Relevant bibliographies by topics / Ecological and pedagogical activity

Academic literature on the topic 'Ecological and pedagogical activity'

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Published: 30 May 2022
Last updated: 31 May 2022

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Journal articles on the topic "Ecological and pedagogical activity"

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Sherimmat, Avazov, Farxod Saydamatov, and Hikmatullo Allaberganov. "Ecopedagogical Activity - As An Innovative Process In Geography Education." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 477–84. http://dx.doi.org/10.37547/tajssei/volume03issue04-76.

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This article states that "Eco-pedagogical activity as an innovative process in geography education", Eco-pedagogical activity - as a prerequisite and basis for innovative development of modern society, ie the evolution of man and the environment, society and nature. This activity is aimed at creating the most favorable conditions for the development of geo-ecological thinking and consciousness in the student, the subject of which is the "geo-ecological culture of the student", as well as its content and main directions.
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Віталій Глуханюк, Віктор Соловей, and Світлана Цвілик. "PEDAGOGICAL DESIGN OF PUPILS’ ENVIRONMENTAL-TECHNOLOGICAL ACTIVITY OF GENERAL SECONDARY EDUCATION." Psychological and Pedagogical Problems of Modern School, no. 2(4) (September 4, 2020): 15–24. http://dx.doi.org/10.31499/2706-6258.2(4).2020.222896.

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The article says about the problem of formation of personality’s ecological culture. The purpose of the article is to substantiate the organization of project environmental and technological activities of students of general secondary education institutions (GSEI).The two-sided process of formation of pupils' ecological and technological competences of the GSEI has been considered in the teaching of school subjects and in public nature conservation activities. An important method and effective tool in this process is ecological and technological design.The results of the project activity are gradually fixed in the form of a description and justification of the choice of purpose taking into account economic, environmental and social aspects, sketches and drawings, technological maps, selection of equipment and products, ready for implementation or specific solution of the problem. The aggregate of these characteristics and the finished product assesses the level of ecological and technological preparation of pupils of the GSEI. By organizing and designing the educational process, the pupils independently acquire the abilities (initiative, flexibility, mobility, willingness to make decisions, analytical and critical thinking).It has been proved that the project activities provide the consolidation and systematization of the content of ecological training and its components; the development of a coherent system of knowledge and environmental awareness among the students of general secondary education institutions.
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Niyazova, Amina A., and Anvar N. Khuziakhmetov. "Continuous social and environmental education of the future teacher in the interests of sustainable development of society." Perspectives of Science and Education 52, no. 4 (September 1, 2021): 147–59. http://dx.doi.org/10.32744/pse.2021.4.10.

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Introduction. The concept of sustainable development defines the socio-ecological direction as the leading one in the system of interaction between society and nature, which emphasizes the importance of continuous socio-ecological education of the individual. Continuous socio-ecological education in the interests of sustainable development provides not only the solution of socio-ecological problems, the co-evolution of society and nature, but also the upbringing of an ecologically cultural and educated person, where the leading role is assigned to the teacher. Modern higher pedagogical education is a mechanism for the development of the socio-ecological education of a future teacher, which determines the readiness of the last to implement continuous socio-ecological education of students. Materials and methods. The experimental study involved 285 students enrolled in the educational program "Pedagogical education". The study was based on the Tobolsk D.I. Mendeleev Pedagogical Institute (branch of Tyumen State University), BI HE KhMAO-Ugra "Surgut State Pedagogical University". The study was based on theoretical, empirical, survey-diagnostic and mathematical methods (Fisher φ-criterion). Research results. A theoretical systematic analysis of the literature made it possible to reveal the content of the concepts of “socio-ecological education for sustainable development”, “socio-ecological education of a teacher”, to develop and present the structure and process of development of socio-ecological education of a teacher, which fills and enriches the theory of pedagogical science with new knowledge. The statistical analysis of the results obtained showed the reliability of differences in the level of development of the socio-ecological education of the future teacher in motivational-value (φemp = 5.78; p≤0.01), cognitive (φemp = 6.80; p≤0.01), activity (φemp = 4.89; p≤0.01) and reflexive-regulatory components (φemp = 7.28; p≤0.01), which indicates the positive dynamics of the level of development of socio-ecological education of the future teacher. Conclusions. The conducted experimental work showed the effectiveness of the implemented organizational and pedagogical conditions in the process of professional training of a future teacher for continuous socio-ecological education in the interests of sustainable development of society and the positive dynamics of the development of socio-ecological education of a future teacher, the reliability of which was statistically confirmed using the Fisher t-criterion.
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Мингалеева, Милеуша Талгатовна. "EXPERIMENTAL PEDAGOGICAL ACTIVITY OF THE SCHOOL ON ECOLOGICAL AND PATRIOTIC EDUCATION OF PUPILS." Pedagogical Review, no. 1(35) (February 10, 2021): 18–23. http://dx.doi.org/10.23951/2307-6127-2021-1-18-23.

