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Horodnic, Sergiu Andrei. "Prof. dr. László RÁKOSY, Doctor Honoris Causa al Universităţii „Ştefan cel Mare” din Suceava." Bucovina Forestiera 22, no. 1 (July 29, 2022): 65–68. http://dx.doi.org/10.4316/bf.2022.007.
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Acest eseu constă în Laudatio prezentat la festivitatea decernării titlului de Doctor Honoris Causa al Universității „Ștefan cel Mare” din Suceava, profesorului László Rákosy, distins reprezentant al Facultății de Biologie și Geologie din cadrul Universității Babeș-Bolyai din Cluj Napoca. Motivația acestui eveniment special a fost recunoașterea a tot ceea ce a făcut pentru susținerea învățământului superior ecologic din Bucovina. Opera sa științifică, care cuprinde un număr impresionant de comunicări, articole, tratate în domeniul entomologiei, ecologiei și protecției naturii, îi conferă profesorului Rákosy un prestigiu deosebit în cercetarea științifică românească și internațională, fiind dovada unei munci tenace, pasionate, neîntrerupte. Prin construcția sa sufletească şi prin educația sa, profesorul László Rákosy a reușit să coaguleze entomologi din țară în cadrul Societății Române de Lepidopterologie și să pună bazele unei puternice echipe de cercetare în entomologie, ecologie și protecția mediului.
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PREDA, Oana. "Parent counselling and parental education for families with disabled children." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare VIII, no. 2 (October 31, 2022): 83–92. http://dx.doi.org/10.26744/rrttlc.2022.8.2.09.
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Parent counselling and parental education for families with disabled children. Generally, parental counseling and parental education is meant to develop parents’ potential to apply education methods in a personalized fashion in order to foster the social adaptation of children with disabilities as well as their school adaptation. For instance, as part of parental counselling, the speech-therapist is attentive for elaborate and propose on interactive guidance and on intervention techniques that allow them to observe parent-child interaction in various contexts where verbal communication is stimulated. Through such guidance, it is hoped that parents will develop their corrective-formative educational competences. Many researchers advocate for the establishment of the interactive guidance and the personalized programs for parental counselling and parental education, based on the “integrative ecological approach”.
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Cabrera Lanzo, Nati, Marcelo F. Maina Patras, and Albert Sangrà Morer. "A learning ecologies approach on school leaders' professional development." Educatio Siglo XXI 39, no. 2 (June 24, 2021): 101–22. http://dx.doi.org/10.6018/educatio.463851.
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Los líderes escolares generalmente cuentan, para su desarrollo profesional, con programas totalmente estructurados dirigidos por la administración. La investigación publicada identifica algunos atributos comunes para el liderazgo que tales programas intentan transmitir. Aunque esto es y será una parte importante del desarrollo profesional de los líderes escolares, la gran cantidad de contenido digital abierto y cursos abiertos disponibles y la accesibilidad de redes especializadas y comunidades virtuales amplían las oportunidades para el autoaprendizaje y el autodesarrollo. En este contexto, el marco de análisis de las ecologías del aprendizaje resulta útil para ampliar el conocimiento sobre lo que hacen los líderes escolares para el desarrollo profesional, cuáles consideran que son los medios más útiles para su actualización continua y cuáles son los componentes de sus ecologías de aprendizaje individuales. Este artículo presenta las estrategias más habituales de desarrollo profesional que utilizan los directores escolares en Cataluña (España), su equilibrio entre las actividades de desarrollo profesional organizadas y el autodesarrollo, y cómo evalúan el papel que juegan las tecnologías digitales en sus ecologías de aprendizaje. Se realizó una encuesta de 48 preguntas con el objetivo de recopilar información sobre el desarrollo profesional continuo, a un total de 212 líderes escolares en las escuelas catalanas. Los resultados se centran en las ecologías del aprendizaje, con especial énfasis en las estrategias que demuestran el aprendizaje informal, las formas de formación privilegiada, el uso de las TIC y la participación en redes y comunidades profesionales, y demuestran que casi la mitad de los encuestados consideran que su estrategia habitual de desarrollo profesional es el autoaprendizaje. Los resultados también muestran que los líderes escolares que se mantienen actualizados mediante estrategias de autoaprendizaje, prefieren el aprendizaje en línea (recursos, actividades, cursos) y utilizan la tecnología de manera más intensiva. Las ecologías del aprendizaje demostraron ser un marco útil para el análisis de las estrategias de desarrollo profesional de los líderes escolares. School leaders are usually provided with administration-led, fully structured programmes for professional development. The research literature identifies some common attributes for leadership that such programmes try to convey. Although this is and will be an important part of school leaders’ professional development, the vast amount of digital open content and open courses available and the accessibility of specialised networks and virtual communities expand opportunities for self-learning and self-development. In this context, the learning ecologies analysis framework proves useful in extending knowledge on what school leaders do for professional development, what they consider the most useful means for continuous updating and what the components of their individual learning ecologies are. This paper presents the more common strategies for professional development that school leaders are used in Catalonia (Spain), their balance between organised professional development activities and self-development, and how they assess the role digital technologies play in their learning ecologies. A survey with 48 questions was conducted with the aim of gathering information on school leaders’ continuing professional development in Catalan schools. Two hundred twelve school leaders answered the survey. The results focus on learning ecologies, with special emphasis on strategies demonstrating informal learning, forms of privileged training, ICT use and participation in professional networks and communities, and demonstrate that almost half the responders to the survey consider their usual professional development strategy to be self-learning. Results also show that school leaders who stay up to date through self-learning strategies, prefer online learning (resources, activities, courses) and use technology more intensively. Learning ecologies proved to be a useful framework for the analysis of the professional development strategies of school leaders.
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Tilleczek, Kate C., Mark Terry, Deborah MacDonald, James Orbinski, and James Stinson. "Towards Youth-Centred Planetary Health Education." Challenges 14, no. 1 (January 8, 2023): 3. http://dx.doi.org/10.3390/challe14010003.
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This paper presents data and analyses from our Planetary Health Film Lab (PHFL) and its sister project the Youth Climate Report. Qualitative data include semi-structured interviews with youth and their educators and content analysis of films produced by young people (ages 19–25) from six countries (Australia, Columbia, Ecuador, Italy, India, Canada). The educative processes designed for the Planetary Health Film Lab are illustrative of our work to build the field of planetary health education that is with/for young people whose educative projects are mobilized in turn to educate wider audiences and for policy change. The analyses show how youth document and record planetary health concerns alongside responsive projects that are embedded in awareness of climate justice and their interconnected ecological systems. The qualitative content analyses of selected films resulted in three themes: (1) Anthropogenic footprints, (2) Ecological and climate justice, and (3) Collective local/global solutions. Data also illustrates how young people’s participation in educative film projects contribute to the education of others and address related intergenerational justice issues. Implications for the knowledge, ethics and practices of youth-centred planetary health education are discussed as they augment the Framework for Planetary Health. Youth are crucial but overlooked collaborators in redressing planetary health education, an error we begin to correct through transdisciplinary approaches with/for young people who could help define the field.
