Methods Of Environmental Education Research Articles

Organizational and legal principles of environmental education in higher education institutions

This article is devoted to the definition of organizational and legal bases for environmental education in universities. The introduction actualizes the problems and prospects of professional environmental education, defines its object, the relationship of the subject of professional activity with the environment and the subject, organizational and legal foundations of establishing the relationship of the subject of professional activity with the environment. In the course of description of materials and methods of research the conclusions are made that ecological education is realized actively at all educational stages. As a consequence, the entrants have formed an ecological culture and the corresponding ecological experience of the subject. Each educational level is completed and is a springboard for the formation of ecological consciousness and ecological thinking. The main results of the research in the article are presented by the description of the model of environmental education in higher education institution, which includes target, methodological and methodological blocks. The purpose of environmental education is the definition of organizational and legal conditions for establishing the relationship of the future subject of professional activity with the environment. The methodological basis of environmental education is represented by a set of principles of axiological, activity and system approaches. The methodological block reveals and substantiates the most appropriate forms and methods of environmental education in higher education. Forms - conferences and forums, among the many methods mentioned in the article the project method takes a priority place. The discussions formulate organizational and legal conditions for establishing the relationship of the future subject of professional activity with the environment.

ПРОЕКТНАЯ ДЕЯТЕЛЬНОСТЬ МУЗЕЯ КАК СПОСОБ ЭКО-ЛОГИЧЕСКОГО ПРОСВЕЩЕНИЯ (НА ПРИМЕРЕ ЕСТЕСТВЕННО-НАУЧНОГО ЦЕНТРА ГАУК РБ «НАЦИОНАЛЬНЫЙ МУЗЕЙ РЕСПУБЛИКИ БУРЯТИЯ»)

At present the Museum of Natural Science is a cultural institu-tion not only carrying out its activities in the field of storing, studying and exhibiting museum objects of cultural and natural heritage, but al-so actively introducing new ways and methods of environmental edu-cation in its cultural and educational activities of the museum visitors. One of such methods is the project activity. The author considers the project activities in the museum as one of the ways of eco-education of different visitors, including people with disabilities on the example of the Natural Science Center of the SAIC RB «National Museum of the Republic of Buryatia».

Environmental education in pre-school teacher training programs in Vietnam: situations and challenges

ABSTRACTIn this study, the environmental education (EE) component of the pre-school teacher training programs at six (6) universities in Vietnam were examined to identify the challenges of implementing EE in these programs. The framework for the pre-school teacher training program at these universities were analyzed and 18 students in their final year of undergraduate study were interviewed to collect the qualitative data used in this analysis. The findings indicated that there was a clear gap between EE and the training of pre-service teachers pursuing a pre-school teaching-level certification rating with EE competencies. Program comparisons between the universities show a disparity in the program designer’s EE views that reflect the priority given to environmentally-related courses. This study also recommends that it is necessary to implement innovative EE methods; integrate EE in all subject areas; and promote knowledge exchange between the teachers and delivery methods with the goal of systematically and comprehensively preparing prospective pre-school teachers to be EE practitioners for children.

VR-Assisted Environmental Education for Undergraduates

Environmental education is an important approach to improve students’ environmental literacy. The method of environmental education in colleges and universities is advancing with the development of multimedia technologies, among which virtual reality (VR) technology is gradually being widely applied to education due to its strong sense of immersion and interactivity. This article focuses on the application of VR technology to environmental education in colleges and universities, using EduVenture APP and VR glasses to innovate environmental education, with the aim of improving students’ performance and making a strong connection between sense and activity of environmental protection. This research found that the learning efficiency and the sense of environmental protection of students were enhanced with VR assistance in comparison to traditional instruction, and students’ learning interest in environmental protection activity was also improved.