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Анализируется опыт воспитательной деятельности школы в рамках реализации экспериментальной программы эколого-патриотического воспитания. Рассмотрены основные подходы и содержание организации воспитательной работы, обозначены личностные показатели результата воспитательной работы. Представлены диагностический результат повышения показателей уровня воспитанности и модель выпускника школы в качестве результата воспитательной деятельности. В качестве основных характеристик деятельности выявлены следующие: экологическая и гражданская ответственность, интерес к этноэкологическим знаниям, отзывчивость, общественная и творческая активность. Рассмотрены результаты участия в конкурсах и олимпиадах в рамках реализации эколого-патриотической программы. The article analyzes the experience of educational activities of the school in the framework of the experimental program of ecological and patriotic education. Based on the state standard and taking into account national characteristics, the educational system of the school is aimed at developing student‘s ecological culture, patriotism, which consists of a responsible attitude to the nature of the native land, to the historical past of the Motherland, and education of civic responsibility. Environmental responsibility and civil responsibility have common tasksprotection of native nature from the harmful influence of people, preservation of monuments of the Fatherland and nature. Ecological culture-the quality of a person, the degree of moral attitude to the world around them, to nature, a sense of responsibility for the ecological state of their country, their small homeland. The experimental program is based on interdisciplinary and systematic approaches that involve: orientation to the development of personal qualities of the student, comprehensive personal development, active involvement in environmental and patriotic activity. The system-activity approach is a modern approach to the organization of the educational process, in which the student’s cognitive activity is accompanied by practical activities, and their own creative experience is acquired. The content of the organization of educational work is revealed, personal indicators of the result of educational work are indicated. To the pedagogical conditions of increase of efficiency of ecological and Patriotic education are: to integrate environmental and patriotic education, the use of ethnocultural means of education, the process of ecological and patriotic education of students involves the use of active forms and methods of educational work. The article presents the diagnostic result of improving the level of education and the model of a school graduate as a result of educational activities. The main characteristics identified are: environmental and civil responsibility, interest in ethno-ecological knowledge, responsiveness, social and creative activity. The results of participation in competitions and Olympiads within the framework of the ecological and patriotic program are considered.
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Niyazova, Amina, Anvar Khuziakhmetov, Rafis Shaimardanov, Olga Balina, and Aram Vartanian. "Pedagogical System of Continuous Socio-Ecological Education of the Future University Professor." E3S Web of Conferences 291 (2021): 05028. http://dx.doi.org/10.1051/e3sconf/202129105028.

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Education is the leading springboard for the formation of an environmentally cultured and educated person who can live and work in today’s rapidly changing society. The environmental crisis and the focus on sustainable development determine the relevance of socio-ecological education in the interests of the Concept of Sustainable Development (1994). The process of professional training of the future professor is based on the Federal State Educational Standard of Pedagogical Education and the professional standard, which defines the universal, general professional, and professional competencies and labor actions of the professor. The lack of special competencies indicates the formation of knowledge, abilities, skills, and experience in the field of socio-ecological education within the framework of general professional and professional competencies. The result of the future professor’s readiness for continuous socio-ecological education of students is determined by the socio-ecological knowledge. The development of socio-ecological knowledge in the conditions of professional training at the university requires the creation of a specific pedagogical system, including forms, methods, technologies, and pedagogical conditions for its development. These conditions include the creation of a socio-eco-oriented educational environment, the integration of formal, non-formal, and informal education, the use of modern digital, information and communication, and educational technologies. The selected components of socio-ecological knowledge: motivational-value, cognitive, activity, and reflexive formed the basis of the experimental study.
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Makarova, Ekaterina Aleksandrovna, and Ekaterina Sergeevna Stepanova. "Monitoring and assessment of pedagogical competence development among bachelors majoring in Ecology." Samara Journal of Science 10, no. 3 (September 1, 2021): 260–64. http://dx.doi.org/10.17816/snv2021103310.

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The paper is devoted to the problem of environmental education implementation in modern conditions through formation of ecological consciousness and ecological culture of students personality within the educational process and outside. To solve this problem it is necessary to develop new approaches to the training of prospective environmental educators and their professional competence development. Its also necessary to control and evaluate all the main components of professional competence. In the structure of the teachers professional competence the authors of the paper include a set of theoretical knowledge and their application in various pedagogical situations, as well as value orientations and a set of indicators of the teachers culture: speech, communication style, attitude to himself/herself and his/her activities and to other fields of knowledge, etc. At the same time, the system of professional education of modern teachers consists of subject training as well as psychological, pedagogical and methodological training, the purpose of which is to form the ability to organize the educational process on principles of personality-oriented interaction. In the structure of professional and pedagogical competence of bachelors majoring in Ecology, it is possible to distinguish meaningful, value-motivational and operational-activity components. The authors also consider possible ways of monitoring and assessment of pedagogical competence development among bachelors majoring in Ecology for pedagogical activity, their professional competence and training.
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KOLODKO, I. "THEORETICAL ASPECTS OF THE CONCEPT “THE READINESS OF PUPILS TO THE ECOLOGICAL ACTIVITY”." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 98–102. http://dx.doi.org/10.33989/2075-146x.2020.26.227552.

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In the article it was analyzed the essence of the concepts “readiness”, “activity”, “ecological activity” from the philosophical, psychological and pedagogical points of view. It was also underlined the significance the readiness of the pupils to the ecological activity for the Ukrainian educational system. There were distinguished two approaches of the historical development of the concept “readiness”: personal and functional. The supporters of the first approach consider the readiness as disclosure of individual qualities of a person and its integrity caused by effective character of an activity with high results. The supporters of the second approach define readiness as certain state of the psychological functions of the person that is the condition of the high results during the performance of any activity. The concept “activity” was analyzed as well. The concept “activity” is defined as the activity of a person that is turned out in the system of actions directed to the achieving of certain goals. The theoretical basics of the concept “ecological activity” were outlined. The author develops and specifies the definition of the concept “the readiness of the teenagers to the ecological activity”. It is based on the knowledge about the essence of ecological activity, emotional and valuable attitude to the process of ecological activity and the usage of received knowledge and skills in the ecological activity.
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Borisova, Tatyana G., and Anna V. Morozova. "The Specifics of the Linguistic and Ecological Discourse in the Pedagogical Anthropology Space." Current Issues in Philology and Pedagogical Linguistics, no. 1 (March 25, 2022): 72–81. http://dx.doi.org/10.29025/2079-6021-2022-1-72-81.