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Shade, Barbara J., and Patricia A. Edwards. "Ecological Correlates of the Educative Style of Afro-American Children." Journal of Negro Education 56, no. 1 (1987): 88. http://dx.doi.org/10.2307/2295386.
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Blanco Martínez, Alfredo, and Mercedes González Sanmamed. "Aprender desde la perspectiva de las ecologías: una experiencia en Secundaria a través del teatro y de Tiktok." Educatio Siglo XXI 39, no. 2 (June 24, 2021): 169–90. http://dx.doi.org/10.6018/educatio.465551.
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El presente trabajo tiene por objeto analizar una experiencia didáctica e innovadora, y reflexionar sobre sus implicaciones en el marco de las ecologías de aprendizaje. Se describe cómo un docente de Secundaria, de la especialidad de Lengua castellana y Literatura, transforma y enriquece sus prácticas educativas y, al mismo tiempo, propicia nuevos formatos de aprendizaje de los estudiantes en escenarios alternativos al aula física. En este caso, cobran sentido y relevancia la utilización del teatro como herramienta potencialmente pedagógica, junto con la red social Tiktok, la cual se erige como un entorno virtual que ofrece nuevas oportunidades formativas. Para ello, se ha empleado una metodología cualitativa que, por medio de la observación y el análisis de documentos, ha posibilitado conocer en profundidad el objeto de estudio, la realidad educativa del fenómeno y sus implicaciones desde la perspectiva de las ecologías de aprendizaje. La exposición de los resultados pone de manifiesto, por un lado, el valor que adquieren los aprendizajes en la trayectoria de vida, tanto del docente como de los participantes, así como el impacto de la experiencia en sus identidades como formador y aprendices, respectivamente. Por otra parte, subraya la necesidad de incorporar a las aulas recursos de la sociedad de la información, como Tiktok, para facilitar experiencias de aprendizaje que estén en sintonía con las necesidades socioculturales de los individuos y que favorezcan el enriquecimiento de los currículos, posibilitando la formación integral y expandida a todos los niveles. This paper aims to analyse a didactic and innovative experience and to reflect on its implications within the frame of learning ecologies. We will be describing how a Spanish Language and Literature Secondary school teacher transforms and enriches his educational practices while fostering new learning formats outside the physical classroom. In this case, the use of theatre makes sense as a potentially pedagogical tool together with the social network TikTok, the latter becoming a virtual environment offering new educational opportunities. A qualitative methodology based on observation and document analysis was used for this purpose, allowing us to gain a deep understanding of the object of study, its educational reality and its implications from the perspective of learning ecologies. Results show the value of long-life learning experiences, both for the teacher and for the participants, together with the impact on their identities. There is an evident need to use ICT resources such as TikTok in the classroom. These resources may encourage learning experiences, consistent with the sociocultural needs of the individuals, fostering curriculum enrichment, and stimulating a comprehensive and expanded idea of education in all levels.
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Shobahiya, Mahasri, Syamsul Arifin, Moh Nurhakim, and Abdul Haris. "Environmental Health-based Educational Policies at Public Junior High School 1 Karanganyar, Central Java, Indonesia as an Independent Adiwiyata School." Open Access Macedonian Journal of Medical Sciences 10, E (March 6, 2022): 596–601. http://dx.doi.org/10.3889/oamjms.2022.8737.
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BACKGROUND: Adiwiyata is a program for Indonesian schools to encourage environmental-friendliness and ecological awareness. Public Junior High School 1 Karanganyar is a school in Central Java Province that won the Independent Adiwiyata School award. AIM: This research aims to describe: (1) The environmentally friendly policies, (2) the curriculum model of Islamic Religion Education subject that have ecologic orientation, (3) the participative-based school activities that color the construction of the Islamic Religion Education subject that have ecologic orientation, and (4) the management of facilities and infrastructure that support the construction of the Islamic Religion Education subject that have ecologic orientation in Public Junior High School 1 Karanganyar. METHODS: This study uses the method of constructivism paradigm. This descriptive research uses the qualitative approach. RESULT AND DISCUSSION: The environmentally-friendly school policies encompass the Curriculum of Educational Unit Level and the School Budget and Activity Plans, which contain efforts of environmental preservation. Results show that these policies are also contained in the vision of the Public Junior High School 1 Karanganyar, namely, “To create a generation that is religious, intelligent, have good character, and environmentally-friendly.” The curriculum model contains policies on environmental preservation. CONCLUSION: The participative-based school activities in PJHS 1 Karanganyar are supported by all school components, including in the form of partnerships. The management of the facilities and infrastructure that support ecologic orientation is quite good. Some educative slogans and posters contain ecologic messages put up in strategic places. There are green open spaces, a canteen that reduces plastic usage, and waste management facilities.
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Kwan, Ming, Anthony Kong, and David Liu. "Extraordinary Educative Environmental Events." Journal of Management and Sustainability 9, no. 1 (March 24, 2019): 101. http://dx.doi.org/10.5539/jms.v9n1p101.
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Using educative environmental protection events such as “Environmental Protection Pioneer Campaign”, “Rewarding Recycling Campaign”, “Green Efforts Give Great Rewards Event”, “Environmental Protection Workshop”, “Environmental Campaign Day”, “Environmental Protection Carnival” and “Second-hand Bazaar” held in Park Island, Hong Kong, as a case study, the purpose is exploring how educative environmental protection events contribute to demonstrate environmentally friendly property management and raise the environmental protection awareness and encourage residents’ involvement to live green.
Design/Methodology/Approach—This paper identifies environmental protection events as an effective strategy to raise environmental awareness for all of the estate residents. The objectives of environmental protection events aimat showing the importance of community involvement, demonstrating educative environmentally friendly property management and encourage residents to live green. Authors conducted twenty-five in-depth semi-structured interviews with participants so as to fully understand the contributions made by the events.
Findings—Educative environmental protection events were perceived by all of the study participants as effective and educative events, which raised environmental awareness, upheld moral obligation to engage in environmental protection, and induced greater pro-environmental behavior to sustainability. Based on the results, the framework of 10 Cs is revealed which contributes to environmentally friendly environment for the next generation. These contributions are:
1) Circulating surplus materials to the needy
2) Choosing public transportation
3) Committing to green education
4) Cultivating pro-environmental behavior
5) Caring for sustainable development
6) Cutting Carbon lifestyle
7) Coordinating efforts to reduce, reuse, and recycle
8) Consuming less electricity
9) Concerning ocean creatures protection
10) Ceasing ozone depleting chemicals products
Practical implications—Based on the insights gained from participants, the 10 Cs contributions are made by educative environmental protection events for nurturing moral obligation to demonstrate environmentally friendly property management and raise the environmental protection awareness and encourage residents’ involvement to live green. Participants should take part in all environmental-protection measures daily. The Estate Management Company and government should deepen cooperation in environmental protection, intensify ecological preservation and build a green living environment.
Originality/value—This paper urges for the importance of all residents, all estate management companies and government to engage in environmental protection for sustainable development. The aim of such an episode is to arouse all stakeholders to participate in environmental protection actively and attentively for green environment.