Екологічне виховання у неформальній освіті скандинавських країн

The article is devoted to the problem of environmental education in non-formal education in the Scandinavian countries.The main purpose of the article is to analyze the organizational and methodological features of environmental education in non-formal education in the Scandinavian countries and, based on a comparative analysis, to develop recommendations regarding the possibility of introducing certain progressive elements of foreign experience into extra-curricular education in Ukraine.It was found that the Scandinavian countries have gained significant experience in the field of education over the years of their development. Today, they have one of the most advanced education systems in the world, particularly in the field of non-formal environmental education. This fact is evidenced by regulatory and legal documents on environmental education.The experience of the Scandinavian countries proves that these countries have many common and distinctive points in the environmental education of students. It was found that the Scandinavian countries have gained significant experience in the field of education over the years of their development. Nowadays, they have one of the most advanced education systems in the world, particularly in the field of non-formal environmental education. This fact is evidenced by regulatory and legal documents on environmental education.The experience of the Scandinavian countries proves that these countries have many common and distinctive points in the environmental education of students.Based on the theoretical analysis of foreign sources, the meaning of the concept of “informal education” is determined, which is defined as any organized systematic educational activity conducted outside the formal system to provide certain subgroups of the population with selected types of education. Non-formal education programs may vary in length and may or may not award a certificate upon completion.It has been found that non-formal education in the Scandinavian countries is aimed at raising an ecologically conscious citizen who is well aware of environmental problems and is ready to take an active part in solving them.The article examines the forms and methods of environmental education and education of students, it is concluded that mainly group forms of education and education are used in non-formal education in the Scandinavian countries. The task of informal environmental education is to bring to the consciousness of every student the need for sustainable development, the solution of ecological problems of the environment with the help of methods of forming social consciousness and methods of stimulating morally appropriate and socially significant behavior and activities.The recommendations have been developed regarding the possibility of using the experience of Scandinavian countries in the educational process of extracurricular educational institutions of Ukraine.

Learning Methods on Environmental Education to Improve Pre-Service Teachers’ Environmental Literacy

Environmental damage is still happening. The wrong human perspective on the environment that causes this damage continues. Only humans with environmental literacy can solve environmental problems. Environmental education is seen as the most effective way to educate people about environmental issues at all levels of education. Teachers are the front line in the success of education. However, there is no special program to prepare pre-service teachers’ environmental literacy on teachers through environmental education. A literature review is used to explore which learning methods are effective in improving attitudes, knowledge, and environmental behaviors for pre-service teacher students in scientific articles published from 2011 to 2021. Scientific articles were source from Google Scholar, ERIC, EBSCOhost, SAGE, Taylor and Francis, Sciencedirect, JSTOR, and Proceeding online. Twenty-one articles were selected from predetermined criteria. From the results of the analysis, learning methods in environmental education that are effectively used to improve the environmental literacy of pre-service teacher students include Environmental Education courses, Outdoor-based learning, Project Based Learning (PjBL), Problem Based Learning (PBL), Science, Technology learning, Engineering, and Mathematics (STEM), Constructivist Learning, Guided Inquiry, Demonstration, Environmental and Sustainability Education (ESE), Pedagogical Experiments, 3R-oriented learning, Contextual Approach based on local wisdom, environmental education based on transformational learning theory, and Integration of drama, film, and educational videos. The choice of method must still be adjusted to the learning material.

PSYCHOLOGICAL ACCOMPANIMENT OF JUNIOR SCHOOLCHILDREN’S ECOPSYCHOLOGICAL CULTURE DEVELOPMENT

The article considers the basic principles and methods of psychological support for the development of junior schoolchildren in the process of educating his ecological culture. The concept of ecological consciousness and ecological activity is revealed. The values of the development of eco- psychological culture of junior schoolchild are described. It is noted that one of the priority tasks of psychological support at the stage of development of eco- psychological culture of a schoolchild is process of identifying the values and ideas about nature and the environment and appropriate behavior and interaction with nature. It is the value system that determines the type of human relationship with nature. Theoretical aspects of the basic and specific methods of realization of psychological support of development of eco- psychological culture of a schoolchild are considered. Their content, meaning, types and forms of application are substantiated. It is established that to develop the effectiveness of the correct attitude of schoolchild to the environment, they should use various forms and methods of environmental education in class and extracurricular time, in classroom and extracurricular activities. It is in the period of primary school age that schoolchildren begin to quickly form their own conative or behavioral component of environmental consciousness. That is, there is a desire to grow crops, take care of pets, create comfort and coziness in everyday life. It is established that during the psychological support it is necessary to form the ecological responsibility of the junior schoolchild not only in the learning process, but also in the game and knowledge of the environment. This is a kind of psychological and pedagogical process aimed at forming a schoolchild’s knowledge of the basics of nature, gaining the necessary beliefs and practical skills, a certain orientation and active life position in the field of protection, conservation and increase of natural resources.

Real-virtual platforms for organizing events on environmental education of students of technical universities

The problem of environmental conservation is currently one of the most acute for the entire world community, and therefore one of the strategic directions for the development of modern higher technical education in Russia is to increase the level of environmental education of university students. The article discusses the ways of organizing educational work in technical universities using real-virtual platforms, provides a theoretical justification for the need to improve the effectiveness of methods of environmental education of university students, and identifies the specifics of organizing discussion clubs using real-virtual platforms. The paper presents the results of an empirical study of students ' participation in an experiment, during which they discussed environmental problems on the site of a real-virtual discussion club. The results of the study prove the high efficiency of conducting environmental educational activities on real-virtual sites.