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This article is devoted to the study and description of the features of linguistic and ecological discourse in the professional speech activity of a teacher. The problem under consideration is relevant due to the need for a comprehensive study of the linguistic specifics of the speech of participants in the educational process. Establishing the relationship between the goals of communication and the organization of effective learning is the focus of pedagogical anthropology. The stated topic involves addressing the multifactorial aspects of intercultural communication that are relevant for the teacher–student dyad. The purpose of the work is to determine the specifics of linguistic and ecological discourse in the space of pedagogical anthropology. In the linguistic part of the work, when studying factual material, methods of situational analysis of the speech activity of participants in the educational process and quantitative data processing are used. The didactic component of the study is based on the basic principles of pedagogical anthropology, which puts forward certain requirements for the teacher’s speech and allows to identify the conditions for the organization of a safe speech environment. As a result of the conducted research, latent problems of interpersonal relations in the communication process were identified. The criterion apparatus developed in the process of empirical work will allow modeling a comfortable educational space.
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Zahorodnia, Liudmyla, Iryna Danylchenko, and Tetiana Marieieva. "Using an Experience of the European Union to Form Future Preschool Teachers’ Ecological Competence." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 1 (March 16, 2021): 262–80. http://dx.doi.org/10.18662/rrem/13.1/372.

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The article is dedicated to the theoretical and methodological aspects of the future preschool educators’ ecological competence formation with using the European Union’s experience in environmental safety and education. The aim of the study is to verify the effectiveness of the implementing the European Union’s experience in the process of the future preschool educators’ ecological competence forming. The authors analyzed domestic and foreign researches on the problem of teacher’s ecological competence. Based on the analysis of literary sources and own experience of teaching activity in the institution of higher education authors gave the definition of the concept "future preschool teacher’s ecological competence", identified and characterized its structural components. A complex of theoretical (analysis, synthesis, comparison, modelling, systematization, generalization) and empirical (testing, observation, pedagogical experiment; methods of mathematical statistics) methods was used to achieve the aim of the research. 92 students (experimental group (n = 45) and control group (n = 47)) of Oleksandr Dovzhenko Hlukhiv National Pedagogical University participated in the study. It has been determined that the teaching the course "Implementing the Strategy of Environmental Security: Integration of European Experience" to the students of the experimental group had a positive effect on the levels of their ecological competence formation.
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Brizga, Dace. "IMPLEMENTATION OF PEDAGOGICAL ACTIVITY OF LABOUR PROTECTION SPECIALISTS IN WORK ENVIRONMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 26, 2016): 24. http://dx.doi.org/10.17770/sie2016vol4.1542.

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Human health and wellness are significantly affected by the observance of labour and civil protection rules both in the work environment and in social life. They are also affected by adequate training which is organised according to the age group and situation in order to reduce the formal attitude to the observance of all types of safety rules. Labour protection specialists themselves will be those who will respect and ensure the observance of the labour and civil protection rules. The aim of this study was to research the implementation of pedagogical activities of labour safety specialists in the work environment. The methodologies used in the research were semi-structured interviews, questionnaires and the analysis of the qualitative data and comments, submitted by labour protection specialists electronically, to clarify the implementation of pedagogical activities in the context of the UNESCO concept of sustainable development of education with the aim to reduce formal attitude towards the observance of labour and civil protection rules, using the model of ecological approach - Process–Person–Context–Time. The text analysis was carried out using the software programme Weft QDA. By improving labour protection specialists’ pedagogical competence, the staff’s (employers’, employees’) expertise also improves or partially improves.
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Dissertations / Theses on the topic "Ecological and pedagogical activity"

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Myrvold, Hanna. "Förskolan - en plats för fysisk aktivitet : En kvalitativ studie om hur verksamma förskollärare på landsbygden arbetar med fysisk aktivitet." Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85273.

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Övervikt och fetma är ett växande problem i samhället. Med hjälp av fysiskaktivitet kan man arbeta för att förhindra detta. Förskolan är en viktig del iarbetet, eftersom en stor del av alla barn mellan 1-5 år är inskrivna i förskolanoch spenderar mycket av sin vakna tid där. Forskning visar att det råder delademeningar om hur upplevelsen av att bo och växa upp på landsbygden ser ut.Syftet med den här studien är att utifrån ett utvecklingsekologiskt perspektivstudera hur verksamma förskollärare på landsbygden beskriver hur arbetet medfysisk aktivitet formas. Kvalitativa intervjuer med förskollärare verksamma pålandsbygden har genomförts för att försöka svara på syftet och frågeställningen. Resultatet i studien presenterar utifrån de olika nivåerna i den utvecklingsekologiska modellen informanternas svar. Dessa visar att för att kunnaskapa förståelse för hur olika instanser i samhället samverkar för barnet sombefinner sig i mitten av modellen. Slutsatsen av studien visar att utifrån Bronfenbrenners modell formas platsen, barnens närmiljö, genom olika nivåer isamhället. De nivåer som presenterats i studien visar på hur viktig interaktionen mellan dessa är för att förstå och kunna skapa förutsättningar för barn iförskolan att utvecklas inom fysisk aktivitet.
Overweight and obesity are a growing problem in society. With the help ofphysical activity, one can work to prevent this. Preschool is an important partof the work, as a large proportion of all children between 1-5 years old areenrolled in preschool and spend much of their waking time there. Researchshows that there are divided opinions about what the experience of living andgrowing up in rural areas looks like. The purpose of this study is to studyfrom a developmental ecological perspective how active preschool teachersin rural areas describe how work with physical activity is formed. Qualitativeinterviews with preschool teachers working in rural areas have been conducted to try to answer the purpose and the question. The results of the studypresent the respondents' responses based on the different levels of the developmental ecological model. These show that in order to create an understanding of how different instances in society interact for the child who is in themiddle of the model. The conclusion of this study shows that based on Bronfenbrenner's model the place, the children's local environment, is formedthrough different levels of society. The different levels presented in this studyshows how important the interaction between these are. By understandingand being able to create the conditions for children in preschool to develop inphysical activity.
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Ivanova, Olena, and Kseniia Kugai. "Psychological peculiarities of pedagogical activity." Thesis, Таврійський державний агротехнологічний університет імені Дмитра Моторного, 2021. https://er.knutd.edu.ua/handle/123456789/18205.