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Martos García, Aitana. "Lecturas ecológicas: hacia un canon de ecolecturas." Educatio Siglo XXI 39, no. 1 (February 25, 2021): 191–210. http://dx.doi.org/10.6018/educatio.469231.
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Se defiende la necesidad de elaborar lecturas transversales con la educación medioambiental, literaria y del patrimonio, como ejes que sirvan para afrontar retos derivados de la crisis ambiental y de la pérdida de memoria cultural en los estudiantes y ciudadanos en general. Se examinan estas cuestiones a propósito de la cultura del agua como centro de interés, y se proponen criterios para la elaboración de un nuevo canon inclusivo, relativo a textos de literatura universal, con base en lecturas ecológicas. A tenor de estas prioridades, se describe la posible articulación de los ejes de conciencia ambiental, patrimonio cultural tangible e intangible, y la metodología didáctica más útil para promover lectores disidentes, que deseen poner en valor la cultura del agua propia de cada comunidad. Todo ello en consonancia con las nuevas corrientes educativas y culturales y en beneficio de la educación del ciudadano del siglo XXI. This article argues in favor of developing readings at the crossroads of environmental, literary and heritage educations. These will be the axis proposed to address challenges arising from the environmental crisis and the loss of cultural memory in students and citizens in general. These issues are explored especially in relation to the emblematic problem of water culture. We propose some criteria for the development of a new inclusive ecological canon with world literature texts. Based on these priorities, we describe the possible foundations of environmental awareness, of tangible and intangible cultural heritage and of the most useful teaching methods to promote dissident readers who wish to foster water culture within specific communities. All this is in keeping with new educational and cultural currents and seeks to have a positive impact on the education of 21st century citizens.
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Akmatova, N. S., M. Sh Tolobaev, and G. A. Abilkasimova. "ECOLOGICAL EDUCATION IN MODERN EDUCATION." Herald of KSUCTA n a N Isanov, no. 2-2-2022 (April 30, 2022): 902–6. http://dx.doi.org/10.35803/1694-5298.2022.2.902-906.
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This article is devoted to the consideration of the features of environmental education in the system of modern education. Ecological education and ecological education have an integrating character. One of the most important tasks of modern education is to convey the essence of human environmental responsibility through environmental education, developing critical thinking to form environmental thinking in order to educate value orientations and spiritual and moral environmental ideals.
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Teresa Giovanazzi. "For a culture of sustainability. Pedagogical reflection, educational professionalism 0-6." Form@re - Open Journal per la formazione in rete 21, no. 2 (July 31, 2021): 160–68. http://dx.doi.org/10.36253/form-11330.
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Increasing awareness about the impending ecological crisis urges pedagogical research to project itself into the future and promote the training of human resources that is both responsible and aware of the educational value associated with the Environment. This paper, without claiming to be exhaustive, considers some challenges to transform the conditions of people and ecosystems within a culture of sustainability. Identifying balanced and authentic ways to inhabit the Earth is primordial to achieve the aforementioned objective and imply promoting effective educational actions through a new mindset between responsibilities and shared values. The governance of the educational ecosystem shall be the starting point with a particular focus on educational professionals 0-6. To make these multifaceted challenges a reality, the development of skills for professionals working in the educational and training services of childhood should be considered first. This is an unprecedented opportunity for the construction of sustainable skills that support the development of educational professionals 0-6 to take care of the environment.
Per una cultura della sostenibilità. Riflessioni pedagogiche, professionalità educative 0-6
Assumere consapevolezza della rilevanza della crisi ecologica sollecita la ricerca pedagogica a proiettarsi nel tempo futuro, promuovendo una formazione delle risorse umane responsabile e consapevole del valore educativo dell’ambiente. Il presente contributo, senza pretesa di esaustività, si interroga sulle sfide di un cambiamento necessario nella prospettiva di migliorare le condizioni delle persone e degli ecosistemi, per una cultura della sostenibilità. Individuare modi più equilibrati e autentici per abitare la Terra implica promuovere azioni educative efficaci attraverso una nuova forma mentis, tra responsabilità e valori condivisi, muovendo dalla governance dell’ecosistema formativo con peculiare riferimento alle professionalità educative 0-6. Accostarsi alla realtà multiforme, a partire da chi opera nei servizi educativi e formativi dell’infanzia, richiede uno sguardo inedito nella costruzione di competenze sostenibili per lo sviluppo di professionalità educative 0-6 che sappiano prendersi cura dell’ambiente, nel segno dell’ecologia integrale.
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Williams, Pia, Sonja Sheridan, and Elisabeth Mellgren. "Likvärdighet och kvalitet." Educare - vetenskapliga skrifter, no. 2 (March 2, 2021): 113–45. http://dx.doi.org/10.24834/educare.2021.2.5.
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Swedish preschool teacher profession has changed. In the preschool teacher education, students must develop professional identities and know how to independently take responsibility for pedagogical activities, teaching and providing for children’s right to care, play, development and learning. The aim of this study is twofold: to investigate how students articulate their conditions for learning and professional development in their teaching practice, and to study how their education may be affected by being carried out in preschools of varying quality. The study is based on quality evaluations with the Early Childhood Environment Rating Scale (ECERS) at 153 Swedish preschools. The quality evaluations were related to a survey that 125 students answered in a preschool teacher education focusing on equivalence, the relationship between theory and practice and the quality in their teaching practice. The research questions we posed were: What characterizes the quality of preschools? Which aspects contribute to equality in teaching practice? How do the students describe the quality of the preschool? Bronfenbrenner’s ecological system theory frames the study. The analysis was informed by an interaction between empirical data and theory and thus was an abductive analytical process. The results show that the quality of preschools varies, creating unequal conditions for student learning. The students report inconsistent conditions for their learning in preschool. The political investment has enhanced the collaboration between preschool teacher education and preschool and visualized critical aspects, forming a point of intersection for the preschool teacher profession's quality.
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Feng, Shan, and Fang Fei Zhou. "Ecological Education Community Landscape Planning Strategies." Applied Mechanics and Materials 409-410 (September 2013): 734–37. http://dx.doi.org/10.4028/www.scientific.net/amm.409-410.734.
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Ecological community is one of the most important ecological urban design types, is city's important place in public life, and also the best place to study urban ecology. However, in the construction and planning of ecological communities will inevitably involve landscape planning, human environment, road traffic, ecological planning and other issues. This article propose the planning strategies from the establishment of ecological security pattern, ecological restoration, corridor penetrate three aspects, discuss the mode of educate of the community on the ecological construction and planning.
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Filippova, Maiia Petrovna, Pеtr Dmitrievich Maximov, Irina Vasilyevna Gogoleva, Vladilena Romanovna Abramova, Evdokia Klimovna Sysolyatina, Valery Sergeevna Kopyrina, and Veronika Valeryvna Maksimova. "Environmental Education of Children in the Yakut Family on the Example of Studying a Sayylyk Manor." Общество: социология, психология, педагогика, no. 11 (November 27, 2020): 133–41. http://dx.doi.org/10.24158/spp.2020.11.23.
