scholarly journals Didactic game as a way of creating environmental awareness among students

2016 ◽  
Vol 5 (4) ◽  
pp. 202-206
Author(s):  
Elena Vladimirovna Lizunova
Keyword(s):  
Formal Education ◽  
Self Regulation ◽  
Environmental Knowledge ◽  
Nature Management ◽  
Ecological Education ◽  
Modern School ◽  
New Knowledge ◽  
Man And Nature ◽  
Ecological Culture ◽  
New Generation

Currently mankind needs to change attitudes to nature and ensure the upbringing and education of a new generation. The basis for mankind development should be a community of man and nature. Man needs new knowledge, new system of values that should be created and educated since childhood. In these circumstances ecological education and upbringing in the modern school should be a priority. On the level of ecological education, ecological culture depends on the question of humanity survival, a possibility of a person to stay on the planet. The system of formal and non-formal education includes a large amount of environmental knowledge and skills implementing the requirements towards the growth and development of ecological culture. This article focuses on the formation of environmental knowledge among schoolchildren in the framework of the optional course Game-playing Ecology. Special attention in this matter is paid to didactic games as they have great teaching opportunities for formation of knowledge in the field of nature management and environmental protection. Properly constructed didactic game stimulates students interest and attention, develops memory, self-regulation, thinking, reinforces knowledge, skills and abilities, trains touch skills, strong-willed qualities of the child.

scholarly journals Ecological Education as a Factor of Mining Engineer Training

2018 ◽  
Vol 41 ◽  
pp. 04051
Author(s):  
Elena Sigareva ◽  
Gennady Devyatkin ◽  
Sergey Baturin
Keyword(s):  
Environmental Education ◽  
Nature Management ◽  
Ecological Education ◽  
Mining Engineer ◽  
The Sustainable Development ◽  
The Social ◽  
Social And Economic Development ◽  
Ecological Culture ◽  
High Level ◽  
Ecological Worldview

To reduce environmental tension the development of Kuzbass ecological culture is of great importance. Its most significant component is environmental education, in general, and the training of mining engineers with high level of ecological education, in particular. The presence of environmental education in the field of nature management cannot yet become a guarantor of environmental problems solution. It should be embodied in the behavior of a person, in the image of his life, in the system of values, in his ecological worldview. Educational reforms have become a response to the challenges posed by the social-and-economic development to the personality of a specialist, including the personality of a mining engineer in Russia and its regions. To identify the features of environmental education in the transition to the sustainable development it is important to set the main links in the system of continuous education and their peculiarities, which radically change the quality of training of mining engineers and the demand for specialists in the labor market.

scholarly journals The theme of ecology at the Third Global Professional Forum “The Book. Culture. Education. Innovations” (“Crimea-2017”)

2018 ◽  
pp. 68-79
Author(s):  
Elena Bychkova
Keyword(s):  
Round Table ◽  
Nature Management ◽  
Ecological Knowledge ◽  
Ecological Education ◽  
Ecological Information ◽  
The Third ◽  
Ecological Problems ◽  
The Crimea ◽  
Ecological Culture ◽  
Culture Education

In 2017, announced the Ecology Year in Russia, ecology, as a traditional theme at the Crimea forums, held a particular place on the Forum agenda. The paper offers a review of the materials on ecological education in libraries presented within the framework of the Forum. The author focuses on the work of the Section “Ecological information and ecological culture” that, in particular, embraced the teleconference with the participants of the round table “Culture. Ecology. Informatization: Towards sustainable development” within the framework of IX International IT-Forum with BRICS and SCO participation (Khanty-Mansiysk). The lecture delivered by V. Grachev, President of Non-government V. Vernadsky Ecological Foundation, is reviewed as a significant event within the Crimea Forum professional program. The author notes that Vladimir Vernadsky saw the shift in the worldview and ideology toward noospheric thinking , and, as a result, toward efficient nature management, as the ecological problems solution. The results of the All-Russian contest of Ecological Education Events within the framework of the Day of Ecological Knowledge All-Russian Library Event were announced.