Perspectives of Environmental Education and the Formation of Ecological Culture Among School Children

ABSTRACT The democratic transformation in the Russian Federation is accompanied by the formation of a qualitatively new structure which is an updated civil society. This approach, of course, requires significant adjustments in the relationship between man and his environment. This study focuses on key aspects of environmental education and the formation of ecological culture among schoolchildren. It must be recognized that in most educational organizations, the solution to the problems of educating ecological culture still remains at the level of declarations. To solve the given problem, the researchers used a complex of theoretical and empirical methods. It was concluded that education makes sense as learning for life, and not for a set of “knowledge, skills.” The presence of a socially active nature in various methods of environmental education allows the researchers to steadily form an active civic position and implement the main tasks of the civic upbringing of students.

Ecological education under conditions of distance learning during the quarantine in secondary schools of the Slovak Republic

Global changes in ecosystems caused by human activities require modern education to develop the ecological competence of the younger generation. Under conditions of distance learning, it is rather difficult to purposefully develop the ecological educational component. The aim of the article is to consider the content and methods of environmental education and upbringing within the distance learning of high school students in the Slovak Republic during the Covid-19 pandemic. To reach the aim, the following theoretical methods have been used: systematisation, analysis, substantiation of the conceptual apparatus, formulation of conceptual regulations conclusions of the study, the method of analysis of pedagogical documentation and current regulations, content analysis of curricula and methodological support of the educational process to assess the level of environmental education during distance learning in a pandemic. The peculiarities of the use of Internet resources and innovative technologies during ecological education and upbringing in the Slovak Republic have been described. Attention has been paid to the need for environmental education during quarantine. The ways and mechanisms of introduction of ecological education in secondary schools of Slovakia under conditions of the quarantine have been investigated. Some methods for assessing the environmental component of study during distance learning in schools have been established. The normative acts and pedagogical documentation of several secondary schools of the Slovak Republic during the distance learning in the quarantine caused by COVID-19 have been analysed and the methods, forms and means for distance environmental education of schoolchildren have been identified. The obtained results can be used for the development of ecological competence of Ukrainian school pupils under conditions of distance learning.

Экологическое просвещение и анализ педагогического опыта

Currently, in the context of the global environmental crisis, human life is accompanied by great difficulties. Their elimination requires, first of all, the improvement of environmental knowledge, which will help to further overcome the environmental crisis. The studies show that at present the work on environmental education in the universities of Azerbaijan is not satisfactory. The tendency to reduce academic hours makes it impossible to include additional environmental subjects in the curriculum. However, this does not mean that environmental awareness should be neglected. Universities have a sufficient base for environmental work, especially in the natural sciences departments. In this regard, environmental awareness has been brought to the forefront in the training of students on specialties „Biology”, „Geography”, „Physics” and „Chemistry” of Baku State University and Azerbaijan State Pedagogical University. As a result of the experiment, the effectiveness of the proposed method of environmental education of students in the teaching of natural sciences was proved, it was found that as a result of this training, significant changes will occur in the students’ attitude to nature.

The impact of community-based environmental education programs on elementary school students' ecological literacy

