scholarly journals FORMATION OF ECOLOGICAL CULTURE ON THE TEACHING OF ECOLOGICAL AND BIOLOGICAL KNOWLEDGE

2021 ◽  
Vol 11 (01) ◽  
pp. 11-16
Author(s):  
Vusale Hajiyeva Vusale Hajiyeva
Keyword(s):  
Negative Impact ◽  
Natural Sciences ◽  
Environmental Knowledge ◽  
Biological Knowledge ◽  
Ecological Knowledge ◽  
Special Importance ◽  
Teaching Aids ◽  
Living Things ◽  
Scientific Technical ◽  
Ecological Culture

The main purpose of the research is to coordinate biological and ecological knowledge in the learning process, to show the importance of the formation of ecological culture. Scientific - technical progress, daily increase of the population size create a number of discrepancies between nature and society. The using of nature has been increased to meet the growing demands of overpopulation, which leads to environmental degradation and ecological problems. Such an incorrect use required change and rebuilding of the relation to the nature. The humanity is to be ready for it both psychologically and socially. Rebuilding of the future, change of the relation to the nature will be started namely with the forming environmental culture of future generations. The formation of ecological culture is possible as a result of school and family social upbringing from childhood. Pedagogical process has special importance in the forming environmental culture. Pedagogical teaching aids used in the teaching process will play indispensable role in the producing namely environmental knowledge. Topics, especially knowledge producing during the teaching of the sciences related to the nature, habits and skills created for the pupils will create the base for the forming environmental education. In the settlement of this problem the teachers are to follow certain way, the process must be built correctly. At present, the amount of environmental problems existing on Earth is increased to such an extent that the learning of the ways of the settlement of this problem within one science will not help in the settlement of the matter. That is why transition to integrative training is especially important for the creation of environmental culture and education. Taking into consideration these facts, the teaching at the schools of ecology together with biology and other natural disciplines will give great benefits. Biology as a nature science has great mutual connection with ecology. And the opportunities for creation of this relation is wide enough. When there is a connection between the natural sciences, this must be done in a systematic way. In the form of set of words, the connection based on theoretical knowledge will lead to mental fatigue of students. Because the natural sciences, no matter how interesting and related to life and nature, are difficult subjects. This article examines the process of imparting environmental knowledge in the teaching of biology and examples and suggestions were given to establish a connection, and schemes were used. At the same time, their negative impact on the lives of living things was highlighted, addressing global environmental issues. Significance application: Ecology in biology classes in secondary schools and higher education institutions can be used to impart knowledge and shape environmental culture. Key words: biological, ecological, teaching methods, natural sciences

scholarly journals The System of Environmental Education in the Regional University

2019 ◽  
Vol 28 (5) ◽  
pp. 139-144
Author(s):  
E. O. Klinskaya
Keyword(s):  
Environmental Education ◽  
Extracurricular Activities ◽  
Environmental Law ◽  
Environmental Problems ◽  
Special Importance ◽  
Teaching Aids ◽  
Research Activities ◽  
Teachers And Students ◽  
Ecological Culture ◽  
The University

The solution of environmental problems, both on global and regional level, is possible only when a new type of ecological culture is formed and ecologization of education is provided. The complicated ecological situation in the world and the low level of environmental awareness of the population necessitate constant improvement of environmental education and enlightenment. The article focuses on these problems and describes the system of environmental education created inSholom-AleichemPriamurskyStateUniversity, which is implemented through different types of teachers’ and students’ activities. The University trains bachelors, masters and postgraduates in the field of ecology and environmental management. In-depth study of environmental problems contributes to the organization of research activities of students. The results of students’ and teachers’ scientific research are tested at scientific conferences, environmental forums at different levels. Special importance in the system of environmental education of the University is given to working with applicants. In this regard University is implementing a series of new modern projects. The Department of geography, ecology and environmental law conducts a scientific ecological and geological circle for students of 8-11 grades in Birobidzhan. Teachers of the Department have published teaching aids, textbooks, educational guides to help school teachers of geography, biology, chemistry in greening the natural cycle subjects. The University has established the Center for environmental education providing the development of ecological culture and moral guidelines in environmental sphere. The paper makes special emphasis on the students’ extracurricular activities and environmental protection work.

