Problems Of Environmental Education Research Articles

Experience and Problems of Environmental Education, Education and Upbringing. Ecological Culture

The article talks about the relationship of the Chechen people with nature, which from time immemorial were built on the fundamental principles of human community, and the worldview proceeded from the integrity of living and inanimate nature, as they are interconnected and mutually conditioned, therefore have an equal degree of importance for the harmonious functioning of the universe. Flora and fauna, micro- and macrocosm, living and inanimate, rational and irrational are part of a single system of the universe. In the natural environment, as well as in society, there is and cannot be anything that could be ignored. The problem of ecology in its relevance and significance has come to the fore, because today there is an unprecedented ecological crisis in the entire history of mankind. But despite this, people continue to blindly exploit natural resources, pollute the environment and the entire atmosphere. In these conditions, it is important to show that a distinctive feature of Chechen culture is a careful attitude to nature.

Experience and Problems of Environmental Education, Education and Upbringing

The relevance of the formation of environmental literacy and environmentally responsible behavior is due, on the one hand, to the growing environmental problems under the influence of various factors caused, including by human activities (extinction of animal species, climate change, lack of natural resources, air and water pollution, etc.) . On the other hand, a positive agenda for socio-economic changes in society based on the ideas of “sustainable development”. The inclusion of issues of environmental literacy and environmentally responsible behavior in the content of general and additional education is a global trend, determined by the growing role of education for sustainable development. Environmental literacy is a logical component of education for sustainable development, the associated attention to the various interactions of various elements of the environment, includes human activities that are essential to achieve a self-sustaining community that preserves resources for future generations. The proposed recommendations use the following concept of “environmental literacy”: the ability to understand the systems and processes of nature and the environment that allow the creation and functioning of sustainable communities.

Modern Technologies as Important Tools for Environmental Education During the Environmental Crisis

This article discusses the experience and problems of environmental education, education and upbringing. The author emphasizes that environmental education, education and upbringing play an important role in preserving the environment and creating a sustainable future for our planet. The article presents an overview of the experience of environmental education, education and upbringing in various countries, as well as an analysis of the main problems associated with these processes. The author discusses the shortcomings in the existing environmental education programs and suggests ways to eliminate them.

THE PROBLEM OF ECOLOGICAL EDUCATION IN THE WORKS GABDULLA TUKAY THE ENLIGHTENER OF THE LATE XIX - EARLY XX CENTURY

The subject of the research is the moral content of the works of G. Tukay (26/04/1886 - 15/04/1913) the enlightener of the late XIX - early XX century. A lot has been written about the educator G. Tukay. There are Tukay scholars who have been researching the life and work of the enlightener. His creative work and pedagogical activity, as well as the educational significance of his didactic works, were noted by many contemporaries, then by Tatar, Russian, and foreign scientists and educators. His works have been translated into many languages of the world and are read all over the world. The works of the educator are available to all readers on the Internet. G. Tukay is valuable because he raised global problems reflecting the dreams and aspirations of the Tatar people. Nevertheless, G. Tukay has not yet been fully revealed as a teacher and educator, his works on the content of different areas of education have not been analyzed. This article reveals the environmental problems raised by the educator; reveals the tasks that he set for himself as an educator. In the course of the research, methods of analysis and synthesis of the artistic works of the educator G. Tukay, comparison, identification of the main factors of environmental education, etc. have been applied. As a result of the work, the poems "A Child and a Butterfly", "Autumn", "Signs of Spring" and the poem "Shurale" have been analyzed, in which the problem of environmental education is revealed in a peculiar and hidden way. This emphasizes the distinctive features of the enlightener's creativity. The results of the study can be applied in teaching the "History of Pedagogy and Education" in terms of the regional component of pedagogical education in universities, pedagogical colleges, advanced training of primary school teachers, the Tatar language and literature. Having analyzed the works of the educator of the late XIX - early XX century, G. Tukay, the authors have concluded that the problem of environmental education is relevant at all times. Tukay, as an educator, pays special attention to the ecological education of children, and in nature he elevates the strength of a man, love for the nature of his native land, emphasizes the creative role of a man in nature protection.

Проблемы формирования экологического сознания: образовательный аспект

The formation of mass environmental awareness among the younger generation is one of the most pressing problems of environmental education that also needs support from state and public organizations, designed to ensure the continuity, accessibility and methodological content of its implementation in educational institutions of all levels. The article provides a brief overview of the historical and political preconditions for the established attitude to the environment in our country, and specifies the features of the manifestation of intrasystemic connections “nature-human-society”. In the course of the study the author tried to identify the most significant objectives of continuing environmental education in the face of the problem formation of Russian environmental consciousness. There were also drawn conclusions about the advisability of introducing a nature-oriented behavioral model and a functional philosophical paradigm into the educational and upbringing processes – both in order to achieve popularization of ecocentric and noospheric types of thinking. The enlightenment activation, development of empathy in all age groups of students (the whole population in the nearest future) and preservation of the environmental education continuum, regardless of the socio-political and economic situation are presented as the only possible options for a society wishing to embark on the path of preventing local and global ecological disasters.

