Environmental Education In Schools Research Articles

Application of Free Publishing System of Textbooks according to Current High School Education Environment

Application of Free Publishing System of Textbooks according to Current High School Education Environment

ADIWIYATA: Membangun Kepedulian dan Budaya LingkunganWarga Sekolah (Studi Kasus: SMPN 2 Gurah Kediri, Jawa Timur)

Environmental education in schools is the application of education which includes knowledge, awarenessand action. Environmental education applied by the Ministry of Environment and Forestry (KLHK) is theAdiwiyata Program. This program has the potential to raise school community awareness of theenvironment. This study aims to analyze the role of Adiwiyata in building environmental awareness andculture of school residents. This research uses descriptive qualitative methods and uses participatory datacollection techniques, interviews and documentation. The results of the study showed that the Adiwiyataprogram contributed positively to school achievement in the environmental field. SMPN 2 Gurah, Kediri isa favorite school because it has a high concern, creativity and school innovation in the field of environmentis very varied such as handmade batik with natural dyes, the development of local products such as passionfruit syrup, passion fruits and passion fruit preserves, and various waste recycling products to producehigh economic value. Schools that are able to make good use of all available spaces, both indoors andoutdoors for environmental learning while being able to involve the active participation of all schoolmembers will be better able to build schools that are environmentally friendly and cultured.

The Study of School Educational Environment in the Context of Ensuring Equal Access to Quality Education

Introduction. Today, official international and State Russian documents require ensuring equal access to quality education for all citizens regardless of place of residence and social status. In this regard, it becomes relevant to determine the quality of school environment and its potential in terms of compliance with the requirements of delivery of quality education services for all representatives of the oncoming generation.The aim of the present research is to study the educational environment of Moscow schools in the context of ensuring equal access to quality education.Methodology and research methods. An international assessment tool – the SACERS scale – was chosen as the main method of the research. The SACERS scale was modified by the employees of Laboratory of Educational Infrastructures of the Institute of System Projects of Moscow City University (MCU). The data were processed using descriptive statistics methods, dispersion and regression analysis, T-student’s criterion in the modification of Welch.Results and scientific novelty. On the basis of random sample (22 educational complexes), the peculiarities of educational conditions in different Moscow schools were diagnosed; the quality index of their educational environment and its structural components were determined (n = 58). The study sample revealed the “heterogeneity” of secondary educational establishments in the organisation of the subject-spatial environment of schools, extracurricular activities and additional education, as well as availability of educational infrastructure for students with special educational needs. Sufficiently equal indicators of educational conditions were identified: “Attendance”, “Space for Gross Motor Activities”, “Discipline”, “Peer Interactions”, “Interactions between Staff and Parents”, “Opportunities for Professional Growth”. Six “homogeneous” and ten “inhomogeneous” complexes were revealed in the studied sample. In “homogeneous” complexes, there are educational conditions, which provide relatively equal access to quality education, as compared with “heterogeneous” complexes. This fact is confirmed by the range of values of the quality index of the educational environment and the values of standard deviation.Practical significance. The present research allowed the authors to obtain a differentiated understanding of the existing educational conditions of Moscow schools, which formed the basis to solve the management problem in the development of education system, which guarantees quality education for all students.

Primary School Teachers’ Knowledge and Attitudes to Waste Disposal in Egbeda Local Government, Oyo State, Nigeria

Awareness and declarations about the environment are not enough; concrete steps and practical actions need to be taken to involve the citizens, both young and old, in the care and conservation of the environment. Therefore, this study investigated primary school teachers’ knowledge and attitudes to waste disposal. The results of the study showed that teachers in the area of study had adequate knowledge of problems associated with waste disposal and issues of environmental management; the two groups of respondents had favourable attitudes toward waste disposal but the female were more inclined to the various positive steps taken at waste management; and environmental education in schools has been seen as a means of alleviating the problems caused by people’s nonchalant attitude towards issues of environment management and waste disposal. Recommendations were also made based on the findings.