The Origin of a New Kind of Science From the Life Sciences

2020 ◽  
Vol 30 (1) ◽  
pp. 131-158
Keyword(s):  
Natural Philosophy ◽  
Human Life ◽  
Natural Sciences ◽  
Natural Phenomenon ◽  
Dominican Order ◽  
Cultural Traditions ◽  
Knowledge Based ◽  
Living Things ◽  
Theoretical Morphology ◽  
Living Nature

Science in the modern era began with a process of synthesis; the natural sciences in particular emerged through a coalescence of several cultural traditions. Scientific knowledge arose in a series of several separate events as mathematics, philology, physics and biology emerged independently. Scientific ideas about natural life developed via a synthesis of three types of knowledge. (1) There was the tradition of herbalism as a type of knowledge of nature, and this approach remained close to the Aristotelian tradition of describing nature with a bookish method centered on descriptive practice. (2) The scholastic tradition clarified existing concepts and formed new ones. Its role was crucial in supplying nascent science with its set of cognitive tools. (3) The alchemical tradition provided experimental knowledge of nature as applied to human life. It was particularly important in building the skills needed to connect theoretical systems with reality. This synthesis in natural philosophy was the basis of Linnaean reforms. However, theoretical morphology was cen¬tral to Linnaeus’ thinking and, its features were responsible for the success of his system. Theoretical morphology offered ways to decide how a natural phenomenon should be reduced and divided into parts in order to serve as an object of scientific cognition. Essential theoretical precepts for this morphology were formulated by Andrea Cesalpino in De plantis libri XVI (1583). Hence, the origin of the natural sciences as a study of living nature should properly be traced to the 16th century. This strand in the development of the new scientific approach in Europe through studying living things should also be connected with earlier (medieval) efforts of the Dominican Order (promoting purer versions of Aristotelianism), while another strand which led to the appearance of physics and other more mathematically expressed branches of the natural sciences belongs to the Franciscan orders (more influenced by Neoplatonism). Science emerged then as profound and experimentally verifiable theoretical knowledge based on ideation through the construction of the objects of experimental research.

scholarly journals Biology contents in curricula of compulsory education in Serbia, Finland and England

2014 ◽  
Vol 66 (2) ◽  
pp. 859-866 ◽  
Author(s):  
Ana Djokic-Ostojic ◽  
Tomka Miljanovic ◽  
Tijana Pribicevic ◽  
Snezana Parezanovic-Ristic ◽  
Marina Topuzovic
Keyword(s):  
Research Work ◽  
Compulsory Education ◽  
Natural Sciences ◽  
European Countries ◽  
Biological Knowledge ◽  
School Subjects ◽  
The World ◽  
Integrated Or ◽  
Teaching Programs ◽  
Nature And Society

At this moment in time, which is marked by extremely negative human influences on the environment, and when a sustainable development of nature is needed, school has a significant role in developing students? knowledge, skills and attitudes towards natural sciences. In European countries, students gain biological knowledge during primary school either through integrated or specific subjects. This paper contains the results of a comparative analysis of the biological content in teaching programs and curricula in three European countries - Serbia, Finland and England. In Serbia, biological contents are included in two integrated subjects (The World Around Us and Nature and Society) during the first cycle of compulsory education, while during the second cycle they are included in a separate subject - biology - and are linearly arranged. Throughout compulsory education in Finland and England, biological contents are concentrically arranged and are realized through the students? research work in their surroundings in several school subjects.

scholarly journals Traditional Ecological Knowledge

2021 ◽  
pp. 181-194
Author(s):  
Corinna Casi ◽  
Hanna Ellen Guttorm ◽  
Pirjo Kristiina Virtanen
Keyword(s):  
Traditional Ecological Knowledge ◽  
Environmental Knowledge ◽  
The Arctic ◽  
Ecological Knowledge ◽  
Natural Phenomena ◽  
Beliefs And Practices ◽  
Brazilian Amazonia ◽  
Dynamic Relationship

This chapter argues that the concept of Traditional Ecological Knowlegde means more than the accumulated environmental knowledge and comprehension of natural phenomena. Rather, it is constituted by a set of evolving beliefs and practices that understands its own dynamic relationship with other beings in the environment. The examples of Traditional Ecological Knowledge (TEK) illustrated in this chapter include Apurinã and Manchineri communities in Brazilian Amazonia, and Sámi communities in the Arctic.

scholarly journals Funkcjonowanie miast Azji Południowo-Wschodniej w ramach międzynarodowych sieci współpracy

2019 ◽  
Vol 72 (3) ◽  
pp. 115-132
Author(s):  
Tomasz Kamiński
Keyword(s):  
Climate Policy ◽  
Flow Model ◽  
Global Climate ◽  
Environmental Knowledge ◽  
Practical Implementation ◽  
Ecological Knowledge ◽  
The European Union ◽  
Quezon City ◽  
Asian Cities ◽  
The City

Although climate policy is formulated at national and supranational levels (for example, the European Union, the United Nations), cities are responsible for its practical implementation. As a consequence, actions taken by local authorities are becoming an important factor in the success of global climate policy. One of the cities’ activities is sharing environmental knowledge within international city networks. This form of international cooperation is also becoming increasingly popular in Southeast Asia.This article analyses the participation of Asian cities in the three most important networks dealing with the exchange of ecological knowledge: C40, City Net and ICLEI. Based on interviews with representatives of all surveyed networks and the city officials of Quezon City, Philippines, I present the characteristics of cities functioning in networks, in particular the knowledge flow model, which has a certain postcolonial feature but also promotes social dialogue and cooperation with local partners.