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The purpose of the work is to study the psychological characteristics of pedagogical activity. Each of the teacher’s work spheres makes special requirements for his personal qualities, and therefore the success of pedagogical activity is largely due to the level of certain personal qualities development.
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Varughese, James. "The ICT pedagogic challenges and enablers of grade eight natural science and mathematics teachers in South African classrooms / Varughese J." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7286.

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In South Africa, Science and Technology Education faces many problems. Insufficient numbers of Science and Technology teachers, inadequate in–service training, large classes, instruction with the aim of narrowly orienting students towards examination passes an insufficient integration of technology in the curriculum, and insufficient physical infrastructure dominates the list. The Department of Education envisages the use of ICT as a tool for learning and teaching. ICT has the potential to improve the quality of education and training. If adequate resources are available, and teachers have confidence in the usefulness of ICTs, then the integration of Information and Communication Technology (ICT) may improve the teaching and learning of Mathematics and Science. A review of the literature indicated that the deployment of ICT resources alone will not bring about desirable pedagogical practices in the classroom. There exists a need for interventions that will enhance ICT pedagogical practices in South Africa. The following main research questions were formulated: What are the ICT pedagogic practices used by grade 8 Mathematics and Science teachers in South African classrooms? How do the barriers that grade 8 Mathematics and Science teachers encounter, as well as the support they receive, influence their pedagogical practices? What is the Principal’s role in promoting the emerging pedagogic practices using ICT in South African classrooms? This research comprises a secondary data analysis of the SITES 2006 South African data base. The population and sample for this study was based on the South African grade 8 Mathematics and Natural science teachers. In SITES 2006, the samples comprised more than 504 schools. Due to the fact that ICT is only significantly implemented in two out of nine provinces in South Africa, 25 strata were created to secure fair representation of the population with 666 Mathematics teachers and 622 Natural Science teachers. Bromfenbrenner’s Ecological Systems Theory and Engeström’s Activity Theory was used to investigate Natural Science and Mathematics teachers’ progress in their ICT pedagogical practices through the time–frame 2004 to 2013, as stipulated in the South Africa’s White paper on e–Education policy. Statistical analysis using Statistical Package for Social Sciences was used to address the research and sub–questions. The study found that South African Mathematics and Natural Science teachers’ level of ICT use is small; when they do use ICT, it is enhanced 21st century pedagogic practices. This is in accordance with findings from the international literature study.
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2012.
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Hardman, Joanne. "New technology, new pedagogy? : an activity theory analysis of pedagogical activity with computers." Doctoral thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10656.

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Includes bibliographical references (p. 292-301).
This thesis addresses the question: how does pedagogy vary, if at all with the use of computers in four disadvantaged grade 6 mathematics classrooms in the Western Cape province of South Africa'? To address this question an exploratory multiple case study design allowed for the collection of data in the form of questionnaires interviews and, primarily classroom observations over the course of a year in four disadvantaged schools.
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Saenz, Daniel. "Ecological correlates of anuran breeding activity and community structure." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1575.

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Multiple ecological factors can simultaneously affect species activity and community structure. The goal of my dissertation was to examine the effects of abiotic factors, biotic factors, and succession on anuran communities. I took a three pronged approach dividing the study into three major chapters. First I focused on abiotic factors that affect anuran breeding activity. I found that weather, rainfall and temperature affect the breeding activity of each species differently, and species in my study area can be placed into 5 different groups based on their association with weather and season: 1) breed within a predictable season (summer) independent of local weather patterns 2) breed opportunistically within a predictable season (summer) dependent on local rainfall 3) breed opportunistically within a predictable season (winter) dependent on local temperature 4) breed opportunistically dependent on local flood level rainfall events and 5) breed opportunistically year round dependent on local temperature in the winter and local rainfall in the summer. In the second part of the study, I created a simulation model of an anuran community using published life history parameters of the anuran species in my study system. Results of the model suggest colonizing ability is important for species with low fecundity and high susceptibility to predation. These early succession species tend to be constrained from later stages of succession by predators. Species that are resistant to predators are generally poor colonizers and tend to arrive late in succession, but once they colonize a pond they tend to persist and recruit successfully. Finally, I explored biotic mechanisms that might be important in structuring anuran communities. I found that with the exception of Rana sphenocephala, anuran species occupying sites with shorter hydroperiods had higher activity rates and were more susceptible to predation. Rana sphenocephala appeared to be better at escaping predation than the other species despite a relatively high activity rate. Examination of published phylogenies indicates R. sphenocephala is derived from a species group that uses permanent water suggesting that R. sphenocephala has retained many anti-predator defenses inherited from its ancestors, even though the species now exploits sites with low predator densities.
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Dalmazzone, Silvana. "Economic activity and the resilience of ecological systems : complexity, nonlinearities and uncertainty in economic-ecological modelling." Thesis, University of York, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311013.

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Smith, Hannah. "An ecological approach to increasing physical activity in primary school children." Thesis, Staffordshire University, 2012. http://eprints.staffs.ac.uk/1883/.

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Obesity amongst children and young people is increasing, and it is predicted that over half of the UK population will be obese by 2050. Daily physical activity is effective in preventing and treating overweight and obesity, yet many children do not participate in enough physical activity to be beneficial to health. Behaviour change interventions to increase children‘s physical activity have demonstrated limited impact which is not maintained over the longer-term. The social ecology model recognises that interventions are unlikely to work in the absence of environmental supports. This has led researchers to recommend multi-component interventions in schools, with support through school policies and strategies. This research addresses four key research questions: 1. What are the relationships between the social, economic, physical and political elements of the school environment and physical activity? 2. What are the views, perceptions and experiences of physical activity and the school environment amongst a sample of primary school children? 3. Will an ecological physical activity intervention increase physical activity levels in primary school children in the immediate and longer term (6 months)? 4. Will an ecological intervention change the relationships between pupil perceptions, the school environment, and physical activity?
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Keeling, Jonathan Giles Matthew. "Ecological determinants of muntjac deer Muntiacus reevesi behaviour." Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296650.

