools (Grades 9–10, Ministry of Education and Science of Bulgaria), and an educational experiment for approbation of a model for environmental education outdoors in nature through pedagogical observation and surveys with students. The tools for recording the criteria and indicators included two tests and surveys (one of each conducted before and after the experimental training)
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