연구자는 환경교육의 방법으로서 사회과가 여타 과목들과의 차별성을 가질 수 있는 부분인 ‘환경과 인간의 관계’ 및 ‘지속가능성’에 중점을 두고 바람직한 환경교육 방법을 모색해보고자 하였다. 연구자는 오르, 듀이, 베르크 등의 이론을 근거로 하여 지역사회 연계 환경교육 프로그램을 개발하여 실천하면서 학생들의 생태소양에 미치는 영향을 살펴보았다. 학생들의 생태소양을 검사한 사전, 사후 질문지를 분석해 보고 수업 중학생들의 반응, 사회일기, 소감문 등을 살펴본 결과 지역사회연계 환경교육 프로그램을 통해 학생들의 생태소양이 증가하였다는 사실을 확인할 수 있었다. 아이들이 환경에더 감정이입이 되고, 환경문제를 자신의 상황으로 받아들이는 태도가 증가하였다는 점이다. 그리고 환경에의 감정이입이 된다는 것은 환경과 자신이 연결되어 있음을 느낀다는 것이다. 이는 생태소양의 가장 핵심인 인간과 환경과의 관계에 관한 인식 능력이 증가했다고 볼 수 있다. 그리고 지역사회는 정치, 경제, 문화, 사회, 환경 등 여러 분야가 종합되어 있기 때문에 학생들이 환경문제의 해결책을 제시하거나 의사결정을 할 때, 환경 영역의 지속가능성뿐만 아니라 경제‧사회적 영역의 지속가능성도 고려하는 모습을볼 수 있었다.I sought to find a desirable environment education program by emphasizing ‘environment - human relationship and ’sustainability which is a part of social studies education which can differentiate from other subjects as a method of environmental education. Based on the theories of Orr, Dewey, and Berque, I examined the effects of community-based environmental education programs on students ecological literacy. As a result of analyzing students responses, social studies lesson diary, and testimonies during the class, I could confirm that the students ecological literacy increased through community-based environmental education programs. Children are more emotionally charged in the environment and they feel connected with the environment. This can be attributed to the increased awareness of the relationship between human beings and the environment, which is at the heart of ecological literacy. And because the community is composed of various fields such as politics, economy, culture, society, and environment, when students presented solutions to environmental problems or made decisions, they also considered the sustainability of the economic and social sphere as well as the sustainability of the environmental sphere.

Compostagem e educação ambiental: visão da comunidade escolar avaliada pelo método da análise de conteúdo

One of the major environmental problems today is the large quantity of residues produced daily. In the elementary and secondary schools, Tenente Rêgo Barros (ETRB), in the city of Belém (PA), about 3 tons of dry material are produced each semester in the schools’ green spaces. To dispose of this material in an environmentally friendly manner and to educate the pupils about environmental responsibility, an interdisciplinary and transversal project has been developed. The project uses composting as a method of environmental education and meaningful learning. This work aims to analyse the interests of pedagogical advisors, teachers, school employees and the parents of ETRB students, to examine the degree to which academic staff are involved. The study used two instruments to collect the data, a questionnaire and a freehand drawing subjected to content analysis. The results indicate that the community is in favor of the project but only 20% of the teachers could see the educative utility of the compost formation. About 70% of the school community saw the production of organic fertilizer as an end in itself and as a solution for the disposal of organic residue. Most of the faculty and employees saw the formation of compost as being restricted to a scientific subject. Hence, what is needed is a discussion by the teachers on the interdisciplinary and transversal nature of the compost formation to attain the objective of environmental education.

The Adequacy of Environmental Education Techniques and Strategies Employed in Uluguru Mountains Hotspot

Various studies about the environment consider different factors as sources of environmental deterioration. Such studies have not paid much attention on education as the remedy for environmental sustainability. Other studies have rarely considered environmental education approaches as the reason for lack of success in environmental education arrangements. This research had a focus on the adequacy of environmental education approaches, techniques and strategies employed in Uluguru Mountains in Morogoro. Social constructivist theory by Vigortsky (1958) was employed while case study research design and qualitative approach were deemed important for this research. Data collection was done by using interview and Focus Group Discussion methods. Objectives of the research were to: investigate adequacy of Environmental Education content, methods, awareness as well as the use of indigenous environmental knowledge. The findings show that, environmental education methods implemented in Uluguru Mountains are not satisfactory enough to improve environmental conditions. Again, indigenous knowledge has been less integrated into Environmental Education. Different environmental education methods need to be improved and integrated to create sustainable learning outcomes within Environmental Education. Keywords: Adequacy, Environmental Education, Approaches, Strategies, hotspot

HUMAN BEHAVIOUR IN OPEN SPACE AROUND SPRING WATER IN A CENTRAL AREA OF MITO-CITY IN JAPAN

In this study, this study demonstrated a transition of surround environment and human behavior around each spring water. Firstly, 38 places of spring water remaining in Mito city were investigated. As results, spring water was used as drinking water, washing water and fire water. Spring water close to farmland was used as water for agriculture. However, in recent years, although water quality was degraded, it could no longer be used as drinking water. Therefore, a park with hydrophilic water is recently building. Some water located around shrines was sacred place as a God of water and place for cleanse themselves. In addition, some spring water was used as a method of environmental education, prevention training and ponds for fish. From these findings, this study proposes multipurpose spring water use in future.