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Kirby, Joanne L. M. "Influences on young people's physical activity in Scotland : a socio-ecological approach." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/58290/.

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Aim: I describe the original contribution my work has made to understanding individual, social and environmental influences on physical activity among young people in Scotland. The work I present is based on six publications from five studies. Design/Methodology/Approach: Two studies used quantitative methods and include a 5-year longitudinal study and a cross-sectional pupil and school-level study. Data were collected through self-administered questionnaires. Three studies used qualitative methods including focus group discussions, photography and descriptive writing. All studies involved adolescents (10-15 years) attending schools in Scotland. Key Findings: My longitudinal evidence showed significant gender and developmental effects through early-mid adolescence, particularly at the primary-secondary school transition. While boys reported higher levels of physical activity than girls at all ages, baseline physical activity was a significant predictor of later activity levels for both genders. The importance of social influences was evident across my research. Survey data showed boys to report higher peer support, parental support and independent play than girls. Among both genders, peer, paternal and maternal support decreased with age, whereas independent play increased. Time spent with friends was particularly important and was further highlighted in qualitative findings. Being with friends was a benefit of active travel to school, walking, and general physical activity. Other factors influencing physical activity included proximity and access to local facilities, and the school environment. Most notable was the importance of cost and value for money. In general, pupils were satisfied with school facilities, but felt time for physical education (PE) could be increased. Among adolescent girls, survey data showed the best predictor of physical activity to be hours allocated to PE in fourth year of secondary school. Provision of PE and extra-curricular clubs are likely to be of greater importance to girls’ participation than schools facilities. Longitudinal data showed girls reporting lower levels of perceived competence, self-esteem and physical self-worth than boys at each age. Furthermore, girls’ physical perceptions decreased markedly over time, whereas among boys, only perceived competence decreased, while global esteem increased. Influences on physical activity participation were shown to be context specific, e.g. pupils reported not having bicycle storage as a barrier to cycling to school. Walking was a popular activity among girls, although areas in which walking took place, and reasons for walking could differ between geographical locations. Conclusions: In line with the socio-ecological model, my findings demonstrate the complex interaction of individual, social and environmental factors on physical activity participation among young people. They highlight the need for all sectors to work together in developing the most suitable interventions, considering the activity, its context and the population being targeted.
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Chen, Chun-Ming. "Understanding and changing physical activity behaviour in university students : an ecological perspective." Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/8112.

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Studies have highlighted the prevalence of sedentary behaviours in the university student population and have noted the significant potential for the promotion of physical activity in educational settings for young adults. Following the epidemiological procedure and ecological approach, the main purpose of this thesis focused on the university student population to review the previous research results by a systematic review method (first study), to compare the differences between UK and Taiwanese participants' and relevant effective variables by using a quantitative study method (second study), to have a deeper understanding of the Taiwanese university students' physical activity behaviours by using a qualitative study method (third study), then to evaluate the efficiency of designed interventions in university settings (fourth study). The whole thesis applied the ecological approach to classify the survey variables' effect to university students' physical activity behaviours. A total of 55 published papers were reviewed and majority of studies were conducted in the US using a cross-sectional design. Finding variables consistently related to university students physical activity level were female gender(-), attitude self-efficacy perceived barrier (-), family support (+), physical activity and sport history (+). These survey variables were more consistent in the literature and corresponded to previous adults' study. Some survey variables linked to university student were also found in the literature but still need more studies for this target population to come to a robust conclusion. Seven days recall design measurement and stage of changes survey for physical activity levels were more identified and have been more frequent using in the reviewed papers. Also, more studies on different ethnicity, environmental variables and intervention with different methodology such as qualitative study method are needed to enrich the knowledge of university's students' physical activity behaviours.
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Books on the topic "Ecological and pedagogical activity"

1

Makant, Harold. The ecological footprint of commuting activity at Vodafone. Oxford: Oxford Brookes University, 2000.

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Uruntaeva, Galina, and Ekaterina Gosheva. Psychology of cognition preschooler in professional and pedagogical activity of the teacher. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1074084.

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The monograph is devoted to analysis of professional and pedagogical activity of educator of preschool educational organizations in the aspect of cognition of preschool children. Describes the conceptual presentation of these activities, including structural-functional model of the activities to knowledge and activities for analysis of its process and results in order to assess its effectiveness. In accordance with the business model for knowledge of child the proposed system of professional training of future educators for its development in the learning process at the University, partly experimentally tested. Intended for researchers, professional and pedagogical activity of the teacher of preschool educational institutions, teachers and practitioners of preschool education and teachers and students of psychological and pedagogical universities.
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Reznik, Semen. Postgraduate student of the university: technologies of scientific creativity and pedagogical activity. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1852167.

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The textbook discusses the content, system and technologies of postgraduate studies, preparation for independent scientific activity, methodology of scientific creativity, and provides recommendations for writing, design and defense of a PhD thesis. Considerable attention is paid to the preparation of a graduate student to work at the department of the university, the organization and planning of his life and activities. For graduate students, as well as for students who want to devote themselves to scientific and pedagogical activities.
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Verch, Richard L. Nongame breeding bird activity in an intensively cultured populus plantation. St. Paul, MN: North Central Forest Experiment Station, Forest Service, U.S.D.A., 1986.

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Pogorzelska, Marzanna. Amnesty International: Wybrane aspekty działalności pedagogicznej = Amnesty International : the chosen aspects of pedagogical activity. Opole: Wydawnictwo Uniwersytetu Opolskiego, 2013.

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Vahrusheva, Lyudmila. Development of mental activity of preschool children. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1093072.