Links between the Aesthetic Education Environment of Schools and Pupils’ Artistic Self-Expression

Links between the Aesthetic Education Environment of Schools and Pupils’ Artistic Self-Expression

ANÁLISE DA PERCEPÇÃO AMBIENTAL DOS ALUNOS DO 8° ANO DA ESCOLA DE EDUCAÇÃO BÁSICA NAYA SAMPAIO GONZAGA NO MUNICÍPIO DE CAÇADOR, SANTA CATARINA/Analysis of environmental perception of students of the 8th year of the School of Basic Education

Empregar a educação ambiental em escolas é um mecanismo significativo no processo de ensino dos jovens, onde por meio desse tema desenvolve-se aquisição de conhecimentos relacionados com o meio ambiente e sua preservação de forma a despertar uma conscientização aos jovens sobre a importância de preservar os recursos naturais. Portanto, o presente trabalho tem como objetivo analisar a percepção ambiental dos alunos da Escola de Educação Básica Naya Sampaio Gonzaga no município de Caçador/SC quanto aos temas: meio ambiente, recursos hídricos, resíduos sólidos e horta na escola. No presente estudo foi analisado a percepção ambiental dos alunos do 8° ano através de um questionário semiestruturado, por meio de 14 variáveis. O estudo foi aplicado em 38 alunos o qual pode-se analisar que a educação ambiental sobre diversos temas ainda é precária na turma do estudo e que o processo de educação ambiental precisa ser aprimorado junto aos alunos, visando um melhor conhecimento e desenvolvimento sustentável no meio escolar. Assim, pode concluir que a educação ambiental é uma importante ferramenta no processo de ensino, servindo como base na mudança de atitudes sendo em âmbito social e ambiental, como também pode ser utilizado meios de conhecimento - através da horta escolar para aplicar a educação ambiental e sanar essa questão.

PSYCHO-PEDAGOGICAL FEATURES OF DESIGNING THE EDUCATIONAL ENVIRONMENT OF THE GYMNASIUM

The article is devoted to the problem of designing the educational environment of school in General and the question of the definition of psycho-pedagogical features of this process in particular. The article highlights the urgency of the problem, due to the need of development of scientific-methodical support of process of reforming of the General secondary education, which will allow reaching adequate quality of basic secondary education in the public schools through the creation of the effective current educational environment. The aim of the article is the emphasis on the potential aspects and factors that relate to psychological and pedagogical features of the educational process students and are influential in the design process of the educational environment of the gymnasium with the aim of improving the quality of basic education. The result is a generalidation and systematization of psychological and pedagogical features of the educational process that have potential impact on the efficiency of the design process of the educational environment of the school. Research methods are the analysis, synthesis and generalization of psycho-pedagogical features of process of designing of the educational environment of the school. The article says that the design of the educational environment can be carried out with the purpose of its creation, modernization or maintenance in a changing environment the process of reforming the education system. The project of the educational environment provides for its structural-systemic view, which shows the relationship of the main components, driven by purpose, goals and objectives of the educational process. Organizational-pedagogical bases of designing of the educational environment the article deals with the definition of structural organization and efficient use of pedagogical forms, means, methods, techniques and material-technical conditions, functional structures, designed to meet the requirements of the compulsory educational outcomes of students and the demands of subjects of the educational environment. The article focuses on the fact that a significant role in the design process of the educational environment of the gymnasium as an educational institution providing students acquire the basic level of secondary education, plays records of psycho-pedagogical features of the educational process. In particular, the effectiveness of educational activity of students depends on several key interrelated components: resources, motivation and satisfaction of the results. Their objective assessment and the trends in the formation and development will allow the most efficient design an educational environment of high school and to create the necessary conditions for the formation of student’s personality in this age period.

