scholarly journals Ecological parks educational environment usage at Biology lessons in schools (on the example of N.A. Avrorin Polar-Alpine Botanical Garden-Institute)

2019 ◽  
Vol 8 (2) ◽  
pp. 349-355
Author(s):  
Elena Garisonovna Mitina ◽  
Anastasia Vladimirovna Ishchenko
Keyword(s):  
Secondary School ◽  
Cellular Structure ◽  
Botanical Garden ◽  
Educational Environment ◽  
Educational Opportunities ◽  
Biology Teachers ◽  
Curriculum Creation ◽  
General Program ◽  
Biology Curriculum ◽  
Biological Education

The paper is devoted to the search of alternative ways to update school Biology curriculum. Creation of educational environment at the premises of ecological parks is considered to be an innovative and promising prospective approach that meets contemporary demands and follows central developmental trends of society. Based on the results of practicing Biology teachers poll, we give an expediency analysis of engaging ecological parks educational opportunities for school lessons. According to available data as well as based on the structure and the content of biological education prescribed for secondary school, the authors program Kola Land nature has been developed. The content of our program is an addition to the General program line Biology for 6-9 classes created by V.V. Pasetchnik, it matches the themes of a school Biology course: Biology as a science of vital nature, Cellular structure of organisms, Plant kingdom, Diversity of fauna, Ecosystems. Effectiveness evaluation of the authors educational program Kola Land nature was realized in the ecological park of N.A. Avrorin Polar Alpine Botanical Garden Institute. The obtained data confirm that the program usage as an addition to the basic school Biology course improves the level of its mastering by students.

Assessment Of The Implementation Of Contents For Secondary School Biology Curriculum In Three States In Southwest, Nigeria

2020 ◽  
Vol 7 (7) ◽  
pp. 270-276
Author(s):  
Oladamola Dickson Akinnodi
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Sampling Procedure ◽  
Validation Process ◽  
Biology Teachers ◽  
The Public ◽  
Descriptive Research ◽  
Southwest Nigeria ◽  
Multistage Sampling ◽  
Biology Curriculum

The study assessed the implementation of contents for secondary school biology curriculum in three states in Southwest, Nigeria. The descriptive research design of the survey type was used in this study. The population of the study comprised all Biology teachers in all the public secondary schools in Ondo, Osun and Oyo States. The samples for the study consisted of 180 biology teachers drawn from 180 public secondary schools in the three states. The sample was selected using multistage sampling procedure. An instrument tagged Inventory on Implementation of Biology Curriculum (IIBC) was used for collecting the data for the study. The validation process was exempted since an inventory was used. The responses obtained were collated and analysed using descriptive and inferential statistics. The findings of the study revealed that Biology curriculum contents were not fully covered. It was also revealed that most of the schools do not meet the recommended standard of at least 2 periods per week for practical work in Biology. It was further revealed that the implementation of the contents of Biology curriculum in secondary schools do not differ among the three states considered in this study. It was recommended among others that Biology teacher should intensify efforts to see that the biology curriculum contents are covered and implemented.

scholarly journals Formation and development of school biological education in modern Russia

2018 ◽  
Vol 7 (3) ◽  
pp. 339-343
Author(s):  
Aleksandr Alekseevich Semenov ◽  
Hirofumi Saito
Keyword(s):  
Secondary School ◽  
Inclusive Education ◽  
Extracurricular Activities ◽  
Further Education ◽  
Ecological Literacy ◽  
Biological Knowledge ◽  
Gifted Children ◽  
Physical And Mental Health ◽  
Advantages And Disadvantages ◽  
Biological Education