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The paper presents the educational process in the Yakut family aimed at forming the ecological culture of children. Family environmental education is understood as the process of implementing various ecological projects in order to educate the younger generation of love and respect for native nature. In this paper, such an eco-project is the long-term joint activity of children and adults to study and conserve the species diversity of wild flowering plants on the territory of the sayylyk (summer) manor. The authors highlight factors that have a positive impact on children’s attitude towards environmental protection. The optimal ways to educate the ecological culture of children are determined. The research materials can be used by subject teachers to prepare lessons and increase pupils’ interest in practice-oriented activities.
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Alves Aleixo, Adriana, Bento Silva, and Maria Altina Silva Ramos. "Análisis del uso de la cultura maker en contextos educativos." Educatio Siglo XXI 39, no. 2 (June 24, 2021): 143–68. http://dx.doi.org/10.6018/educatio.465991.
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Este artículo presenta los resultados de una revisión sistemática de la literatura (RSL) con el objetivo de entender cómo la cultura maker ha sido implementada en los contextos educativos. La cultura maker manifiesta la idea que cualquier persona es capaz de construir y crear sus propios objetos a partir de herramientas tecnológicas. Por eso, se ha despertado el interés de los educadores ya que permite proporcionar a los estudiantes la posibilidad de asociar los contenidos curriculares con la práctica, de esta forma, los estudiantes se tornan protagonistas de su conocimiento. Protocolo de la RSL para responder las interrogantes de la investigación: ¿Que infraestructura y herramientas están siendo utilizadas? ¿Cuales son las estrategias más utilizadas? ¿Cuales son las principales ventajas y desventajas? Las experiencias educativas acontecen , principalmente, en espacios escolares y en los llamados FabLabs. La impresora 3D y los kits de arduinos son las herramientas más utilizadas. La metodología de enseñar basada en proyectos es la más usada. La principal ventaja recae en el fomento del trabajo cooperativo y colaborativo y las desventajas más significativas actúan en la falta de estructura y en la formación de los profesores para ejercer el enseño en el contexto innovador exigido por una ecología del aprendizaje inherente a la Sociedad de la Información en la que vivimos. Las experiencias educativas makers son vivencias que van más allá de las paredes del salon de clases y empoderan a los jóvenes, dándole la oportunidad para que sean constructores y transformadores de sus propias realidades. This article presents the results of a Systematic Literature Review (SLR) conducted to explore how maker culture has been implemented in educational contexts. Maker culture draws on the idea that anyone can build and create their objects from technological artefacts. Therefore, maker culture has increased educators' interest in providing students with the possibility of associating curricular content with practices to make students protagonists in the construction of their knowledge. The SLR protocol was used to respond to three research questions: What infrastructures and tools are most used? Which methodologies are most used? What are the main advantages and disadvantages? Educational experiences occur, above all, in school spaces and the so-called FabLabs. The 3D printer and the arduino kit are the most used tools. Project-based learning is the most used methodology. The main advantage lies in fostering cooperative and collaborative work. The most significant disadvantages are the lack of infrastructure and of specific teacher training programs through which to approach the innovative learning ecologies typical of the Information Society in which we live. Maker educational practices are experiences that go beyond the classroom walls. These practices empower young people, giving them time and voice to be builders and transformers of their realities.
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Souto-Seijo, Alba, Iris Estévez, and Olalla Sande. "Oportunidades de aprendizaje y formación docente: una mirada desde las Ecologías de Aprendizaje." Educatio Siglo XXI 39, no. 2 (June 24, 2021): 61–80. http://dx.doi.org/10.6018/educatio.463211.
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Una de las características más relevantes de la Sociedad de la Información y del Conocimiento es que el aprendizaje ya no solo tiene lugar en las instituciones formativas regladas, sino que también se halla en espacios no formales e informales. Las tecnologías digitales nos brindan la posibilidad de aprender en cualquier momento y en cualquier lugar, rompiendo las barreras espacio-temporales por lo que, actualmente, las experiencias de aprendizaje son ilimitadas. Así pues, el presente trabajo tiene como objetivo analizar cómo las diferentes oportunidades de aprendizaje y formación contribuyen al desarrollo profesional de los docentes. Esta investigación, de corte cualitativo, se ha desarrollado a través de la tradición de investigación de Estudio de Caso. Los participantes que conforman el caso son cuatro docentes de Educación Infantil de la provincia de A Coruña. La técnica de recogida de datos empleada ha sido la entrevista en profundidad. La información fue procesada mediante estrategias de análisis de contenido. Los resultados muestran que los docentes llevan a cabo múltiples actividades formativas para mantenerse actualizados, entre las que destacan los cursos que oferta la propia Administración educativa, a través de los Centros de Formación y Recursos, y las reuniones con otros profesionales. Las Ecologías de Aprendizaje se presentan como un marco útil desde el cual poder integrar y optimizar las diversas experiencias de aprendizaje, para entender de forma holística los diversos elementos que determinan el proceso de desarrollo profesional de los docentes del caso de estudio y el potencial de sus sinergias. One of the most relevant characteristics of the Information and Knowledge Society is the fact that learning no longer takes place merely in regulated training institutions, but also in non-formal and informal spaces. Digital technologies give us the possibility to learn at any time and in any place. This breaks space-time barriers generating learning experiences which nowadays are unlimited. Thus, the present work aims to analyse how the different learning and training opportunities contribute to the professional development of teachers. This qualitative piece of research adopted a case study design. The participants were four Early Childhood Education teachers from the province of A Coruña (Spain). Data were collected through in-depth interviews. The information was processed through content analysis strategies. The results show that teachers carry out multiple training activities to keep up-to-date including courses offered by the educational administration, through the Training and Resource Centres, and meetings with other professionals. Learning Ecologies are presented as a useful framework from which it is possible to integrate and optimize various learning experiences, understanding holistically the manyfold elements that determine the professional development of the four teachers in the case study and the potential of their synergies.
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Santos-Caamaño, Francisco-José, María-José Vázquez-Cancelo, and Eduardo-Rafael Rodríguez-Machado. "Tecnologías digitales y ecologías de aprendizaje: desafíos y oportunidades." Educatio Siglo XXI 39, no. 2 (June 24, 2021): 19–40. http://dx.doi.org/10.6018/educatio.466091.