Social science, methodology of

2018 ◽  
Author(s):  
Alex Rosenberg
Keyword(s):  
Social Sciences ◽  
Social Science ◽  
Philosophy Of Science ◽  
Research Design ◽  
Natural Science ◽  
Physical Science ◽  
Natural Sciences ◽  
Special Importance ◽  
The Social

Each of the sciences, the physical, biological, social and behavioural, have emerged from philosophy in a process that began in the time of Euclid and Plato. These sciences have left a legacy to philosophy of problems that they have been unable to deal with, either as nascent or as mature disciplines. Some of these problems are common to all sciences, some restricted to one of the four general divisions mentioned above, and some of these philosophical problems bear on only one or another of the special sciences. If the natural sciences have been of concern to philosophers longer than the social sciences, this is simply because the former are older disciplines. It is only in the last century that the social sciences have emerged as distinct subjects in their currently recognizable state. Some of the problems in the philosophy of social science are older than these disciplines, in part because these problems have their origins in nineteenth-century philosophy of history. Of course the full flowering of the philosophy of science dates from the emergence of the logical positivists in the 1920s. Although the logical positivists’ philosophy of science has often been accused of being satisfied with a one-sided diet of physics, in fact their interest in the social sciences was at least as great as their interest in physical science. Indeed, as the pre-eminent arena for the application of prescriptions drawn from the study of physics, social science always held a place of special importance for philosophers of science. Even those who reject the role of prescription from the philosophy of physics, cannot deny the relevance of epistemology and metaphysics for the social sciences. Scientific change may be the result of many factors, only some of them cognitive. However, scientific advance is driven by the interaction of data and theory. Data controls the theories we adopt and the direction in which we refine them. Theory directs and constrains both the sort of experiments that are done to collect data and the apparatus with which they are undertaken: research design is driven by theory, and so is methodological prescription. But what drives research design in disciplines that are only in their infancy, or in which for some other reason, there is a theoretical vacuum? In the absence of theory how does the scientist decide on what the discipline is trying to explain, what its standards of explanatory adequacy are, and what counts as the data that will help decide between theories? In such cases there are only two things scientists have to go on: successful theories and methods in other disciplines which are thought to be relevant to the nascent discipline, and the epistemology and metaphysics which underwrites the relevance of these theories and methods. This makes philosophy of special importance to the social sciences. The role of philosophy in guiding research in a theoretical vacuum makes the most fundamental question of the philosophy of science whether the social sciences can, do, or should employ to a greater or lesser degree the same methods as those of the natural sciences? Note that this question presupposes that we have already accurately identified the methods of natural science. If we have not yet done so, the question becomes largely academic. For many philosophers of social science the question of what the methods of natural science are was long answered by the logical positivist philosophy of physical science. And the increasing adoption of such methods by empirical, mathematical, and experimental social scientists raised a second central question for philosophers: why had these methods so apparently successful in natural science been apparently far less successful when self-consciously adapted to the research agendas of the several social sciences? One traditional answer begins with the assumption that human behaviour or action and its consequences are simply not amenable to scientific study, because they are the results of free will, or less radically, because the significant kinds or categories into which social events must be classed are unique in a way that makes non-trivial general theories about them impossible. These answers immediately raise some of the most difficult problems of metaphysics and epistemology: the nature of the mind, the thesis of determinism, and the analysis of causation. Even less radical explanations for the differences between social and natural sciences raise these fundamental questions of philosophy. Once the consensus on the adequacy of a positivist philosophy of natural science gave way in the late 1960s, these central questions of the philosophy of social science became far more difficult ones to answer. Not only was the benchmark of what counts as science lost, but the measure of progress became so obscure that it was no longer uncontroversial to claim that the social sciences’ rate of progress was any different from that of natural science.

scholarly journals Exploring Perceived Well-Being from Urban Parks: Insights from a Megacity in Latin America

2020 ◽  
Vol 12 (18) ◽  
pp. 7586
Author(s):  
Andrea Parra-Saldívar ◽  
Sebastián Abades ◽  
Juan L. Celis-Diez ◽  
Stefan Gelcich
Keyword(s):  
Native Species ◽  
Negative Impact ◽  
Urban Parks ◽  
Well Being ◽  
Developed Countries ◽  
Global Scale ◽  
Ecological Knowledge ◽  
Middle Income ◽  
Middle Income Countries ◽  
The Relationship

