System of technological support for continuous environmental education (by the example of the Altai republic)

This research has been motivated by the necessity of understanding the essential concept of education and of having critical attitudes related to the common sense about the aims of education. Researches related to the concepts of education and environmental education can help us to understand the fundamental principles that are being chosen to justify and to carry out environmental education programs. So, trying to understand tendencies in environmental education researcher's conceptions in Brazil we carried out an analysis of the articles presented in The First Environmental Education Research Meeting (I EPEA). The main questions proposed are: 1 - what conceptions of education and environmental education can be identified in the articles presented in I EPEA? 2 - What evidences can be raised from these articles to help us to identify such conceptions? Through content analysis we tried to identify meaningful excerpts to the research purposes and to categorize them in a thematical process. The political dimension of education, linked to the process of social transformation and citizenship, was one of the main aspects find out in the articles. Participation, interdisciplinarity, values, the relationship between local and global aspects of environmental issues and controversial issues were objectives or methodological principles presented in I EPEA articles. Nevertheless, it is relevant to point out that we could find some elements that permit us to link them to a traditional view of education or a view that goes in the direction of technicality in education. Risks of a pragmatic view or of an instrumentalism conception of environmental education present in these articles are mentioned.

A pesquisa teve por objetivo analisar as práticas interdisciplinares em Educação Ambiental (EA) propostas ou implementadas na educação básica, descritas em teses e dissertações brasileiras. A multidimensionalidade presente nas questões ambientais e a importância da abordagem da EA, em todos os níveis escolares, numa perspectiva interdisciplinar, motivou a escolha do tema deste estudo. Buscou-se investigar a seguinte questão central: que concepções de Interdisciplinaridade, Ambiente e EA podem ser depreendidas da análise das pesquisas acadêmicas sobre práticas interdisciplinares em Educação Ambiental na educação básica? De um universo de 2.763 trabalhos, defendidos entre 1981 e 2012 e constantes do Banco de Teses do Projeto EArte, foram localizadas apenas 21 pesquisas relativas a esse objeto de estudo. Os documentos foram lidos, descritos e classificados quanto aos dados institucionais (autor, orientador, ano de defesa, instituição de ensino superior, programa de pós-graduação, unidade federativa, dependência administrativa, grau de titulação acadêmica) e quanto à prática interdisciplinar em Educação Ambiental, conforme os descritores: ano ou série escolar, tipo de escola, disciplinas abrangidas nas práticas, métodos e estratégias de ensino, recursos e materiais didáticos, tipo de integração curricular, referencial teórico-pedagógico, público envolvido e a interação entre ele, nível de integração disciplinar, concepção de ambiente, concepção de EA e sua manifestação curricular. As pesquisas concentraram-se, fortemente, na década de 2000, com dezoito trabalhos. As práticas analisadas, em sua maioria, centraram suas ações nos anos iniciais do ensino fundamental, desenvolvidas a partir de temas geradores ou projetos de ensino. Os materiais didáticos utilizados foram os comumente encontrados nas escolas, de baixo custo, além de atividades externas. As ações pedagógicas vincularam-se às propostas curriculares das escolas e as disciplinas mais envolvidas (sempre em conjunto com outras) foram Geografia e Língua Portuguesa, seguidas de Matemática, Ciências, História e Artes. Os pais e a comunidade assumiram papel cooperativo nas práticas e notou-se uma relação hierárquica quanto à decisão da proposta de trabalho por parte dos professores e pesquisadores para com os alunos; contudo, tanto no aceite da proposta, quanto no desenvolvimento das atividades pedagógicas, observou-se intensa participação dos estudantes. Dezoito práticas foram consideradas como interdisciplinares e três pluridisciplinares. Nas práticas analisadas predominou a concepção de ambiente integrado e de Educação Ambiental numa perspectiva crítica, manifestada como elemento essencial e integrado ao currículo escolar. Conforme a análise das pesquisas revelou, muito embora os professores demonstrassem interesse pela EA e pela prática interdisciplinar, não se encontravam preparados para esse tipo de trabalho, ao que se sugere investimento na formação continuada e revisitação nos cursos de formação inicial de professores.