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La tecnología ha devenido, hoy en día, un factor primordial de cuyo adecuado empleo depende en gran medida el funcionamiento de los diversos contextos del aprendizaje humano. La teoría ecológica del aprendizaje considera el factor tecnológico como un componente especialmente relevante. Además, las tecnologías digitales están potenciando el desarrollo de nuevas oportunidades de aprendizaje que trascienden las fronteras temporales y geográficas, y propician sistemas que rompen el encorsetamiento de las estructuras de formación formal dando paso a ambientes flexibles, expandidos y diversos desde los que se favorecen mecanismos de aprendizaje informal. Desde esta perspectiva, y de cara a la construcción de tales contextos, resulta conveniente disponer de un marco de referencia paradigmático acerca de las oportunidades que las TIC puedan presentar y, paralelamente, valorar también la problemática asociada a su empleo. Para la identificación de este elenco de affordances tecnológicas, hemos seguido el método Delphi, en cuyo desarrollo han colaborado diversos expertos nacionales e internacionales. El análisis de resultados confirma el papel destacado de los usos tecnológicos en los contextos de aprendizaje actuales, y desvela su funcionamiento en íntima relación con los demás componentes que los integran. Resaltan no solo los aspectos potenciadores del aprendizaje, como son, entre otros, la facilitación de diversas herramientas de comunicación, acceso e intercambio de información, su potencialidad para la creación de vínculos entre personas y comunidades, y la transformación de los roles educativos. Se desvela también la emergencia de ciertas barreras en su empleo, como la ausencia de estrategias de uso. En este sentido, y siempre sobre la base del análisis de la configuración concreta de cada contexto, de sus elementos e interrelaciones, puede manejarse un marco de referencia general de affordances tecnológicas que sirva de guía para el desarrollo de una ecología de aprendizaje auténtica. Currently technology has become a primary factor in the various contexts of human learning, that depend, in a large extend, on the proper use of ICT. The ecological theory of learning considers the technological factor as a particularly relevant component of learning contexts. In addition, digital technologies are driving the development of new learning opportunities that transcend temporal and geographical borders and favor systems that break the confinement of formal training structures, giving way to flexible, expanded and diverse environments that generate informal learning mechanisms. From this perspective and with a view to the construction of such contexts, it seems convenient to have a paradigmatic frame of reference of the opportunities that ICTs can present. To identify this list of technological affordances, we have proceed through the Delphi method, in whose development various national and international experts have collaborated. The analysis of results confirms the prominent role of ICT in modern learning contexts and their operation in close relationship with the other components that comprise them. Their affordances for improving learning can be highlighted, such as, among others, the facilitation of various communication tools, access and exchange of information, their potential for creating links between people and communities, and the transformation of educational roles. In this sense, and always on the basis of the analysis of the specific configuration of each context in question, its elements and interrelations, a general framework of technological affordances can be used to serve as a guide for the development of an authentic learning ecology.
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Kahn, Richard. "The Educative Potential of Ecological Militancy in an Age of Big Oil: Towards a Marcusean Ecopedagogy." Policy Futures in Education 4, no. 1 (March 2006): 31–44. http://dx.doi.org/10.2304/pfie.2006.4.1.31.
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Infantino, Agnese, Franca Giuliana Zuccoli, and Renata Lanza. "Bambini migranti: alcune riflessioni a partire da percorsi italiani." Zero-a-Seis 23, no. 43 (March 12, 2021): 583–601. http://dx.doi.org/10.5007/1980-4512.2021.e72928.
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L’articolo tenta di porre con sguardo interrogativo alcune questioni educative che oggi, di fronte a fenomeni e cambiamenti di portata mondiale (le migrazioni, le disuguaglianze nelle risorse, le mutazioni climatiche) segnalano la crisi del modello di sviluppo occidentale e il pericolo rispetto alla stessa sopravvivenza sia umana, sia ecologica. I modelli e le categorie pedagogiche consolidate nel mondo occidentale, tra cui l’idea di “bambino attivo” e adulto empatico, si rivelano inefficaci e parziali di fronte a sfide che impongono nuove visioni educative e un ruolo più attivo, trasformativo e responsabile da parte degli adulti. Per approfondire questi temi si sono coinvolti con un questionario più di cento futuri educatori e insegnanti, indagando le loro idee di “bambino migrante” e le necessità connesse all’interno delle classi.
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Gislason, Neil. "Placing Education: The School as Architectural Space." Paideusis 16, no. 3 (October 22, 2020): 5–14. http://dx.doi.org/10.7202/1072485ar.
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School architecture is a vital part of the learning environment: An educational facility should actively support learning processes which are grounded on an applied, multidisciplinary curriculum. This paper argues, accordingly, that a school should provide flexible educative spaces which properly enable multiple forms of teaching and learning. Support for this thesis is drawn from spatial theory, John Dewey’s writing on educative spaces, architectural writing and ecological design theory. It is finally posited that we need move beyond certain industrial-era assumptions about learning, in order to lay the conceptual foundation for a dynamic notion of architecture for education.
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Gardner, Colin. "Constructing an Immanent Sublime: Ecosophical Aesthetics as “Ecstatic Truth” in Werner Herzog’s Lessons of Darkness (1992)." Journal of Ecohumanism 1, no. 1 (January 23, 2022): 45–56. http://dx.doi.org/10.33182/joe.v1i1.1735.
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On its release in 1992, Werner Herzog’s quasi-documentary, Lessons of Darkness, was heavily criticised for ‘aestheticizing’ the ecological devastation of the First Gulf War by combining dream-like images of the Kuwaiti oil field fires with an overly romanticized soundtrack dominated by Wagner’s operas. Herzog’s response was that he was striving to move beyond what he calls ‘the accountant’s truth’ of Cinéma Vérité and achieve instead an ‘ecstatic truth,’ a term derived from Longinus which categorizes the sublime as a combination of immanent terror and delightful horror that strives not to persuade or educate the viewer but to entrance them, thereby attaining a higher form of truth, much like Nietzsche’s definition of art as ‘the highest power of falsehood,’ whereby ‘the will to deception is turned into a superior ideal.’ The essay then applies this form of ecstatic sublime to Félix Guattari’s ecosophical strategy, outlined in The Three Ecologies, where the usual dialectic between subject and object/nature, virtual and actual, fiction and documentary is dissolved in favour of nonhuman, interactive singularities, which act as a dynamic intersection for a series of autonomous vectors that radically transform ecology (and its associated activism) as we know it.
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Muzamil, Muzamil. "PENGUATAN PENDIDIKAN ETIKA ISLAM SEBAGAI PROTEKSI EKOLOGIS." PENDIDIKAN MULTIKULTURAL 3, no. 2 (August 20, 2019): 177. http://dx.doi.org/10.33474/multikultural.v3i2.4758.
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Tidak sedikit manusia atau bangsa ini yang sudah melakukan tindakan atau menunjukkan perbuatan yang merugikan lingkungan hidupnya. Sumberdaya ekologis dirusaknya sendiri, padahal dalam doktrin edukatif yang mengajarkan etika proteksi ekologis, setiap subyek manusia di muka bumi ini wajib mendidik atau membentukn karakternya yang berbasis perlindungan ekologis, dan bukannya menciptakan banyak dan beragam pola penghancurannya. Penghancuran sumberdaya ekologis identic dengan menghancurkan peradaban.Kata kunci: ekologis, kerusakan, manusia, etika, Islam Not a few people or this nation who have done an action or show actions that harm the environment. Ecological resources are destroyed by themselves, whereas in the educational doctrine that teaches the ethics of ecological protection, every human subject on earth must educate or form his character based on ecological protection, and not create many and diverse patterns of destruction. Ecological resources destruction is identic by destroying civilization.Keywords: ecological, damage, human, ethics, Islam
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Akar, Hanife, Elanur Yilmaz-Na, Rukiye Ayan-Civak, and Anil Kandemir. "Digitizing borderless higher education landscapes through curriculum policy change to educate global citizens." Journal of Educational Technology Development and Exchange 15, no. 2 (2022): 1–14. http://dx.doi.org/10.18785/jetde.1502.01.