Urbanization has impacted biodiversity and ecosystems at a global scale. At the same time, it has been recognized as a driver of the physical and emotional gap between humans and nature. The lack of direct contact with nature can have a negative impact on several aspects of human well-being and change knowledge and attitudes of people towards the environment. However, this phenomenon is still poorly understood in megacities outside developed countries. Here, we explore the relationship between ecological knowledge and self-reported well-being in an important urban park in Santiago, Chile. We conducted semi-structured surveys of park users to explore their beliefs, preferences, ecological knowledge of plants and birds, and self-reported well-being. Citizens associated urban parks mainly with “nature,” and particularly with the presence of trees and plants. Trees were recognized as the most relevant elements of urban parks; in turn, birds were ranked as the less relevant. Regarding formal ecological knowledge, respondents correctly identified an average of 2.01 plants and 2.44 birds out of a total of 10 for each taxon, and exotic species were more likely to be recognized. Park users also reported high scores for self-reported well-being. Interestingly, variance of self-reported well-being scores tended to increase at low levels of ecological knowledge of trees, but no significant relationship was detected with knowledge of birds, nor native species. Ecological knowledge of trees was positively related to self-reported well-being. Results suggest that parks can positively contribute to bring people closer to nature in middle-income countries. Improving ecological knowledge can be critical to restore the relationship between humans and nature in megacities.

scholarly journals THE STATE OF ECOLOGICAL KNOWLEDGE AS AN ELEMENT OF ECOLOGICAL AWARENESS

2020 ◽  
Vol XXII (4) ◽  
pp. 183-191
Author(s):  
Agnieszka Siedlecka ◽  
Izabella Sikorska-Wolak
Keyword(s):  
National Parks ◽  
Social Life ◽  
Educational Institution ◽  
The State ◽  
Environmental Knowledge ◽  
Ecological Knowledge ◽  
Ecological Awareness ◽  
Level Of Knowledge ◽  
And Training

The aim of the article is to present the state of environmental knowledge of young people. Contemporary perception of environmental problems has been evaluated in recent decades. More and more often are the problems related to climate change and our role in activities to maintain the values of the natural environment directly visible. The implementation of the idea of sustainable development not only in economic but also social life creates opportunities for both broadening one’s knowledge and taking actions for nature. Environmental awareness presented in the article is based on the assessment of the state of ecological knowledge. The research, on the basis of which the article was developed, was carried out in 2004 on a group of students from Warsaw University of Life Sciences, and was repeated in 2019. The research was carried out in a group of students of the faculty of Economics. The obtained results indicated that the main sources of acquiring knowledge on topics related to the environment are changing, and the role of education and training in the educational institution is increasing. On the other hand, the level of ecological awareness, expressed in the state of knowledge, varies in terms of subject matter. In the case of defining the five researched terms, it was possible to observe a higher correctness of the assignment of terms and their definition among the respondents from the second survey carried out in 2019. The respondents from the repeated survey also showed a higher level of knowledge in the field of knowledge of national parks in Poland.

scholarly journals Parent-Child Conversations About Biological Kinds as a Potential Contributor to the Variability in Biological Knowledge

2019 ◽  
Vol 23 (1) ◽  
pp. 238-276
Author(s):  
Andrzej Tarłowski
Keyword(s):  
Original Data ◽  
Biological Knowledge ◽  
Ontological Commitments ◽  
Living Things ◽  
Parent Child Interactions ◽  
Direct Exposure ◽  
Potential Contributor ◽  
Parental Input ◽  
Parent Child

Abstract There is a growing body of research on variability in the early development of biological knowledge. Most of the studies focus on the variability related to culture and direct exposure to nature, however, there is also data suggesting that parental input plays an important role. In children’s first years of life, parents play a key role in scaffolding development. It is therefore very important to provide a detailed account of how parents contribute to children’s understanding of living things, and how they convey biological knowledge through everyday conversations. The present article provides a review of the literature on variability in biological knowledge and parent-child conversations about biological kinds. It also presents original data from parent-child interactions while viewing picture books. Eighteen parent-child dyads who differed in the level of parental expertise within biology, talked while viewing books containing 24 photographs of animals and plants. The speech analysis specified labeling, perceptual and conceptual descriptions, relational, and mentalistic talk. Parents also completed a questionnaire on the child’s interests. The results showed that biology expert families produced more content overall, and a higher proportion of relational content than lay families. The findings help elucidate the specific role parents have in shaping children’s early biological understanding. In particular, I discuss the role of relational language in shaping children’s ontological commitments.

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