Abstract
Nowadays, environmental issues belong to frequently discussed topics. Our article focuses on the implementation of environmental issues in teaching the subject of Technical education at primary schools in the Slovak Republic. Our research sample consisted of 123 students, graduates of primary schools in Trnava, Trenčín and Bratislava regions after they started to study at secondary vocational schools. We wanted to find out more information about their experience related to working with tools, instruments and machines, to developing their creativity, designing and manufacturing of their hand-made products. Our main questions dealt with environmental issues and their acquisition in the subject of Technical education. Up to 55.5 % of respondents stated that they did not learn, or they did not remember the area of environmental issues within the given subject. 7.8 % of respondents remembered mainly the topic of waste sorting out of all environmental issues discussed at the lessons of Technical education. In general, environmental aspects as cross-cutting topics of the educational process can be adequately demonstrated and implemented in the subject of Technical education. However, this implementation also requires a new conceptual approach to the teachers` education and the lifelong education of the whole society, as well.
Highlights
Environmental education constitutes a core component of education for sustainable development [1]
Kansas [2] defined environmental education as a process directed at creating awareness and understanding about environmental issues that leads to responsible individual and group actions
Researchers and policy makers have suggested that one of the most effective approaches to environmental education is one which is holistic in nature, meaning that it should be integrated through the whole school curriculum [3] - [7]
Summary
Environmental education constitutes a core component of education for sustainable development [1]. Researchers and policy makers have suggested that one of the most effective approaches to environmental education is one which is holistic in nature, meaning that it should be integrated through the whole school curriculum [3] - [7]. Whatever approach is adopted, there will be need to consider the three interlinked dimensions of environmental education which comprise education about, in/from or through and for the environment, as pointed out by Palmer [3]. These components are interrelated and are essential components of environmental education planning at all levels.
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