Percepção de adolescentes sobre educação em saúde bucal no âmbito escolar

Perception of adolescents about oral health education in school environments

CREATING MODERN INFORMATION EDUCATIONAL ENVIRONMENT BASED ON THE DIGITAL SCHOOL MODEL IMPLEMENTED WITH 1C SOLUTIONS

The article describes a project of creating the information educational school environment based on the Digital School model implemented using 1C solutions. The Digital School model is a combination of new information educational technologies, which allow to combine various technological components and modern information technologies within a united information space. This project makes it possible to apply progressive forms of organization of the educational process and active teaching methods, as well as education methodological materials that correspond to the modern world level and allow for the support of students’ creative and innovative activities. The main goal of the project is the creation of the modern information educational environment in Berdigyestyakh secondary school, which contributes to the fulfillment of the instructions of the President of the Russian Federation on the approval of the Digital Economy program. The modern information educational environment designed to meet the needs of each participant in the process.

Features of Formation Developing Educational Environment in the Conditions of Standardization of Primary Education of Ukraine

In the article on the basis of the scientific literature study, the peculiarities of the formation of the educational environment in the modern elementary school are highlighted. The basic components (informational, social-psychological, cultural-educational and material-technical) as well as components of innovative educational environment of elementary school (spatial, informative, communicative) are substantiated. In the structure of the educational environment of the school, the author identifies the following functions: didactic-educational, information-developing, coordinative, adaptive-emotional, socio-cultural, communicative, integrative, which ensure the integrity and systemic functioning of the simulated environment of the elementary school. The basic aspects of psychological and pedagogical expertise of the developing educational environment are determined in the paper. The stages of activity of all the subjects of educational-educational interaction (students, teachers, parents) in the subject-content functioning of the developing educational environment of primary school are singled out

Исследование проблем языковой и социокультурной адаптации детей мигрантов в Санкт-Петербурге

The article is devoted to the study of the problems of language and socio-cultural adaptation of migrant children to the educational environment of schools in the city of Saint-Petersburg. The basis of the materials found adaptation. The education system ensures the integration of children. In order to solve problems among migrant children, the state’s educational and social policy and the dissemination of national and sociocultural knowledge is very important in order to increase linguistic and ethno cultural literacy.

INVESTIGATING ENVIRONMENTAL CONCERNS FOR PRIMARY SCHOOL TEACHERS

<p><em>The success of environmental education in schools is largely determined by the teacher's factors at school. The purpose of this research is to get the teacher's view of the environmental concern. This research method is a cross sectional survey. The survey was conducted randomly to 950 elementary school teachers who were scattered in two locations of the PLPG program in Central Java in 2017. Obtained 148 samples from 10 regencies and cities in 1 rayon and 1 sub rayon. The results obtained indicate that the knowledge of elementary school teachers' environment is in good condition even though it has not directly influenced attitudes, or habits.</em></p>

Strategi Pengembangan Program Sekolah Adiwiyata Nasional di Tingkat SMA Kota Pekanbaru

School is an important vehicle for educating and fostering people to understand and understand a science. In realizing a caring and cultured school, the school community needs to be involved in various environmental learning activities. In addition, schools are also expected to involve the surrounding community in conducting various activities that benefit both the school community, the community and the environment. These activities include creating extracurricular / curricular activities in the field of participatory-based environment in schools, participating in environmental action activities carried out by outsiders, building partnership activities or initiating the development of environmental education in schools, management and development of school supporting facilities. . School is a community that consists of students, teachers, principals, and administration and employees which is one of the effective mediums for learning and awareness of school residents. So that individuals, ranging from teachers, students and workers are involved in efforts to stop the rate of environmental damage caused by human hands. Creating a caring and cultured school requires a school management strategy that supports the implementation of environmental education by all school members in accordance with the basic principles of the Adiwiyata Program which is participatory and sustainable.