HUMAN BEHAVIOUR IN OPEN SPACE AROUND SPRING WATER IN A CENTRAL AREA OF MITO-CITY IN JAPAN

In this study, this study demonstrated a transition of surround environment and human behavior around each spring water. Firstly, 38 places of spring water remaining in Mito city were investigated. As results, spring water was used as drinking water, washing water and fire water. Spring water close to farmland was used as water for agriculture. However, in recent years, although water quality was degraded, it could no longer be used as drinking water. Therefore, a park with hydrophilic water is recently building. Some water located around shrines was sacred place as a God of water and place for cleanse themselves. In addition, some spring water was used as a method of environmental education, prevention training and ponds for fish. From these findings, this study proposes multipurpose spring water use in future.

Formation of Ecological Culture in the Aspect of Ethno Pedagogy

Ethno-ecological culture of students is a complete system, the operation of which is based on the harmonious interaction of all spheres of personal consciousness. Ethno-pedagogy helps to solve the problem of using conceptual frameworks in practice and best methods of environmental education and training of young generation, developed by different peoples for centuries. Knowledge of ethno-pedagogical, ethno-psychological and ethno-ecological characteristics of children is the basis of the educational process in the national school, and it follows from the understanding of national character. Selected epistemological and methodological bases of formation of ecological culture of students in the context of sustainable development of society, suggest clarifying of strategic objectives of the environmental education - education of ecological culture of the young generation. DOI: 10.5901/mjss.2015.v6n1s3p126

Study on the Environmental Education of Hydraulic Engineering

With the increasingly serious global environmental problems, environmental education is an important part of the quality education on hydraulic engineering in colleges. The main methods of environmental education include specialized education, infiltration education and organizational environment education , etc. The global environmental problems can be associated with university education itself through environmental education, and then promote the development of environmental protections and the development of environmental protection industry.

Media Cartoons: Effects on Issue Resolution in Environmental Education

Abstract The study focused on media cartoons as a teaching strategy in Environmental Education. Specifically, it sought to determine the effects of media cartoons on the issue resolution skills of first year high school students. The study was conducted in La Salle Green Hills that had eleven sections in the first year high school level for the School Year 2009-2010. Two comparable sections being taught by the researcher were chosen as the groups for the study. Both classes met for 80 minutes per meeting, three times a week. The students were given a pretest and a posttest on both Issue Resolution Skills Test (IRST). The IRST measured the ability to provide solutions to various environmental issues and problems. A teaching strategy that included film showing, group dynamics, laboratory activities, and motivational games was utilized for the conventional group. Media cartoons that improve skills in issue resolution and conceptual understanding of topics on Environmental Education were introduced to the students in the experimental group.The scores in the pretest and posttest of the participants were tabulated and used to determine the significant difference of the students’ mean performance in the media cartoons and conventional groups. The t-test was utilized in the treatment and analysis of data gathered. Findings reveal that exposure to media cartoons results to a significantly better issue resolution skills on environmental education topics than the conventional approach. The researcher observed that students actively engaged themselves in media cartoon activities that enabled them to make responsible actions and provide solutions to local and global environmental problems. Students had an active participation in sharing insights and opinions in evaluating the message of media cartoons. Based on the findings of this study, the researcher concludes that exposure to media cartoons significantly improves the issue resolution skills of students. The strategy provided a learning opportunity in a non-threatening setting that promotes students’ skills of observation, formulation of hypothesis, and creativity. In this regard, the researcher encourages the use of media cartoons as an alternative teaching strategy as it improved the issue resolution skills of students. Learning activities in combination with environmental education methods can greatly enhance students’ engagement with environmental and science issues. Normal 0 21 false false false TR X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:Normal Tablo; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri,sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Times New Roman; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:Times New Roman; mso-bidi-theme-font:minor-bidi;}

Active Learning Methods in Environmental Education of Students

The author evaluates the experience of active learning methods application in environmental education of school pupils. Project- based learning is widely used in training of students at universities. However, in high school this method is rarely used due to the fact that it is difficult to combine the project tasks with education requirements. We used the innovative method of learning in the system of supplementary education. The task of assessing ecological conditions of the river Kazanka (the city of Kazan) was given to a group of students; it included special complex of indicators. In the process of the project execution the students were involved into the solution of problems close to professional ones. It helped to intensify the learning process and to encourage students to participate creatively. Use of the project method allowed students to learn the ecologic and biological disciplines more effectively and deeply, to form a systematic approach for research work, to develop practical skills, and it also helped to bring up psychology of responsibility of students in the regional environment. Thus, our experience of using the project method shows promising character of its application in the system of supplementary education of students in secondary schools. The use of modern educational technology and active learning in environmental education is extremely important, as they can be used to conduct effective training and professional orientation of students.