Russia inherited the Soviet system of science and education with its advantages and disadvantages from the Soviet Unio n period. In recent years it has experienced goals diversification as well as the content of school biological education changes. Primary school aimed propaedeutic of biological knowledge; secondary school aimed the basics of biological sciences development; secondary school at the basic level aimed the culture of knowledge of wildlife, natural-shaped and careful attitude development. The goal of the profile school is to generalize, deepen and expand biological knowledge. Moreover it is important to develop research skills and influence on the process of students proorientation in the world of biological professions. The content of biological education focuses on the problems of physical and mental health, healthy lifestyles and ecological literacy development. The authors notice that the construction and structure of the school biology course has changed. The concentric construction of the object makes it complete. A graduate of the basic secondary school receives a relatively complete biological education, which is necessary for his life and further education for professional self-determination. The biology course includes three sections: Living organisms, Human and his health and General biological regularities. The authors mention that secondary school children have Biology classes one hour less in comparison with the Soviet Unio n period. Both system-activity and student-centered approaches are the key approaches to teaching biology. They aim the subject results and universal learning activities development (personal, regulatory, communicative and cognitive). Moreover that is important to speak about the key competencies, education and socialization of students, the organization of their extracurricular activities, inclusive education and work with gifted children.

scholarly journals ORGANIZATION OF ADDITIONAL BIOLOGICAL EDUCATION IN SUMMER HEALTH CAMPS

2020 ◽  
Vol 53 (3) ◽  
pp. 19-26
Author(s):  
E.A. Galkina ◽  
◽  
O.B. Makarova ◽  
В.Б. Землякова ◽  
A.V. Marina ◽  
...  
Keyword(s):  
Research Methodology ◽  
Practical Skills ◽  
Biology Teachers ◽  
Research Results ◽  
Legal Documents ◽  
Individual Personality ◽  
New Knowledge ◽  
Analysis And Synthesis ◽  
Additional Education ◽  
Biological Education

Statement of the problem. The article analyzes the problem of organizing the activities of schoolchildren in the field of additional biological education. The purpose of the article is to prepare and justify the methodological features of the organization of additional biological education in summer health camps. The research methodology consists of normative legal documents in the field of additional education, analysis and synthesis of research works by Russian scientists, advanced and mass experience of biology teachers. Research results. The types and kinds of summer health camps and the duration of children’s stay in them are defined. The structure and direction of activities in the health camp are analyzed and synthesized. The specificity of the content of teachers’ work in the field of ecological and biological orientation of educational camp programs is revealed. Examples of recommended ways to organize specialized health camps of ecological and biological orientation are given. Conclusion. Health camp of ecological and biological orientation contributes to the formation of a socially significant, patriotic position of students, allows them to acquire new knowledge about plants and animals, practical skills of research and project activities, which ultimately implements their creative abilities and develops individual personality qualities.

scholarly journals Majority values of school biological education in the context of education for sustainable development

2020 ◽  
Vol 166 ◽  
pp. 10029
Author(s):  
Elena Komarova ◽  
Tatiana Starova
Keyword(s):  
High School ◽  
Sustainable Development ◽  
Biology Teacher ◽  
Key Factors ◽  
Biology Teachers ◽  
Terminal Values ◽  
Instrumental Values ◽  
The Subject ◽  
Biological Education

The idea of the study is that the value potential of the subject is a fundamental element of the knowledge system as part of the realization of the idea of sustainable development in education. The basis of the study used the classification of value categories proposed by Milton Rokeach in 1979. We found that in the main school, the content of the subject “Biology” is primarily aimed at forming ideas about terminal values – “life”, “health”, “nature”; in high school – about terminal values “life”, “health”, as well as instrumental values – “perseverance”. The value ideas of a biology teacher are one of the key factors in the formation of students’ value ideas. In the structure of value representations of biology teachers, the three leaders are orientations towards terminal values. We have put forward the assumption that there is a dissonance between the value ideas of respondents and the values that the school biology course is aimed at forming an idea about.