Making the Case for a Null Effects Framework in Environmental Education and K-12 Academic Outcomes: When “Just as Good” Is a Great Thing

As K-12 audiences represent a major proportion of environmental education (EE) audiences, academics should be an outcome of interest in EE research and evaluation. However, research around links between EE and academic outcomes (e.g., grades, test scores) is scant. Reasons for limited research on EE and academic outcomes may include disinterest in academic outcomes, assertion that academic outcomes are poor measures of learning, and normative biases against publishing null or negative effects within academia. We argue for adoption of a null effects framework for linking EE and academic outcomes. We begin by outlining what we mean by a null effects framework and then suggest reasons why the EE community should adopt it. Specifically, a null effects framework embraces and celebrates research demonstrating no difference in traditional academic outcomes associated with EE curricula and more traditional classroom instruction. We describe key aspects of operationalizing a null effects framework, including use of key statistical procedures (e.g., measuring power), and changes in peer review associated with emphasizing measures of evidence beyond hypotheses testing and p values. We conclude by describing how this approach matches EE objectives, strengthens links to academic outcomes without being bound by them, avoids setting unrealistic expectations for EE, and highlights the myriad of non-academic co-benefits offered by EE. As including EE in schools is the best opportunity for reaching the most learners in terms of numbers and diversity, we offer a null effects framework as an approach that can boost adoption of EE where it is arguably needed most.

Using the School Environmental Education Programme (SEEP) to Decolonise the Curriculum: Lessons from Ufasimba Primary School in South Africa

The topic of decolonisation has become a contested terrain because of the curriculum challenges facing education systems in Africa, particularly South Africa. To address these challenges, many scholars have underscored the importance of using socio-culturally relevant curricula in Africa. This article is divided into two sections. First, it explores challenges facing education systems in Africa and how decolonisation and socio-culturally relevant curricula, resources, and teacher training can provide answers to those challenges. Then the article explains how Ufasimba Primary School emerged as a school where the School Environmental Education Programme (SEEP) was used to decolonise the curriculum. The challenge, however, was that the Department of Basic Education (DBE) in the KwaZulu- Natal province in South Africa had not made it mandatory for schools to implement the SEEP. This study recommends that the integration of the SEEP into the curriculum should be mandatory at primary education level. A qualitative approach and a grounded theory method, underpinned by the social constructivist paradigm, were used for this study. Data collection methods included semi-structured interviews and the observation method. The basic principles of grounded theory and the NVivo software program assisted in the data analysis for this study.

Preventing violence in school educational environment: cross-cultural aspect

The aim of the study was to identify and substantiate the psychological and pedagogic conditions for the prevention of violence in school educational environment based on analysis of regional specificities. Studying the characteristics of bullying in Kostroma schools using the Smob questionnaire and comparing with the results of Austrian and Moscow scholars showed that there are both universal tendencies in the manifestation of bullying, independent of gender, age, ethnicity, place of residence, and specific features characteristic of provincial region. As a result of the study, it was proved that the system of psychological and pedagogic conditions for the prevention of violence in school educational environment, on the one hand, is determined by the universal characteristics of the manifestation of violence and bullying, and on the other hand, should be aligned with regional specificities. The violence prevention programme in school e educational environment should be aimed at developing pupils' skills of constructive aggression management and is based on the principles of systematic diagnostic, correctional, preventive and developmental tasks; taking into account age-psychological and individual characteristics of pupils; the complexity of the methods of civilised psychological impact; active involvement of the nearest social environment; reliance on the events of school life.