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The textbook reveals the general issues of organizing the mental activity of preschool children: the development of mental actions and mental abilities, the features of developing, problem-based learning and its methods, the meaning and place of active methods of organizing mental activity in pedagogical work with children, the technology of using active learning tools — intellectual games and cognitive fairy tales. For the organization of independent work of students, sample topics of seminars, practical classes, questions for the test, the final test of the discipline are offered. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education institutions of pedagogical profile, students of the system of additional professional education( advanced training), practitioners of preschool educational institutions and all those who are interested in the development of the mental activity of preschoolers.
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Animals alive!: An ecological guide to animal activities. [Niwot, CO]: Roberts Rinehart, 1994.

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Ovchinskiy, Vladimir. Theory of operational-search activity. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1199941.

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The textbook contains basic unclassified provisions of the theory of operational investigative activity, the study of which meets the requirements of the state standard of higher legal education. The fundamental works of scientists who have made a significant contribution to the formation and development of the theory of operational search activity are used. Meets the requirements of the federal state educational standards of higher education of the latest generation. For cadets and students of higher educational organizations of the law enforcement system, students studying in the direction of training 40.03.01 "Jurisprudence" (bachelor's level), graduate students and adjuncts, as well as for scientific and pedagogical workers and anyone interested in theoretical issues of operational investigative activities.
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Shomansurov, S. Ėkologicheskie uslovii︠a︡ Pamira i zhiznedei︠a︡telʹnostʹ rasteniĭ: Ecological factors of Pamir and vitality activity of plants. Dushanbe: Izdatelʹstvo "Donish", 2005.

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The logics of party formation: Ecological politics in Belgium and West Germany. Ithaca: Cornell University Press, 1989.

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Book chapters on the topic "Ecological and pedagogical activity"

1

Ridgway, Avis, Gloria Quiñones, and Liang Li. "Dimensions of Play Activity." In Early Childhood Pedagogical Play, 47–68. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-475-7_5.

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Stoffel, Markus, Juan A. Ballesteros-Cánovas, Christophe Corona, and Karel Šilhán. "Deciphering Dendroecological Fingerprints of Geomorphic Process Activity." In Ecological Studies, 279–303. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61669-8_12.

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Veste, M., B. G. Heusinkveld, S. M. Berkowicz, S. W. Breckle, T. Littmann, and A. F. G. Jacobs. "Dew Formation and Activity of Biological Soil Crusts." In Ecological Studies, 305–18. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-75498-5_21.

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Bölter, M., E. Kandeler, S. J. Pietr, and R. D. Seppelt. "Heterotrophic Microbes, Microbial and Enzymatic Activity in Antarctic Soils." In Ecological Studies, 189–214. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/978-3-642-56318-8_11.

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Terpstra, Marjorie. "TPACKtivity: An Activity-Theory Lens for Examining TPACK Development." In Technological Pedagogical Content Knowledge, 63–88. Boston, MA: Springer US, 2014. http://dx.doi.org/10.1007/978-1-4899-8080-9_4.

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Adis, Joachim. "Terrestrial Invertebrates: Survival Strategies, Group Spectrum, Dominance and Activity Patterns." In Ecological Studies, 299–317. Berlin, Heidelberg: Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-662-03416-3_14.

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Stocks, Brian J., Michael A. Fosberg, Michael B. Wotton, Timothy J. Lynham, and Kevin C. Ryan. "Climate Change and Forest Fire Activity in North American Boreal Forests." In Ecological Studies, 368–76. New York, NY: Springer New York, 2000. http://dx.doi.org/10.1007/978-0-387-21629-4_20.

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Morisbak, I. "Adapted Physical Education: The Role of the Teacher and Pedagogical Practices." In Adapted Physical Activity, 235–43. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-74873-8_36.

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Ylimaki, Rose M., and Lynnette A. Brunderman. "Going Deeper into Curriculum and Pedagogical Activity." In Evidence-Based School Development in Changing Demographic Contexts, 73–79. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76837-9_6.

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AbstractThis chapter takes a deeper dive into curriculum and pedagogy as these are defined and applied within education. Here terminology like pedagogy, curriculum, leadership (including leadership teams) and education itself are defined in terms of a particular ‘educational’ interest. Such an approach also features a mediation among state and national standards and the needs and interests of children. This approach sees the task of educating children as necessarily occurring in the pedagogical relation between teacher and student in classrooms and between formal leader/principal and teacher in schools and between district leader/superintendent and principals. We recognize the value of understanding the foundations of education developed in earlier times of political and cultural uncertainty. We explicitly define key terms for education, curriculum, pedagogy and leadership in school development using foundational understandings amidst the contemporary situation. Application of the concepts is explored through case studies.
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Flanagan, P. W. "Substrate Quality Influences on Microbial Activity and Mineral Availability in Taiga Forest Floors." In Ecological Studies, 138–51. New York, NY: Springer New York, 1986. http://dx.doi.org/10.1007/978-1-4612-4902-3_10.

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Conference papers on the topic "Ecological and pedagogical activity"

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Nedyurmagomedov, G. G. "ECOLOGICAL EDUCATION OF STUDENTING TEENAGERS IN THE PROCESS OF EDUCATIONAL ACTIVITY." In Prirodopol'zovanie i ohrana prirody: Ohrana pamjatnikov prirody, biologicheskogo i landshaftnogo raznoobrazija Tomskogo Priob'ja i drugih regionov Rossii. Izdatel'stvo Tomskogo gosudarstvennogo universiteta, 2020. http://dx.doi.org/10.17223/978-5-94621-954-9-2020-99.

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The article considers the role of environmental education in the formation of the ecological culture of students of adolescents as the ultimate goal. Based on the analysis of the results of experimental work, the effectiveness of the proposed pedagogical conditions for the formation of ecological culture in the process of educational activity in the lessons of natural sciences is revealed.
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Abubakirova, Margarita I., and L. V. Belopashentseva. "The academic library as an organization and methodological center for ecological education of young people." In The libraries and ecological education: Theory and practice. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-227-2-2020-28-32.