ÁNGEL GUIRAO Y LA ENSEÑANZA DE LA BOTÁNICA. SU PAPEL EN EL DESARROLLO DEL JARDÍN DEL INSTITUTO PROVINCIAL DE SEGUNDA ENSEÑANZA DE MURCIA

2020 ◽  
pp. 99-122
Author(s):  
Jose Pedro Marín Murcia
Keyword(s):  
Natural History ◽  
Secondary School ◽  
Key Words ◽  
Botanical Garden ◽  
Royal Botanic Garden ◽  
The Other ◽  
Botanic Garden ◽  
Historia Natural ◽  
Practical Teaching

Resumen El objetivo de este trabajo es doble. En primer lugar, estudiamos la figura y la obra del médico y naturalista Ángel Guirao Navarro al frente del Instituto Provincial de Segunda Enseñanza de Murcia. Este polifacético profesor tuvo un importante rol en el desarrollo de los espacios escolares para la enseñanza práctica de la Historia Natural, dándoles contenido con la aportación de objetos naturales recolectados por él o adquiridos por el Instituto. También analizamos los materiales de apoyo para esa enseñanza como: los libros de texto, el herbario y las láminas de pared. Por otro lado, estudiamos el espacio utilizado para la enseñanza práctica de la Botánica y la Agricultura. El papel de Ángel Guirao en el desarrollo del Jardín Botánico fue clave para que este se convirtiera en uno de los jardines educativos más completos de España con la construcción de invernaderos de cristal, umbráculos, pabellón docente y la adquisición de plantas y semillas facilitadas por el Jardín Botánico de Valencia, el Real Jardín Botánico de Madrid y el Instituto Agronómico de la Moncloa. Abstract The goal of this paper is twofold. First, we study the figure and work of the medicine doctor and naturalist Ángel Guirao Navarro, head of the Secondary School of Murcia. This versatile teacher played an important role in the development of scholar spaces for the practical teaching of Natural History by contributing with natural objects collected by him or acquired by the Secondary School of Murcia. We also analyse the pedagogical materials for this teaching such as: textbooks, herbarium and wall papers. On the other hand, we study the space used for the practical teaching of botany and agriculture. The role of Ángel Guirao in the development of the Botanical Garden was key for it to become one of the most complete educative gardens of Spain with the construction of glass greenhouses, shade structures, one teaching pavilion, as well as the acquisition of plants and seeds provided by the Botanical Garden of Valencia, the Royal Botanic Garden of Madrid and the Agronomic Institute of La Moncloa. Palabras claves: Botánica, Historia Natural, educación, espacios escolares, enseñanza de la botánica, jardines botánicos. Key words: Botany, Natural History, education, scholar spaces, teaching of botany, botanical gardens.

Principles of Modeling IT-Enabled Educational Environment, When Teaching the “Art” Subject in a General Secondary School

10.12737/6669 ◽  
2015 ◽  
Vol 3 (1) ◽  
pp. 38-49
Author(s):  
Кустова ◽  
Anna Kystova
Keyword(s):  
Mental Health ◽  
Secondary School ◽  
Developmental Psychology ◽  
Educational Environment ◽  
Federal State ◽  
Main Task ◽  
Critical Reasoning ◽  
Educational Standard ◽  
State Educational ◽  
Scientific Fields

The humanitarian paradigm of general secondary education is to get its implementation in the course of teaching the «Art» subject to 8th- and 9thgrade students. Under the new Federal State Educational Standard, a school student has to search and select relevant data by himself, while a teacher’s main task is to foster students’ skills to properly select and analyze information, to help them develop critical reasoning and to assess the content on the basis of objective criteria. As a result, a number of problems emerge, concerning content to be selected to fit the IT-enabled educational environment. The paper provides some principles for modeling IT-enabled educational environment in the process of teaching course in Art, where the choice is based on findings in such scientific fields, as Media Education, Perceptual Psychology, Developmental Psychology, Video-ecology, Art technologies, Art Therapy, all are conducive to enhancing teenagers’ mental health.

Sign in / Sign up

Export Citation Format

Share Document