Democratie Processes to Overcome Destructive Power Relations and Sustain Environmental Education in Primary Schools: Implications for Teacher Education in Tanzania

This paper is based on a follow-up study of a participatory action research (PAR) project aimed at improving environmental education (EE) in teacher colleges and primary schools in Tanzania. The aim of the current paper is to discuss the power relations involved in sustaining the EE process initiated in the PAR project. We developed two research questions: "To what degree do the democratic processes in the PAR project enable the tutors, teachers, and local community members to continue developing EE while simultaneously addressing the environmental challenges?" and "In what ways do the power relations influence the further development of EE?" We conducted focus-group discussions and interviews with the college dean, tutors from the selected teacher college, and teachers from primary schools who had participated in the project, one year after the researcher left the project. In addition, we interviewed village leaders and local experts. Finally, we undertook nonparticipant observations. We found that, despite hierarchical decisions to transfer teachers, the EE learning processes started in the PAR project continued. We discuss the possibilities for strengthening democratic relations in the educational system in Tanzania through PAR, and recommend the inclusion of PAR in the teacher education curriculum in Tanzania.

Adolescents of the 1990s and Today: Perceptions of Environmental Issues

The article is devoted to the dynamics of the attitude of adolescents to environmental problems. Relevance of the article is determined by the prospect of active influence of the younger generation on the environment in the near future. The attitude of teenagers in 1996 and 2017 to the possibility of economic growth and improvement of the well-being of Russians due to environmental degradation, as well as their concern about environmental problems (air and water pollution, deforestation, etc.) is analyzed. A comparison of the data from two surveys on “Adolescent health and the environment” in 1996 and 2017 showed that despite the deepening environmental crisis, the proportion of adolescents had almost doubled over the past two decades (13.1% in 1996, compared to 24.1% in 2017) of those who fully or partially agreed with the prospect of Russia’s economic growth due to environmental pollution, by 9.4% of those who agreed that the welfare of the people should be improved to the detriment of it; in addition, the share of adolescents who expressed serious concern about environmental problems has decreased, and the participation of respondents in environmental movements remains at a low level. There is also a positive trend: over two decades, the proportion of those who never litter the streets or nature has almost tripled. The article also considers data of all-Russian adult population surveys, which show that in comparison with the 1990s, the anxiety of Russians about environmental problems in their places of residence has decreased. In some questions, young people are more complacent than the older generation, although there is no basis for this. In the West, schoolchildren are active in the fight against global warming. The mass of the movement suggests the impact of this activity from school environmental education and education for sustainable development, which is given insufficient attention in Russia.

The formation of the project culture of younger pupils in the school's educational environment

The formation of the project culture of younger pupils in the school's educational environment

THE STATE OF SCHOOL PRACTICE ORGANIZATION OF EDUCATIONAL INTERACTION OF STUDENTS WITH THE OBJECTS OF THE EDUCATIONAL ENVIRONMENT

The results of the analysis of recent studies on the creation of educational environment in the institution of general secondary education (classification, typology, structural components) has shown the need for its detailed analysis regarding the consideration of personal orientation. To this time, the state of school practice was studied in terms of the organization of educational interaction between education applicants and the objects of the school educational environment. In particular, such aspects as psychological comfort, focus on maintaining health, taking into account the individual psychological and physiological characteristics of students. As demonstrated by the results of scientific research in institutions of general secondary education, the free choice of pupils from different fields of study, with a conscious choice of objects, methods and types of educational interaction not only in accordance with the inclinations and abilities, but also individual psychological and physiological features, is not fully ensured. Particular attention is paid by the authors of the educational environment towards the creation of psychological comfort for students, primarily with the help of humanization of relations between the participants in the educational process, the strengthening of the ties between school and family, personalization of the school environment, creation of favorable training environment and the structure of the school year, taking into account the volume and distribution of the amount of hours according to the state of health, the initial levels of school readiness, the age range of engagement in learning for a particular contingent of students, their individual psychological and age characteristics, activity periods at certain times of day, week, month, year, etc., as well as active involvement of students into this activity. It is also important to harmonize both internal and external educational and social environment, which is formed at school. This is evidenced by the volume of school-based learning material that remains unclaimed in the life of the education applicants. Prospects for further research on effective organization of educational interaction of students with objects of the school educational environment are also outlined along with the process of harmonization of objective and subjective determinants of its effectiveness.