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Advancements in science and technology are mobilizing higher education landscapes into borderless settings. Such changes also urge higher education settings to adopt transformative learning opportunities into their curriculum policy. Universities are accountable for helping youth build on their 21st Century competences by highlighting societal issues at global levels such as climate change, refugee crises or big human movements due to poverty, politics, conflicts, wars, or natural disasters. Youth need to build on knowledge, skills, and competences to recognize that any crises in one location can have an immediate impact on neighboring countries primarily and the whole world and challenge their potential to act as global citizens in their deeds and decisions as future change agents for a peaceful future. In this paper, we highlight the need to invest in global citizenship capabilities that will enable higher education students to go beyond their academic settings and network with international students via digital tools. In this paper, higher education students are regarded as future change agents who are willing to develop accountability toward the entire globe by investing in their socio-ecological, socio-critical and socio-emotional capabilities.
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Portela, José M., Andrés Pastor, Milagros M. Huerta, Manuel Otero, and Rafael E. González. "Ecological Design, an Objective in the Projects Engineering Area." Advanced Materials Research 107 (April 2010): 83–86. http://dx.doi.org/10.4028/www.scientific.net/amr.107.83.
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A part of this work takes place in a collaborative environment among students which have different knowledge and skills, and the rest is carried out in traditional classrooms to steer students towards the most appropriate solution. To obtain the best results it is necessary to apply the principles of respect for the environment where being more effective. This takes place in the design criteria and bases, especially to minimize the problem at source, recovery of materials, use of new materials, life cycles of products, etc.. (sustainability and respect for the environment). European universities are currently undergoing a convergence process to build and promote the European Higher Education Area and the guidelines for this process are being followed in our area. This teaching method focuses on the need to educate people so that they are capable of learning to learn and can continue to learn throughout their lifetimes.
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Utami, Amalia Dian, Sri Yuliani, and Ummul Mustaqimah. "PENERAPAN ARSITEKTUR EKOLOGIS PADA STRATEGI PERANCANGAN SEKOLAH MENENGAH KEJURUAN PERTANIAN DI SLEMAN." ARSITEKTURA 15, no. 2 (November 1, 2017): 340. http://dx.doi.org/10.20961/arst.v15i2.15402.
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<p><em>The design of Sleman Agricultural Vocational High School (SMK Pertanian Sleman) with the approach of ecological architecture is motivated by three things : the existence of agricultural potential in Sleman, the prospect of Agricultural Vocational School in Sleman, and the need to apply ecological architecture on buildings constructed in predominantly agricultural area. SMK Pertanian Sleman aims to educate the community in the surrounding area, create innovations, and aplace to learn modern agriculture. The method used is architectural design that combines the ecological architecture essence according to Heinz Frick, Wanda Widigdo, and V.A. Metallinaou which is combined with ecological architectural components according to Ken Yeang. The result is the design of educational facility which includesclassrooms, laboratories, mini market where students can sell their agricultre product, and other support rooms. </em></p><p><em> </em></p><strong><em>Keywords</em></strong><em>: school of agriculture, ecological architecture, Sleman</em>
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Chang, I.-Shin, Wenqi Wang, and Jing Wu. "To Strengthen the Practice of Ecological Civilization in China." Sustainability 11, no. 17 (August 27, 2019): 4661. http://dx.doi.org/10.3390/su11174661.
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Ecological civilization is the inevitable route of human development. However, the practice of ecological civilization is not as positive as expected, especially for college students. Hence, the aim of this research is to investigate how to strengthen the practice of college students towards ecological civilization in China. Based on the Triandis’ Interpersonal Behavior Model, a questionnaire survey is performed to explore the status quo of factors affecting college students’ ecological civilization behaviors. Results reveal that society does not provide enough facilities for ecological civilization. Thus, as personal interests conflicting with the environment, some college students would not carry out the concept of ecological civilization. Meanwhile, though most of college students have the right attitude and good habits of water saving and waste batteries proposal, the guidance of ecological civilization for the habits of takeout and online shopping has not been formed. Also, college students could not actively participate in ecological civilization construction. Therefore, to strengthen ecological civilization practice, it is indispensable to acquire joint efforts from individuals, government, families, universities and social organizations. The practice of ecological civilization is inseparable from the efforts of every college student. Besides, the government, every social organization, every family, and every university should create appropriate facilitating conditions, so that college students could form ecological civilization habits consciously. At the same time, universities, society and family should form good social reference standards to directly and indirectly educate college students so as to help them identify their roles and self-concept.
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Fonteyn, David Michael. "Learning to Read Country: Bruce Pascoe’s Earth, an Indigenous Ecological Allegory." Swamphen: a Journal of Cultural Ecology (ASLEC-ANZ) 4 (March 1, 2015): 35–51. http://dx.doi.org/10.60162/swamphen.4.10619.
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Allegories contain specific forms and techniques which define a text as an allegory, including an intention written into the text. The reader is required to make an effort to determine that intention if they are to uncover the allegory. Also, allegories function didactically to educate the reader in a certain way, and, through that education, transform the reader. This is the traditional function of allegory.In this paper, I read Bruce Pascoe’s 2001 novel, Earth, as an example of what I term an ‘Indigenous ecological allegory’. The novel encodes in allegorical form an Indigenous worldview of the natural world. Many theorists agree that such a worldview can broadly be termed ecological. The didactic principle is to educate the reader about this Indigenous worldview of Country. As the reader comes to an understanding of Country, the narrative events, which describe a colonial (1880s) war between non-indigenous and indigenous people, as well as the language that encodes those events, become re-interpreted through this alternative metaphysics. What emerges is a possibility for the overturning of incipient dualism. The growth in the reader’s knowledge of Country opens the way to mutual acceptance. Country makes welcome all people to its land on the provision of respect and a commitment to its care.Pascoe’s novel utilises medieval allegorical forms, techniques and strategies in order to expose the narratives and language of the Australian Tradition to the language of the ‘other’ of Indigenous Country, that is (more specifically) the Wathaurong language and worldview that it encodes. The allegorical techniques include a cyclic narrative structure involving a Threshold scene followed by related scenes and commentary, direct address to the reader, narrative digression, debate, allegorical names and puns. Using these techniques, Pascoe uncovers a polysemy that has developed within the English language in its encounter with the Indigenous people. Finally, while allegory has yet to be studied in ecocrticisim as a form for writing nature, I argue that it is an ideal literary form in which Nature and an ecological worldview may be portrayed in a written text.
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Jurkšaitienė, Nijolė, and Laima Markevicienė. "Education Of Competencies Of Organic Production: Possibilities And Problems." Environment. Technology. Resources. Proceedings of the International Scientific and Practical Conference 2 (August 5, 2015): 332. http://dx.doi.org/10.17770/etr2011vol2.978.
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Organic farming must seek profitability, social goals and ecological balance. Not only farmers and processors but also consumers are responsible for this, subsequently, education of every segment is very important. In order to modernize technologies of organic farming it is necessary to have qualified and experienced employees for industrial areas as well as for organisation of environmental protection. The article is trying to assess development of organic farming and to evaluate education of specialists of organic production in Lithuania. Therefore, there are analysed the results of certification of farms, carried out by the public organisation “Ekoagros”, and a particular interest is paid to educational establishments which educate specialists of organic production. The article also analyses development of organic farms in Lithuania, presents basic problems and examines possibilities to educate specialists of organic agricultural production.