Greening education at the university in the socio–economic and pedagogical areas of training

Socio–economic processes have accelerated in the information society, technological cycles are not 20–30 years, as before, but 3–5, which radically changes the tasks of professional training of personnel of all levels and specialties. The problem of environmental education has now gone beyond national boundaries and acquired international importance. Domestic pedagogy should more actively introduce scientific developments and achievements into educational practice, in particular, through new special courses, technologies for the formation of ecological thinking, consciousness, and culture of university students, using modern psychological and pedagogical approaches. The intellectual potential of a country determines its place and role in the international arena. Today, the cost of this product in the economic exchange of developed countries is close to the value of the mass of commodities, therefore, domestic education should become a priority, widespread field of activity in the state, and environmental education – the most prestigious, most powerful basis for active and vital research in various areas: social , technical, medical, pedagogical, economic. Practical and theoretical contributions to the world education and science system can raise the level of national environmental and educational achievements to a prominent place in the world.

Development of Ecocentric-Ecological Consciousness of Students of a Technical University

In the article, the author considers the main trends in the development of ecocentric-ecological consciousness in modern society. The current state has been analyzed as well as the complexity of the development of the ecocentric-ecological consciousness of an individual has been revealed. The increasing amount of scientific literature on the problems of environmental education confirms the relevance of the research topic in modern society. The article substantiates the need to re-profile the ecocentric-ecological consciousness in the education system, the need to re-target the behavior of the young generation to the nature-related sphere, and considers the value aspects of environmental protection activities.

Використання технології критичного мислення у процесі формування екологічної культури молодших школярів

The problem of environmental education and upbringing of the younger generation is actualized in the paper. Particular attention is paid to the need to develop an ecological style of thinking, environmental awareness and behavior of younger school-time students. On the basis of theoretical generalizations, criteria and indicators of the formation of the basics of ecological culture of young school children are determined. The experimental data confirmed the need for the introduction of modern educational technologies. Technologies for developing critical thinking in terms of solving environmental problems are recognized as one of the most effective. Among the pedagogical conditions for the effective implementation of an innovative approach to the formation of the foundations of ecological culture of younger school-time students are: organization of educational process on the basis of integrative activity, local lore, environmental approach; ensuring the content, systemic and logical consistency and continuity of the use of innovative approaches; widespread use of a system of practice-oriented environmental targets. In the context of solving the problem of forming the foundations of ecological culture of younger students, we consider it advisable to use such technologies of development of critical thinking as « Ecological drudles » , « Logbook » , « Predictions tree » , « Venn diagram » , etc. The use of these strategies helps not only to find solutions to a particular environmental problem, but also to provide variability in its interpretation. Technology « Environmental doodles » helps to develop the creative thinking of younger students, to expand their outlook, to form the basis of environmental culture. The purpose of the Logbook method is to teach students to systematize information by fixing up-to-date knowledge and knowledge gained during the work. The formation of the foundations of the ecological culture of younger students is inherently linked to the formation of a system of environmental ideas. These technologies for the development of critical thinking are aimed at forming a conscious, responsible attitude of the younger student to the environmental problem.

Formation of ecological education of the population

This article analyzes the concepts and role of environmental education of the population, and also discusses the problems of forming an ecological outlook among young people in the Republic of Kazakhstan. Solving global issues, including environmental protection, fighting the consequences of the environmental crisis, is comprehensive, including in the field of education. The solution to the vital environmental issues and problems faced by the world community is largely correlated with the prosperity of environmental education and the upbringing of the future generation. In this regard, the pedagogical and social aspects of environmental education and the education of young people is the main issue in the period of modernization in Kazakhstan. The problem of environmental education of young people should be regarded as a sovereign and self-valuable area of the educational development of the people’s personality. The characteristic features include understanding of the goals, objectives and detectors of the effectiveness of education, the orientation of educational interaction in solving global and local environmental issues, reinforcement of environmental education and practical activities of public non-governmental organizations.

Psychological and Pedagogical Foundations of Forming Environmental Culture among Students by Means of Tourist Activities

Regardless of the development of human society and the introduction of new technologies (information, information-telecommunication), a person is mainly a biosocial being. Besides significant social characteristics and virtues, the main feature of each person is belonging to a large self-sufficient system. Thus, human beings differ from other species since they can exist in nature while creating their own culture and living conditions by means of mental and physical work. With the course of time and the emergence of innovations, the environment where people live undergoes global changes. The speed and extent of technological impact on the environment cannot be assessed due to many factors, including the multiplicative negative effect on the environment caused by products of modern civilization. In this regard, such science as ecology has become especially relevant. Environmental knowledge is vital to make the dream of many generations of thinkers come true and create a decent human environment ensuring the harmony of people and nature. Ecology helps analyze the impact of human life on the environment. The study of ecology cannot be conducted only at the level of the scientific community; each person should know its elementary problems and ways to build their personal life to effectively promote the harmonious development of society. Therefore, this article addresses the problem of environmental education, including the use of modern achievements, such as information, information and telecommunication technologies. The formation of environmental consciousness is necessary so that global problems are not regarded as mythical threats.