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The librarians’ understanding the value of quality information, freedom of expression, access to information and quality resource base enable them to get enthusiastically in educating the population for the sake of sustainable development. Since the late 20-th century, the ecological vector has been being developed in libraries, and it is much more relevant today. The experience of the technological university’s academic library in organization and support of inclusive educational center for schoolchildren is discussed. This activity has consolidated the efforts of various groups of university community: students participating in pedagogical teams, ecological volunteers, professors, and librarians.
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Azimzade, Y. M. "PEDAGOGICAL COMPETENCE AND PEDAGOGICAL ACTIVITY." In I International youth conference "Perspectives of science and education". Prague: Premier Publishing s.r.o., 2018. http://dx.doi.org/10.29013/i-conf-usa-1-58-65.

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Dautova, O. B. "Change Of Student's Position At Transition From Learning Activity To Educational Activity." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.22.

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Kostryukova, Anastasiya. "PEDAGOGICAL CONDITIONS OF RECREATION AND ECOLOGICAL TEACHING TOURISM STUDENTS." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/35/s13.050.

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Khuzin, I. R., S. O. Magfurova, E. T. Akhmetova, and O. M. Burenkova. "Stimulation of Teacher’s Pedagogical Activity Quality." In “New Silk Road: Business Cooperation and Prospective of Economic Development” (NSRBCPED 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200324.032.

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Damadaeva, Anjela. "Pedagogical Conditions Of Forming The Ecological Culture Of High Schoolers." In SCTCMG 2019 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.04.85.

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Tsibulnikova, V., A. Bogatikova, and A. Hoptinskaya. "Teacher's vocation to health-creating pedagogical activity." In Scientific achievements of the third millennium. LJournal, 2019. http://dx.doi.org/10.18411/scienceconf-09-2019-09.

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Yakovleva, S. V. "Biography in Pedagogical Activity: Theory and Practice." In Proceedings of the First International Volga Region Conference on Economics, Humanities and Sports (FICEHS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aebmr.k.200114.123.

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Mingaleeva, Mileusha T. "INNOVATIVE FORMS OF ECOLOGICAL EDUCATION." In Treshnikov readings – 2021 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-08-2-2021-114-115.

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With the introduction of the federal state educational standard of general education, new methods of functioning and development of environmental education are required. This is reflected in the humanization, democratization of the pedagogical process, in the use of innovative forms and methods of environmental education.
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Reports on the topic "Ecological and pedagogical activity"

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Hpedt I.Y., Golovikhin T.V., katenkov A.N. Pedagogical Conditions of Competitive Activity Effectiveness Increase in Kudo. Povolzhskaya State Academy of Physical Culture of Sports and Tourism, September 2017. http://dx.doi.org/10.14526/03_2017_242.

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Gaponenko, Artiom, and Vitaly Gaponenko. Site «Gaponenko Artiom Vasilievich – autobiography and results of scientific and pedagogical activity». Science and Innovation Center Publishing House, April 2021. http://dx.doi.org/10.12731/www.gaponenko.info.

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The site of Artiom Vasilyevich Gaponenko (https://www.gaponenko.info/) is intended to give a holistic view of the personality and the results of the scientific and pedagogical activity of the author. The site contains an autobiography, a list of scientific and pedagogical works, a link to the developed educational system MLESYS (https://mlesys.ru/), as well as information about advanced training, professional retraining and participation of A.V. Gaponenko. in competitions. At the bottom of the site page there is a personal Science Index counter (RSCI), there is a link to the author's portfolio.
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Nazarenko, A. V., and Kolesnik. ROLE AND PLACE OF ECOLOGICAL SELF-EDUCATION INECOLOGICAL PROFESSION PEDAGOGICAL COMPETENCE IMPROVEMENT OF FUTURE TEACHER. Federal State Budgetary Educational Establishment of Higher Vocational Education "Povolzhskaya State Academy of Physical Culture, Sports and Tourism" Naberezhnye Chelny, December 2013. http://dx.doi.org/10.14526/44_2013_18.

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Nazarenko, A. V. DEVELOPMENT OF ENVIRONMENT STATE PERCEPTION AS A FACTOR ECOLOGICAL PROFESSIONAL PEDAGOGICAL EDUCATION IMPROMENT IMPROVEMENT OF THE FUTURE TEACHERS. Federal State Budgetary Educational Establishment of Higher Vocational Education "Povolzhskaya State Academy of Physical Culture, Sports and Tourism" Naberezhnye Chelny, December 2013. http://dx.doi.org/10.14526/43_2013_15.

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Demeuov, Аrman, Ordenbek Mazbayev, Gulbanu Aukenova, Ihor Kholoshyn, and Iryna Varfolomyeyeva. Pedagogical possibilities of tourist and local history activities. EDP Sciences, June 2021. http://dx.doi.org/10.31812/123456789/4620.

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In the new socio-economic conditions in the education system, forms of organization of tourist and local history activities are developing, which are based on traditions, experience of extracurricular and extracurricular work, taking into account the changes that have occurred in the country. Life requires that the tasks facing educational institutions are resolved quickly and have not just any solution, but one that optimizes the pedagogical process. At the same time, these requirements come into conflict with the state of the education system, the limited ability of most parents to create conditions for the full development of the child. The tasks facing the education system can be implemented in tourism and local history activities. The main task is to create the necessary conditions for the comprehensive development of the child’s personality, his social adaptation in the process of participation in various types of tourist and local history activities. However, the school teacher is not ready to organize and conduct tourist and local history activities at school, as he is not professionally prepared for this activity. Questions of the organization, forms and methods of teacher training for the organization of tourist and local history activities are practically not reflected in the educational and methodological literature. There are no scientific studies that would allow us to effectively solve the pedagogical tasks of preparing the organizers of tourist and local history activities in the school.
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TETINA, S. V., Yu V. GUTROVA, I. E. ZHIDKOVA, Yu G. MAKOVETSKAYA, E. S. KRASNITSKAYA, E. G. KOLIKOVA, and N. O. NIKOLOV. BUSINESS DIDACTIC GAME "INDIVIDUAL METHODOLOGICAL STYLE OF TEACHER'S ACTIVITY". SIB-Expertise, March 2022. http://dx.doi.org/10.12731/er0543.17032022.