Environmental degradation and climate change are global phenomena where actions in one part of the world impact ecosystems and populations across the globe. The environmental and climate crises can be significantly reduced by altering only the conduct of individuals and communities. We may alter our lifestyle and develop enduring environmentally friendly habits, knowledge, skills, attitude, ethics etc. For ensuring such, education can be a great tool. In this regard Environmental Education (EE) and Education for Sustainable Development (ESD) is one defined field of specialization which directly deals with environmental conservation and protection. Also, it is too much important that environmental education should be taught effectively to the students. To impart environmental education, teachers as well as prospective teachers can play a major role in creating environmental consciousness and awareness amongst students. They play a major role in the present scenario for inculcating a positive outlook towards our environment. The present research determines the attitude of the prospective teachers towards the Environment Education i.e., what prospective teachers understand and know about environmental education and to determine whether the different factors like stream, gender, and locale influences the attitude of the prospective teachers towards environmental education. Data was gathered from the sample of 200 prospective teachers studying at different B.Ed. colleges of Jammu district using Attitude Scale towards Environmental education developed and validated by Dr. Anjali Suhane. Analysis was performed using percentage and t-test. Findings revealed that majority of the prospective teachers are aware about the concept of Environmental Education and have a favourable attitude towards environment but still there is a much need and responsibility of all educational institutions to view and promote Environmental Education.

Humans have been living in an environment since its existence. Human approaches and attitudes towards the environment in which they live have changed over time. It is hoped the negative attitudes of humans towards nature, the environment and environmental problems will change in a positive way, due to increasing levels of awareness occurring through environmental education. The aim of this study is to measure secondary school students' level of awareness about environmental education concepts. A quantitative survey model is used in this study. The sample of the study was taken at several central secondary schools in the Sivas province for students in Grades 5 – 8. There are a total of 524 students in the study. The “Environmental education concepts awareness scale (CEKFO)”, developed by Otun, Artun, Temur & Tozlu (2017) consists of 22 items and is a data collection tool for this study. The IBM SPSS statistical 23 package program was used to analyze the data. The results were analyzed by means of arithmetic-mean, standard-deviation, Mann-Whitney U test and Kruskal-Wallis test. The data was evaluated with a significance level of 0.05. As a result of the research, it was concluded that secondary school students who participated in ths research had a high level of awareness about the concepts of environmental education overall. On the other hand, it was concluded that there was no significant difference in secondary school students‘ awareness of environmental education concepts compared to gender and family speech status variables on environmental issues. It was observed that there was a significant difference between variables such as class, mothers’ education, fathers’ education and family monthly income levels.

O técnico agrícola é um profissional que possui contato direto com o meio ambiente e investigar como ocorre a formação deste profissional é tarefa necessária para compreender como o mundo do trabalho vem concebendo a relação educação ambiental x sociedade. O presente trabalho é um recorte de uma pesquisa de mestrado que investiga a articulação da educação ambiental em um currículo de curso Técnico em Agricultura. Nesta etapa, trazemos os resultados obtidos em entrevistas semi-estruturadas com professores do curso em questão. O objetivo foi investigar as concepções de meio ambiente e educação ambiental dos docentes, bem como compreender suas práticas pedagógicas. A partir dos diálogos com os professores foi possível diagnosticar que entre eles impera uma concepção de meio ambiente não-antropocêntrica, porém utilitarista e um entendimento de educação ambiental como um processo de sensibilização e conscientização de pessoas, visando somente as práticas preservacionistas.

Environmental education plays an important role in creating awareness of sustainable life amidst global challenges related to ecosystem damage. One strategic effort to instill this awareness is through the integration of environmental education into the Islamic Religious Education (PAI) curriculum. This article aims to examine how the concept of environmental education can be integrated into PAI as part of sustainable education. This study highlights the potential of religious values, such as amanah, responsibility, and harmony with nature, in forming a generation that cares about the environment. Through a holistic approach, this integration not only teaches religious knowledge but also builds students' ecological awareness based on the principles of Islamic spirituality and morality. The results of the study show that this integration requires comprehensive curriculum planning, policy support, and training for educators to be able to implement relevant and applicable learning approaches. With proper implementation, environmental education in PAI can be an integral part in forming a generation that plays an active role in preserving nature for the sake of human survival.