Экологическое образование как фактор устойчивого экономического развития

The year 2017 is called the year of ecology, because the state of the environment is constantly deteriorating and requires a serious attitude towards itself. The lack of proper environmental education entails misunderstanding and the inability to adequately assess the catastrophic ecological situation that has developed. The article analyzes the components of the university environmental education in Russia: a scientific one, including the theory and methodology of the issue of environmental protection; normative, studying moral, legal and aesthetic issues; value, considering ideals, ideas, goals and defining nature, as a primary value. The problem of environmental education for economists, financiers, managers in the conditions of the “new economy” has been studied. Conclusions are drawn about the need for comprehensive environmental education, which includes economic, social and educational aspects for improving the ecological culture of the society, with a special role of the educational aspect of environmental education.

ENVIRONMENTAL POTENTIAL OF HIGHER EDUCATION, IN PARTICULAR OF HIGHER TECHNICAL SCHOOL

The information society has accelerated socio-economic processes, technological cycles are not 20-30 years, but only 3-5, which radically changes the tasks of professional training of personnel at all levels and specialties. The problem of environmental education went beyond the national framework and gained international significance. The HDI (human development index) in Ukraine occupies a more or less worthy place among other countries due to the high rating of the educational component. National pedagogy should more actively introduce scientific developments and achievements into educational practice, in particular, through new special courses, technologies of formation of ecological thinking, consciousness, culture of high schools students, using modern psychological and pedagogical approaches

火山を主眼とする環境学習の有効性と課題

火山を主眼とする環境学習の有効性と課題

自然保護教育の原点と環境教育の課題

自然保護教育の原点と環境教育の課題

The Problems of Environmental Education in Agribusiness

W ramach obecnie funkcjonujących systemów edukacji brak jest kompleksowego programu edukacji środowiskowej stanowiącego podstawy edukacji w agrobiznesie o podejściu holistycznym. Na większości uczelni wyższych zajmujących się tą problematyką, przedmioty związane z edukacją środowiskową w najlepszym przypadku występują w postaci niezależnych przedmiotów, np. ekologii, ochrony środowiska, zarządzaniem środowiskiem, zarządzania zasobami środowiska. Brak powiązania ich w jeden system nauczania dostosowany do potrzeb przyszłej kadry zarządzającej agrobiznesem powoduje, że kolejne roczniki absolwentów w ramach pojęcia agrobiznes, będą posiadać wiedzę wyłącznie z zakresu tematyki ekonomicznej. Fakt ten z góry skazuje dalszy rozwój tego najistotniejszego procesu zarządzania wiedzą w agrobiznesie na porażkę. Tym razem porażka, będzie jeszcze bardziej dotkliwa, ponieważ wiązać się będzie z błędnym gospodarowaniemzasobami przyrodniczymi kraju. Skutki tego procesu w wielu krajach już są obecnie odczuwalne.

Collaborative knowledge building to promote in-service teacher training in environmental education

Environmental education (EE) is a problematic field in teacher education for many reasons. First, there is no consensus about its central concepts. Second, environmental education emerged as a response to environmental problems. Environmental educators do not agree on what are real environmental problems and what are exaggerated fears. For many educators, global warming is a serious environmental problem, but for those who view it in a geological perspective of long-term climatic change, it is not such a problem. When teachers are provided with the possibility of sharing problems of EE and building knowledge collaboratively with university experts, what do they do? What kind of problems do teachers regard as important? What kinds of problems do the university experts regard as important? These questions were investigated through the use of a database program called Knowledge Forum®. Knowledge Forum®is a shared virtual environment for collaborative knowledge building. This article analyses the use of the database in the 1st year (September 2000–September 2001) of the Organisation for Economic Cooperation & Development Environment and School Initiativesproject on the theme of ‘Learnscapes, Ecoschools and Teacher Education’. The results are discussed in the context of international research and development in collaborative knowledge building for promoting European environmental education in teacher education

Linguistic Features of Middle School Environmental Education Texts

Summary The language used in environmental education texts has linguistic features that affect students' comprehension of concepts and their ability to envision solutions to environmental education problems. This paper shows what 143 middle school students focused on and what they failed to focus on when reading texts about biodiversity issues and identifies linguistic features of the texts that can account for this. Since much evaluation of students' knowledge of academic subjects, including environmental education, is done through reading and writing assignments, it is important to examine how environmental education texts present issues to students and what students write after reading environmental education texts. We suggest that features of texts such as abstract nouns and lack of explicit agents impede students' full comprehension of complex issues and obscure the causes and solutions to environmental problems. We present guidelines for teachers and materials writers to make abstract concepts more accessible to middle school students.

化学実習を通して行なう高校での環境教育 大気汚染を題材にした実験手法の確立 高校での環境教育の現状と課題

化学実習を通して行なう高校での環境教育 大気汚染を題材にした実験手法の確立 高校での環境教育の現状と課題