Ecological Education by Means of Literature at School

2021 ◽  
pp. 119-128
Author(s):  
Boris V. Kunavin
Keyword(s):  
Environmental Education ◽  
Design Research ◽  
Heuristic Method ◽  
Theoretical Method ◽  
Pedagogical Practice ◽  
Ecological Education ◽  
Main Research ◽  
Man And Nature ◽  
Ecological Culture ◽  
Independent Work

The relevance of the article is due to the urgent need to improve the ecological education of schoolchildren in connection with active human intervention in nature and causing irreparable harm to it. Now it has become obvious that the knowledge gained by students in the study of natural sciences is not enough to foster a sense of responsibility for the state of nature. This deficiency can be filled with fiction, which clearly reflects the interaction of man and nature in different epochs of the development of society. However, in the existing methods and technologies for studying literature at school, insufficient attention is paid to the formation of the ecological culture of students. The work on environmental education in the study of works of art is carried out irregularly, the methodology of conducting a lesson, taking into account environmental education, needs further development. The purpose of the article is to form a respectful attitude towards nature and awareness of its indispensability for humans as an environment in students by means of fiction. The research is based on the concept of humanistic pedagogy, ecological and value-orientational approaches. The main research methods were the theoretical method, the axiomatization method, and the modification method. Based on the work done, it has been established that fiction containing ecological material contributes to the awareness of students of the inextricable connection between man and nature, reveals the beauty of the natural environment, evokes a sense of responsibility for its condition, awakens a protest against the predatory attitude towards it. It has been proved that ecological education by means of literature should be carried out along with moral, patriotic, aesthetic education, relying on the methodology of studying a work of art, using methods and techniques that are most appropriate to the material being studied. Among them, both traditional ones - the word of the teacher, conversation, independent work, creative reading, the heuristic method - which have been tested by many years of pedagogical practice, and new ones - the design-research method, the method of concepts. It has been determined that an indispensable condition for the successful ecological education of students, along with the use of the means of school subjects, is their involvement in active practical ecological activity.

scholarly journals O QUE SE VÊ E O QUE SE APRENDE: educação e construção de identidades na Praça Mary de Pinho

2017 ◽  
Vol 2 (6) ◽  
pp. 253
Author(s):  
Jesus Marmanillo Pereira ◽  
Allison Bezerra Oliveira
Keyword(s):  
Formal Education ◽  
The Elderly ◽  
Public Spaces ◽  
Environmental Knowledge ◽  
Environmental Perceptions ◽  
Spatial Practices ◽  
Educational Processes ◽  
The Relationship ◽  
Urban Places ◽  
The Town

A proposta deste artigo é colocar a praça como espaço de construção do conhecimento ambiental, por meio da educação não formal. A pesquisa tem como objetivo compreender como ocorre a relação entre os processos de percepção ambiental e as práticas socioespaciais na formação de lugares urbanos. Para tanto, este estudo buscou analisar o cotidiano de um conjunto de atores (crianças, idosos, transeuntes e jovens) na Praça Mary de Pinho, na cidade de Imperatriz-MA. O levantamento, de cunho etnográfico, inclui observação, diário de campo, conversações, produção de fotografias e descrição das interações entre os agentes do espaço. As visitas exploratórias ocorreram entre os meses de março e junho de 2016 e mostram que é possível aproximar os papéis das percepções ambientais e os processos educativos desenvolvidos nos espaços públicos de lazer.Palavras-chave: Praça Mary de Pinho; Imperatriz; Educação Ambiental.WHAT YOU SEE AND WHAT YOU LEARN: education and construction of identities from the Mary de Pinho SquareABSTRACTThe purpose of this article is to place the square as a central space in the construction of environmental knowledge through non-formal education. The research aims to understand how is the relationship between the processes of environmental awareness and socio-spatial practices in the construction of urban places. Therefore, this study investigates the daily life of a set of actors (children, the elderly, pedestrians and young people) in the Plaza de Pinho Mary in the town of Imperatriz-MA. The survey, ethnographic, includes observation, field diary, conversations, photos and description of the interactions between the space agent. Exploratory visits took place between March and June 2016 and show that it is possible to approach the roles of environmental perceptions and educational processes developed in public spaces for leisure.Keywords: Square Mary de Pinho; Imperatriz; Environmental Education. LO QUE VE Y LO QUE SE APRENDE: La educación y la construcción de las identidades de la plaza Mary de PinhoRESUMENEl propósito de este artículo es colocar la plaza como un espacio central en la construcción del conocimiento ambiental a través de la educación no formal. La investigación tiene como objetivo comprender cómo es la relación entre los procesos de la conciencia ambiental y prácticas socio-espaciales en la construcción de lugares urbanos. Por lo tanto, este estudio investiga la vida cotidiana de un conjunto de actores (niños, ancianos, peatones y jóvenes) en la Plaza de Mary dePinho en Imperatriz-MA. La encuesta, etnográfico, incluye la observación, diario de campo, conversaciones, fotos y descripción de las interacciones entre el agente de espacio. Visitas exploratorias se llevaron a cabo entre marzo y junio de 2016 y muestran que es posible acercarse a los roles de las percepciones ambientales y los procesos educativos que se desarrollan en espacios públicos para el ocio.Palabras clave: Plaza Mary de Pinho; Imperatriz; Educación Ambiental.