Pre-Service Teachers' Conceptions of Environmental Education

With the rapid development of rural tourism and the vigorous implementation of rural revitalization policies, rural youth hostels in China are showing promising prospects. Mass-oriented youth hostels are no longer sufficient to meet the diverse needs of society. The development of youth hostels is undergoing new exploration and transformation, with the incorporation of environmental education content providing a new path for the development and transformation of rural youth hostels. This paper, from the perspective of environmental education, elucidates the significance of conducting environmental education in rural youth hostels, proposes new ideas for the construction of rural youth hostels, and outlines the implementation pathways of environmental education in these settings.

Over the past thirty years, it has often been stated that primary school education should endeavour to improve and protect the environment through producing an ‘environmentally informed, committed and active citizenry’. Even so, existing research shows that the implementation of environmental education in primary schools is problematic and has had limited success. However, the reasons for these shortcomings are far from clear, with present research merely speculating about barriers to effective implementation. This paper presents a detailed discussion and analysis of primary school teachers knowledge and beliefs about environmental concepts and environmental education. In so doing, the paper identifies a perceived gap within the field of environmental education research and literature. This field has neglected studies of Australian primary school teacher’s knowledge and beliefs about environmental education as a factor affecting the capacity of schooling to achieve environmental education goals. To these ends, we utilise the concept of ‘environmental literacy’ to assess primary school teacher’s knowledge and beliefs about environmental education. Based upon preliminary data analysis, we tentatively claim that current Queensland primary school teachers are variably committed to and demonstrably lack content knowledge of environmental concepts and environmental education. More significantly, these primary school teachers tend to dismiss the importance of content knowledge, preferring to focus upon attitudes towards environmental education and environmental concepts. Clearly these levels of environmental literacy are inadequate if environmentally literate students and thus an environmentally literate citizenry are to be achieved within schools. We conclude that the introduction of environmental literacy in educational policy would advance the goals of environmental education, namely the production of an informed, committed and active citizenry.

While key conceptions and the status of environmental education (EE) have been reported at various international, regional, national and local levels, those in play in the schools of Quito (Ecuador) are still relatively unknown. Of particular interest to this study are private schools: they are considerable in number in Ecuador and elsewhere, yet remain largely underrepresented in national and local studies. Therefore, a survey with a focus on conceptions of EE was administered to teachers (74) and pupils (748) of the third-, fourth- and fifth-years (7–10 years old) of elementary education, in 22 private schools in Quito. Using Sauvé's categorization of conceptual currents in EE, findings suggest a strong conservationist theme among teachers whereas pupils approach EE from both conservationist and naturalist perspectives. In terms of the status of EE, implementation is still limited to classrooms and in teacher professional education and development. Consideration of diverse conceptual currents is strongly recommended in teacher professional development, and the strengthening of EE-related partnerships between schools, homes and communities.

The action competence (AC) concept originated in the Research Centre for Environmental and Health Education at the Royal Danish School of Educational Studies in the early 1990s. The AC concept is formulated as a Bildung (political and democratic formation) perspective on the purpose of education, focusing on what it means to be educated. The twinning of AC as an overall perspective on the purpose of education—a “democratic curriculum perspective,” with a concept of competence, as well as the pliability of the latter, where components can be added or removed—would seem to partly explain why AC has proved to be a useful concept in a range of cultural contexts and educational fields. Rooted in the tradition of participatory and democratic education, it has played a central role in the related fields of environmental, health, and sustainability education. These have traditionally been viewed as different fields of education but work toward the UN’s Agenda 2030 for Sustainable Development has led to a recent development of literature with a potential to bridge these fields. While environmental educators concentrate on providing educational activities that foster learning about challenges to the flourishing of communities of life on Earth, health educators focus on learning experiences designed to facilitate voluntary actions conducive to health. The sustainability term addresses environmental, economic, and social dimensions in education, drawing attention to issues of inequality, social justice, and good health and well-being across the globe (see Oxford Bibliographies article on Education for Sustainable Development). Thus, sustainability connects to different fields of education, including environmental education, education for sustainable development, peace education, development education, citizenship education, and health and well-being education. Based on the continuous and widespread use of the AC concept in the related research fields of environmental, health, and sustainability education over the last three decades, it seems fair to point out that it contains a general critical potential in relation to such boundary crossing. The General Overviews section will provide insight into the origin, uptake, and development of the AC concept in literature and practice, whereafter a section on conceptualizations of AC follows. The next four sections describe how AC has been understood and used over time while the concluding section addresses three main tensions in the AC concept.