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Harrower, Jennifer. "Merging Art, Science and Motherhood to Save Joshua Trees." Leonardo 52, no. 5 (October 2019): 498–99. http://dx.doi.org/10.1162/leon_a_01791.
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Human behaviors have driven us into a planetwide species extinction crisis that is linked to the rapidly changing climate. To move forward we need interdisciplinary research approaches that protect our resources and a variety of outreach strategies to educate and inspire the public toward sustainable living. We need a public identity shift into the role of environmental caretaker to continue living on this planet and to improve the environmental conditions for ourselves and others. In her current doctoral ecological and arts research, the author draws on themes of motherhood to connect people to these ecological issues on a deep and tangible level. Her hope is to better communicate the complexity surrounding species loss and to motivate sustainable actions.
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Istiana, Rita. "TANGGUNG JAWAB LINGKUNGAN DAN PERSEPSI ANCAMAN EKOLOGI TERHADAP PERILAKU PRO-LINGKUNGAN KARYAWAN PERUSAHAAN DI DAS CITARUM KECAMATAN BABAKANCIKAO KABUPATEN PURWAKARTA PROVINSI JAWA BARAT." Jurnal Ilmiah Pendidikan Lingkungan dan Pembangunan 21, no. 01 (March 29, 2020): 1–8. http://dx.doi.org/10.21009/plpb.211.01.
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This study aims to measure the relationship between corporate environmental responsibilityand the perception of ecological threats to the pro-environmental behavior of company employees. Itwas found that the environmental responsibility of the company had an effect on the pro-environmentbehavior of employees by 20.1%, which means that the role of the company to make rules or norms ofpro-environment behavior was still very low. The perception of ecological threats has an effect on thepro-environment behavior of employees by 33.7%, this explains that employees' knowledge ofecological threats is low and has not been able to provide awareness of the company's environmentalsustainability. The corporate environmental responsibility and the perception of ecological threatsaffect the pro-environment behavior of the company's employees by 34.3%. These results can explainthat the role of companies to educate their employees and the application of environmentalpreservation rules and norms needs to be further improved.
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Davies, Kirk W., and Chad S. Boyd. "Ecological Effects of Free-Roaming Horses in North American Rangelands." BioScience 69, no. 7 (June 26, 2019): 558–65. http://dx.doi.org/10.1093/biosci/biz060.
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Abstract Free-roaming horses are a widespread conservation challenge. Horse use (grazing and related impacts) is largely unmanaged, leading to concerns about its impact on native plant communities and ecosystem function. We synthesized the literature to determine the ecological effects of free-roaming horses in North American rangelands. Largely unmanaged horse use can alter plant community composition, diversity, and structure and can increase bare ground and erosion potential. Free-roaming-horse use has also been linked to negative impacts on native fauna. Horses have repeatedly been shown to limit and even exclude native wildlife's use of water sources. These effects would likely be greatly reduced if the horse populations were better managed, but sociopolitical factors often preclude improved management. Using rigorous ecological research to educate politicians and the general public may facilitate the development of science-based management of free-roaming horses; however, ecological effects may have to become more severe before such changes can be realized.
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Loučanová, Erika. "Perception of Zero Waste in the Context to Environmental Innovation in Slovakia." Studia Universitatis „Vasile Goldis” Arad – Economics Series 31, no. 1 (January 29, 2021): 22–33. http://dx.doi.org/10.2478/sues-2021-0002.
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Abstract At the present time, a great attention is paid to the ecological innovation, which represents innovation characterization to any ecological change with a positive impact on consumers. Such innovations increase the comfort for consumers and concurrently they represent more effective, more economic, ecological, healthier and safer solutions. Ecological innovation represents any innovation aimed at significant and visible progress towards the goal of sustainable development. This is done by reducing the impact on the environment or achieving a more efficient and responsible use of natural resources, including energy and Zero waste. The aim this paper is evaluation to the perception of Zero waste in the context of ecological innovations in Slovakia. The research is carried out using the Kano model. The results point to the importance of addressing the issue of ZeroWaste, encouraging friends to buy in non-packaging stores and creating a stimulation of advertising to buy products in a non-packaging store. Other attributes of the given issue are perceived by Slovak respondents in the opposite way or have no influence on them. Therefore, it is important to provide sufficient information on this issue and to educate the population in order to increase their interest in this issue and to start behaving responsibly towards waste management.
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Silva de Medeiros, Paulo Ivo, Natália Carvalho Roos, Rosângela Gondim D'Oliveira, Adriana Rosa Carvalho, and Jéssica Adrielly Da Costa Penha. "LEARNING ECOLOGICAL CONCEPTS BEFORE-AFTER TRACKING IN ENVIRONMENTAL TRAIL." Revista Terceiro Incluído 9, no. 1 (September 6, 2019): 31–42. http://dx.doi.org/10.5216/teri.v9i1.51982.
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Environmental-science education has aimed to educate about environmental aspects with theoretical and practical science-based activities involving both trails and laboratoryactivities. Here we assessed the effectiveness of using environmental trail in an Atlantic Forest fragment to improve ecological and biological concepts learning. The hypotheses tested were that there is biological and ecological concepts acquisition following the visit to the trail and that the activity increases the comprehension about the multiple functions of species and ecosystem processes. Eight groups of undergraduates and teachers from public schools (N = 161 people) participated of a three-step activity by: i) answering a questionnaire (pre-test); ii) discussing ecological subjects and observe scientific experiments while walking by trail; and iii) answering the questionnaire after the visit (post-test). Results showed significant difference between the pre-test and the post-test for all groups (p = 0.000), indicating that the use of trails increased the understanding of ecological and biological concepts. Furthermore, scores in multiple choices questions were always higher in the post-test showing that participants understood the multiple functions of ecosystem’s elements, enhancing their view and comprehension of ecosystem as a whole. The use of ecological restoration experiments seemed to be a new valuable approach to achieve these outcomes.
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Donahue, B. "History, Work, and the Nature of Beauty: A Massachusetts Community Forest." Journal of Forestry 98, no. 11 (November 1, 2000): 36–41. http://dx.doi.org/10.1093/jof/98.11.36.
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Abstract Logging in a Massachusetts community forest upsets local residents who believe that the forest should be left in its natural state. A detailed history of a stand of pine and oak in this forest, however, illustrates the ecological propriety of an ecosystem management approach. Community forestry can protect biodiversity, educate and employ young people, and sustainably harvest wood products. The author's investigation of this small tract also reveals the inadequacy of “reading the landscape” simply by walking through it.
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Hill, Cher, Neva Whintors, and Rick Bailey. "We are the Salmon Family: Inviting Reciprocal and Respectful Pedagogical Encounters With The Land." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 8, no. 4 (April 14, 2023): 1–22. http://dx.doi.org/10.15402/esj.v8i4.70802.