scholarly journals The Subject of Theatre in the Lithuanian School: Relationships within the General Educational Cultural Context

Pedagogika ◽  
2013 ◽  
Vol 111 (2) ◽  
pp. 195-202
Author(s):  
Vida Kazragytė
Keyword(s):  
Cultural Context ◽  
Formal Education ◽  
Children And Youth ◽  
Theatre Education ◽  
Educational Innovations ◽  
Direct Practice ◽  
New Knowledge ◽  
The Subject ◽  
Theatre Pedagogy ◽  
The Impact

The article investigates the rather new educational phenomenon – about twenty years ago under the impact of educational reform the theatre subject teaching was introduced. In many neighbor’s countries there is no such separate theatre subject still yet. The focus of the article is on the relationships between the curricula of theatre subject (2008, 2001) and the practice of long-lived non-formal education of children and youth of Lithuania. The curricula of theatre subject were prepared according to comprehensive discipline-arts education conception formed in United States of Amerika. Taking into account the notion of M. Lukšienė, that experience of other cultures, as well as the educational innovations must be adopted according to “own cultural model”, the attention is paid to analysis how curricula of theatre subject are grounded on traditions of Lithuanian non-formal education, especially its artistic trend. The self-expression paradigm or psychological trend of theatre education is less evident in our context. The roots of artistic trend are in Jesuit’s school theatre that existed in Lithuania 1570–1843. The artistic trend was recreated at the end of 20th century in non-formal theatre education in Lithuania by relaying on the professional theatre pedagogy (the training of professional theatre pedagogues started, the first books of methodology of theatre education appeared). Analysis showed that common concepts, as “theatre” and “education through theatre” are those which relate artistic trend of non-formal theatre education with curricula of theatre subject, accordingly, which are grounded on discipline-based art education conception. Especially that is clear from the revealing of content of “education through theatre” concept and explaining its formative and cognitive impacts on children and youth who are acting the roles created by dramaturge. The biggest challenge related with coming of theatre subject as separate, is the creating of theatre knowledge appropriated for school children. Now the theatre subject curricula describe the knowledge which are known in professional theatre pedagogy and in artistic trend of non-formal theatre education, but only in part. Thy must be expanded by new knowledge which will be get by way of externalization from direct practice. Also, there is a need of artistic orientation of theatre didactics – that can guarantee the succession of the best traditions of Lithuanian‘s theatre education and encourage their development.

A SINERGY INTERACTION BETWEEN TEACHING ENGLISH AND MAN AND NATURE IN GRADE 3 B AT THE NATIONAL SCHOOL OF MUSIC „LYUBOMIR PIPKOV “, SOFIA

2021 ◽  
Vol 12 (2) ◽  
pp. 448-450
Author(s):  
Nikolinka Mihaylova ◽  
◽  
Latinka Karapeeva ◽  
Keyword(s):  
Student Teachers ◽  
Emotional Experience ◽  
Scientific Information ◽  
Pedagogical Practice ◽  
Training Environment ◽  
School Of Music ◽  
Teacher Student ◽  
National School ◽  
New Knowledge ◽  
Man And Nature

The paper presents a binary lesson in English and Man and Nature held in the 3th grade of the National School of Music “Lyubomir Pipkov”, Sofia. The report presents a pedagogical practice realized in a new training environment – a park. The class teacher Nikolinka Mihaylova and the English teacher Latina Karapeeva develop their synergy approach to the topic Air. The theme is from the Man and Nature syllabus and allows the introduction of a new vocabulary in English using innovative approaches. The venue allows a flexible methodology to be incorporated. The structure of the lesson makes the active interaction possible, namely: student – student, student – group, teacher – student, teachers – class. Observation, play, and repetition methods are used, as well as the change of object-subject role. The synergy approach in offering new knowledge allows the combination of scientific information, English vocabulary, and pronunciation. The focus on the personality of the child makes it possible to achieve better results in the acquiring of new knowledge in both subjects: Man and nature and English. Alternating academic activities and play enriches the students’ emotional experience and perceptions. The approach based on past experience and knowledge contributes to expanding the functional competence of the students. Some conclusions are formulated.

