Immersive and cultural transformation of the system of additional education as a tool for the development of environmental and social responsibility of the society

Roman Oparin,Sergey Nazarov,Elena Arbuzova,S.G Eremeev

doi:10.1051/e3sconf/202131101001

Abstract

The article scientifically substantiates the cultural and creative concept of additional environmental education, as a methodological basis for the formation and development of environmental and social responsibility, which involves the development of four levels of value orientations of students: reproductive, heuristic, creative. The concept is aimed at the formation of the individual activity of students in solving environmental problems on the basis of social, scientific and aesthetic axiological systems that determine the content of ecological-biotechnical, ecological-research, ecological-aesthetic activities. The main result of the implementation of this concept is the ability of students to plan their activities for the study, preservation and creative transformation of the environment independently, using traditional and immersive technologies. Scientists have designed a cultural and creative system of additional environmental education for students using immersive learning technologies, which is considered as a tool for the development of environmental and social responsibility of society. The article presents the results of an experimental test of the effectiveness of the cultural and creative system of additional environmental education using traditional and immersive learning technologies, which has shown the high effectiveness of the influence of innovative forms, means and methods of additional environmental education in the formation of environmental value orientations of students.

Highlights

IntroductionIn this context, the determining factor is the rethinking of the traditional value and worldview attitudes that determine the attitude to nature, the degree of its transformation, the formation of a balanced lifestyle of a person, his ecologically balanced needs
According to the Concept and Goals of Sustainable Development adopted by the world community, by 2030 the priority areas of education are the formation of a new world outlook, lifestyle, culture of sustainable development, based on the modern scientific picture of the world, the values of environmentally sustainable development, the ability to identify in the surrounding world interconnections of natural, economic and social processes, global, local and personal, past, present and future; as well as experience of practical actions in the interests of sustainable development of the local community
Taking into account the stages of the formation of environmental and social responsibility (ID Zverev [5], IT Suravegina [6]) as well as the psychological and physiological characteristics of this group (IV Shapovalenko [7], VA Yasvin [ 8]) we have identified four levels of development of ecological value orientations, each of which determines the content of forms and means of ecological education

Summary

Introduction

In this context, the determining factor is the rethinking of the traditional value and worldview attitudes that determine the attitude to nature, the degree of its transformation, the formation of a balanced lifestyle of a person, his ecologically balanced needs. This approach to additional environmental education does not “cancel”, but complements classical education in the field of bio ecology and geo ecology, significantly changing the ideas about the goals and methods of ecologization of the educational process, the content of the environmental competence of teachers, the role of general education in its formation

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Conclusion