Educational games have been designed in this study with the aim ofarousing an interest in environmental education among 5th grade student , whichinvolve making sustainable use of the river that flows through the municipality ofInhangapi, located in the North-East of Para State´. The students’ gain inknowledge regarding the subjects covered in class was assessed at the end of thestudents´ game activities that involved the subjects taught. The results showed thatthe use of game construction contributed to the teaching and learning process withregard to the concepts of Computing and environmental education because almost60 % of the students correctly applied what they had been taught about gameconstruction.

Objective: Identifying sustainable environmental educational practices, in the political propos- pedagogical of Municipal Fundamental Teaching – EMEF Good Jesus of the Navigants, and the relationship of that work with the community Reserve Extractive Green Song Marine in Beberibe, Ceará, Brazil, while Unit of Preservation and Conservation. Theoretical Framework: It is based on the concepts of sustainable environmental education based on a curricular proposal contained in the Pedagogical Political Projects (PPP) of basic education, taking as a starting point an Elementary School in the coastal interior of the State of Ceará, Brazil Method: Combines literature review with case study of empirical research with content analysis of Political Pedagogical Projects of a basic education school in the coastal interior of Ceará in Brazil. Results and Discussion: It was found that, in the previous decade (2010-2020), several actions were carried out between school and community, highlighting the importance of preserving the local environment. However, in recent years, there is no project proposal for this purpose in the pedagogical documents, nor is there any in the Management Plan of the Association of Residents of the Extractive Reserve Community of Prainha de Canto Verde, Beberibe, Ceará, Brazil. Implications Research: Research contributes to the development of strategies for environmental education and sustainability in general and to facing challenges in defense of a protected and sustainable territory, based on a local reality Originality/Value: The research proposes a practical approach to identifying pedagogical practices of sustainable environmental education by analyzing some Political Pedagogical Projects (PPPs) of the school institution in the coastal community Reserva Extractiva do Canto Verde da Prainha in Beberibe-Ceará Brazil, investigating to what extent such pedagogical proposals favor or have favored the applicability of environmental education, as an incentive for the conservation and preservation of the local environment

This paper examined the role of environmental adult education in community development. In this study, the concept of adult education, its objectives and its relevant was properly stated, it also investigates the concept of environmental adult education, its objectives and principles, the concept of community development and its objectives, and lastly the role adult education in community developmental drive. In conclusion, this study discovered that, our environment is full of activities daily by man, industries and other natural occurrences which needed to be properly managed and controlled. The role of every adult in the society should not be under-mind, which calls for mass campaign or sensitization of the need for human capacity development, development of indigenous people in our communities should be paramount in the pursuit of this environmental issues as the only solution or a way out the problems we are facing these days especially in Rivers State and other part of the country.

The objective of this study was to investigate attitudes regarding the conservation of reef environments at the Fernando de Noronha Archipelago. The project was conducted with students aged 10-18, in 2005, and included several educational activities, as well as the creation of a Reef Environment Museum at the local public school; questionnaires were administered in order to compare students' knowledge before and after these activities by using reference concepts of reefs, corals, environmental education and citizenship. We also analyzed students' views on the importance of corals, possible benefits brought about by reefs, changes in the marine environment, and their interest in participating in projects related to the conservation of reef environments. Initially, corals and reefs were perceived by students as valuable resources only when they generated economic advantages through tourism. After the educational interventions the students acquired concepts that were more aligned with environmental conservation per se; among the main results approximately 25% more students said they would agree to participate in educational projects to promote the conservation of reef environments after the interventions. However, due to the lack of interest in the project by several of what should have been key actors in the process, this study also showed that support from indirect actors (teachers, parents, school personnel) is just as important as the participation of the targeted group itself.