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Abstract: the proposed business didactic game is aimed at developing the creative attitude of the teacher to his own professional activity. The motivational material of a business didactic game allows the teacher to understand that his activity has sometimes elusive pedagogical algorithms and strategies, the totality of which can be called such a concept as an individual methodological style of activity. In addition to pedagogical strategies, this concept reflects the unique psychological qualities of the individual, which allow the teacher to influence the quality of the acquired knowledge. It is also emphasized that the concept of an individual style of activity is the result of the teacher's internal hard work, the result of a long search, value. On this basis, the individual style of activity rejects the concept of "charisma", since it is self-sufficient and does not need to be theatrically announced to any audience. All the value bases of an individual methodological style of activity are aimed not at narcissism, but at helping students in mastering the internal content of a particular academic subject. The leading sign of the formation of an individual methodological style of activity is the ability to correctly combine one's original author's position on the content principles of the taught subject with the guiding and prescriptive lines of the work program. The author's position of the teacher, which combines the emotional and rational components, is also reflected in external behavioral mechanisms. At the same time, expressive forms of behavior are not a mandatory feature of the individual style of methodological activity. A special style of preparing educational material, a list of methods and forms of teaching is structured on the basis of a situational understanding of the subtle mechanisms of teaching, educating and developing schoolchildren
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Rybalko, Lina, and Elena Lavrentieva. Innovative Technologies Application in Education as a Condition for Education for Society Sustainable Development. International Journal of Engineering & Technology, 2018. http://dx.doi.org/10.31812/123456789/4573.

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The article presents the results of the scientific research on the issue of environmental studies based on ecological-evolutionary approach. The meaning and content of the term ecological-evolutionary approach and the conceptual ideas of ecological-evolutionary approach (the idea of evolution and ecocentrism) are explained. Teaching technologies based on ecological-evolutionary approach are characterized with the approach explained as the innovative technology that, in use, will provide modernization of environmental studies within the educational aspect for the society’s sustainable development. The pedagogical experiment results are presented, confirming the technology’s effectiveness based on ecological-evolutionary approach and the implementation of ecological-evolutionary approach concepts and didactic fundament in teaching environmental subjects.
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Перерва, Вікторія Вікторівна. Педагогічні умови становлення професійно-термінологічної компетентності майбутнього вчителя біології. Державний заклад «Південноукраїнський національний університет імені К. Д. Ушинського», 2019. http://dx.doi.org/10.31812/123456789/4233.

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У статті розкрито сутність поняття «умова» та охарактеризовано зміст поняття «педагогічні умови». На основі узагальнення існуючих наукових підходів подано розуміння педагогічних умов формування професійно-термінологічної компетентності майбутніх вчителів біології в ході фахової підготовки. Визначено та обґрунтовано основні педагогічні умови формування професійно-термінологічної компетентності майбутніх вчителів біології. В статье раскрыта сущность понятия «условие» и охарактеризованы содержание понятия «педагогические условия». На основе обобщения существующих научных подходов подано понимание педагогических условий формирования профессионально-терминологической компетентности будущих учителей биологии в ходе профессиональной подготовки. Определены и обоснованы основные педагогические условия формирования профессионально-терминологической компетентности будущих учителей биологии. In the article essence of concept «condition» is exposed and maintenance of concept «pedagogical condition» is described. The generalization of existent scientific approaches the understanding of pedagogical terms of forming of professional and terminology competence of future biology teachers is given in the process of professional preparation. The main aspect of modern pedagogical research of the increasing the efficiency of the educational process problems is the identification, substantiation and verification of pedagogical conditions that ensure the success of the activity. The problem of identifying and substantiating the pedagogical conditions of professional and terminological competence of future biology teachers formation during professional training remained out of the attention of the researchers. The effective pedagogical conditions depend on the clearly determining the structure of methodological support in accordance with the ultimate goal, as well as on the implementation of an interdependent set of conditions. Considering that for the biology teacher, as well as for the doctor, Latin is the basis of professional and terminological competence.
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Nosenko, Yuliya H., Maiia V. Popel, and Mariya P. Shyshkina. The state of the art and perspectives of using adaptive cloud-based learning systems in higher education pedagogical institutions (the scope of Ukraine). [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3246.

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The article deals with the problems of using adaptive cloud-based learning systems (ACLS) in the modern high-tech educational environment and expanding access to them as tools of educational and research activity at higher education pedagogical institutions in Ukraine. The conceptual apparatus of cloud-based adaptive learning systems application and design is considered; their main characteristics are revealed; the ways of their pedagogical application are described. The experience of Institute of Information Technologies and Learning Tools of NAES of Ukraine on designing and applying of the cloud-based learning and research environment is outlined. The results of the survey of 31 higher education pedagogical institutions on using ACLS are presented. It is established that in the near future ACLS will become the driving force behind the development of new pedagogy, new strategies for personalizing education, and expanding opportunities for active learning.
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Morkun, Volodymyr S., Сергій Олексійович Семеріков, Svitlana M. Hryshchenko, and Kateryna I. Slovak. Environmental Geo-information Technologies as a Tool of Pre-service Mining Engineer’s Training for Sustainable Development of Mining Industry. CEUR Workshop Proceedings, 2017. http://dx.doi.org/10.31812/0564/730.

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The article highlights peculiarities of geoinformation technologies’ application in course of pre-service engineers’ training for sustainable development, their functionalities, geoinformation system’s role and position in environmental protection acts. Concepts of geoinformation technologies, geoinformation system have been disclosed. The pedagogical experiment was done concerning introduction of the developed method of using geoinformation technologies as means of forming environmental competence profile mining engineers predicted an experemental studying on course «Environmental Geoinformatics». The results of the expert assessment of rational using geoinformation technologies there were given to create an ecological competence of future mining engineering profile.
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