scholarly journals Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Nathan Thomas ◽  
Heath Rose ◽  
Punjaporn Pojanapunya
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Formal Education ◽  
Strategic Behavior ◽  
Self Regulation ◽  
Language Education ◽  
Language Learning Strategies ◽  
Strategic Development ◽  
Teachers And Students ◽  
Learner Agency

AbstractThis article provides an overview of the field of language learning strategies, focusing on definitional and conceptual issues as they relate to strategy use in formal education settings. The article first provides evidence of the conflation of language learning strategies with concepts related to self-directedness. It provides evidence via a corpus-based analysis of published papers over time to illustrate that the field has moved away from instructed settings and towards a view of learner agency and self-regulation. We argue that this is a dangerous trend for language education researchers, as current definitions minimize the role of the teacher and classroom contexts in influencing strategic behavior in their students. A conceptualization and subsequent definition that does not stigmatize or exclude learners who are not self-directed, for whatever reason(s), is crucial to advance the field. As a solution, we propose that self-regulation be defined as a dynamic characteristic of learning strategies in order to allow for other-regulated strategies in research. Theorizing the interplay of the self and strategies on a continuum helps to emphasize the dynamic processes of strategic development, and the roles teachers and students in instructed settings can play in this process.

scholarly journals Roles of Environmental System Knowledge in Promoting University Students’ Environmental Attitudes and Pro-Environmental Behaviors

2019 ◽  
Vol 11 (16) ◽  
pp. 4270 ◽  
Author(s):  
Piyapong Janmaimool ◽  
Samattaphong Khajohnmanee
Keyword(s):  
Political Ecology ◽  
Formal Education ◽  
Environmental Attitudes ◽  
Environmental Knowledge ◽  
Direct Impact ◽  
Development Environment ◽  
Environmental Behaviors ◽  
Environmental System ◽  
Significant Difference ◽  
System Knowledge

This study aims to investigate the role of environmental system knowledge in promoting pro-environmental behaviors. Relationships between environmental knowledge and environmental attitudes as well as environmental knowledge and pro-environmental behaviors were analyzed. Environmental system knowledge includes knowledge of political ecology, sustainable development, environment and ecology, and environmental situations. This study included 128 students enrolling in the elective course entitled “Environment and Development” provided by the King Mongkut’s University of Technology Thonburi in Bangkok city of Thailand and 150 students who were not participating in this course. The results revealed that environmental attitudes of students participating in the course was significantly higher than that of students not attending the course. Only knowledge of the environment and ecology highly correlated with environmental attitudes; on the other hand, diverse environmental knowledge significantly correlated with pro-environmental behaviors. The result also demonstrated that indirect impact environmental behaviors reported by both groups were statistically different, but there was no significant difference in direct impact environmental behaviors. This study suggested that environmental knowledge provided through a formal education could promote environmental attitudes, but it may not contribute to students’ engagement in direct impact environmental behaviors.

The Origin Myths of Computing in Historical Research

2021 ◽  
pp. 17-45
Author(s):  
Adam Crymble
Keyword(s):  
Twentieth Century ◽  
Social Science ◽  
Poor Quality ◽  
Historical Research ◽  
Humanities Computing ◽  
Multiple Origin ◽  
New Knowledge ◽  
Mass Digitization ◽  
Origin Myths ◽  
New Generation

This chapter outlines the multiple origin myths of “digital” historical research, arguing that social science inspired cliometricians and linguistically inclined humanities computing scholars working on textual collections were both using computers from the mid-twentieth century, but with very different intellectual agendas and only occasionally crossing paths. With the rise of mass digitization in the 1990s, both groups inspired a new generation of “digital” historians who worked to unlock the potential of the newly digitized archives. Wrestling with practical and intellectual challenges ranging from poor-quality transcription to dealing with incomplete data, this group generated new knowledge and answered new questions such as “what do you do with a million books?” but were not necessarily contributing directly to the existing conversations of the historiography

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