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Through this action research project, we endeavour to reconfigure pedagogical encounters involving children and the natural world to be more reciprocal and respectful, as well as responsive to the ecological crisis. The goal of our research is to advance understandings of how to educate children to become good relatives to all the beings on these Lands. We are guided by the question: How can we educate children to live like Salmon People (those Indigenous to this place), which is the sacred responsibility of all those residing on the Coast Salish territories? Practices that contributed to shifting relationship between people and the Land and moved our community beyond our human-centric engagement were participatory and embodied. They included acts to care for Salmon and other beings as relatives, as well as experiencing Land as agential and existing independently of human desire. We see our research as a site for what Kari Grain calls “critical hope.”
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Devin Defriza Harisdani and Samantha Theresia. "Medan Nature School with the Application of Energy Saving Ecological Architecture." International Journal of Architecture and Urbanism 4, no. 3 (November 30, 2020): 311–22. http://dx.doi.org/10.32734/ijau.v4i3.5043.
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Schools in Indonesia are conventional schools where students and teachers do activities which are commonly referred to as teaching and learning activities even though the school is not a place to lure students with stacks of information but also to train in terms of maturity of thinking and maturity of attitude. Now has developed a nature school that uses nature as a learning space, media, and teaching materials and learning objects that can take advantage of nature and can preserve nature for the next life. However, Medan only has a few nature schools. This nature school design uses the problem-solving methodology approach to solve existing problems, starting from the formulation stage, data collection, analysis to synthesis using survey techniques, interviews, literature studies, and comparative studies. So, through the design of Medan Nature School is expected to be able to educate students who emphasize education, character, and skills with the Ecological Architecture design approach where school buildings can maintain the environment to be sustainable, related to the plantation system, animal husbandry system, utility system, circulation systems, building design, and layout.
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Kurnia, Nandy Intan, Niken Anggraeni, and Cindy Elsa Fitri. "The exploration of students and teachers’ view on ecological storybooks." LITERA 21, no. 1 (March 31, 2022): 104–14. http://dx.doi.org/10.21831/ltr.v21i1.39103.
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Environmental issues are on-going crises that have yet found sufficient solutions. Children, as the next generation, must be given the trust to be able to get in touch with environmental issues as form of children’s empowerment and preservation act. This study aims to describe the views of elementary school students and teachers related to children’s ecology-themed storybooks. This research is qualitative, the data collection uses a list and guided interview questions, observation sheets, questionnaire sheets, and expert validation sheets. The results of the study are as follows. First, there is a lack of ecological books in major bookstore in Yogyakarta, Indonesia. The existing children books containing environmental theme only included it as a supporting theme. This may result in most children participant to be not interested in such books. Second, teachers are mostly in agreement as to how children ecological storybook should appear ideally. This includes realism as the story’s genre, explicit theme, forest settings, picture book form, human characters nature vs human conflict, and happy closed ending for the story. All of these are believed to be able to educate children on the on-going environmental crisis and to encourage the children to face them.Keywords: children’s storybooks, ecology, children’s empowerment, environment, children’s literature
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Beišienė, Milana, and Vilhelmina Lukavičienė. "THE ORGANIZING OF ECOLOGICAL ENVIRONMENTAL ACTIVITIES IN THE PRE-SCHOOL EDUCATIONAL INSTITUTION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 12, no. 1 (March 25, 2015): 32–44. http://dx.doi.org/10.48127/gu-nse/15.12.32.
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The effects of human for nature environment affects through activities and behavior, that is why the knowing how to act is one of the competencies, and emphasized in harmonious developments education. That is why and scientists and educators practices, which analyses harmonious developments ideas, ecological environmental and environment protections educations areas opinion, humans provision, in aspect of behavior natures and environments must be formed targeted already in the pre-schools educations stage. In the structure of ecological culture are excreted and emphasized practical component of childs relationships with nature, which causes ecological knowing, habits and with it related actvities motives. It is necessary to organize various ecological environmental activities, which has specific content because it is directly related to nature, our environment, which determines its quality and survivor. This activity is organized by principle of activites, using childs experience, available for them activities, including various areas of activities. The planning and organising of ecological environmental activities is a very important assumption for the expierence of childs ecological environment to pile it up and to educate competencies. While we are forming childs ecological consciousness it is huge responsibility for institution and educator. During empirical research, in which participated 86 pre-schools educators, highlighted, that many participants organises ecological environmental activities often andvery often in the group and in the institution. In the institution and group very rarely, and very rarely in the institution is organised of those field activities are based on institution level which is not enough actualized attitude to ecological environmental education. In the pedagogical layer the results of the research revealed that pre-school teachers ecological envirenmental activities organizes by using various education forms, which the most popular ar converstions, discussions, the solutions of problematical questions, projects, events, trips, ecological games, fairy-tales, child artistic and creative activities. Not very highly evaluated ecological environmental activities for organising were observation, researches and experiments by participants. Doing ecological envirenmantal activities, in educators opinion, childrens are educating various competencies, in that way emphasizing ecological environmental activities integrational nature. The problematical aspects of ecological environmental activities according to participants are related with the lack of measures for those activities, lack of experience and preparation, and institutional layer provision towards ecological environmental education. Key words: practical childs relationship with nature, ecological environmental activities, childs competencies, the organising of ecological environment activities.
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Campbell, Cary. "Returning ‘learning’ to education: Toward an ecological conception of learning and teaching." Sign Systems Studies 46, no. 4 (December 31, 2018): 538–68. http://dx.doi.org/10.12697/sss.2018.46.4.07.
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This article describes a notion of learning as adaptive semiotic-growth. In line with the theme of this special issue, learning will be approached on a broad ecological and evolutionary continuum – most generally expressed as a form of adaptation to the environment. Viewing learning through the criterion of signification (semiosis) means that learning is continuous across the entire biological realm. Both the life process and the learning process are expressed through forms of semiotic-engagement and involve continual adaptation and meaning-making. Thus, learning cannot be seen as unique to humans. Learning is more broadly ecological before it is “cultural”. From here we can imagine educational institutions as forms of exaptation, that evolved naturally to channel learning more effectively. Thinking of learning on an ecological continuum means that learning cannot be “located” or pinned down easily in educational research or practice. Rather, learning has a sporadic identity; it is emergent in the specificity of events and must be discerned within the practices that enact it. Realizing learning as something emergently enacted in the educative encounter, and not something that can be determined and implemented, allows us to resist turning learning into an accountability tool that can easily be used towards ideological ends.
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Gómez, Andrés, José Manuel Ponzoa, and José Manuel Mas. "Go green in a greener world." HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11, Monográfico (December 19, 2022): 1–9. http://dx.doi.org/10.37467/revhuman.v11.4101.
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The global economy is going through a period of drastic changes. One of the main initiatives is the Green Deal, seeking a modern, resource-efficient competitive economy by 2050.However, transformation implies collaboration by all, not just in Europe but globally. Educate future generations from an ecological perspective, re-qualifying employees within sectors prone to change and modifying or eliminating some jobs in “brown” sectors are some of the causes and consequences of change.Higher Education institutions (HEIs) will be required globally, to provide solutions to the market, providing new professionals able to tackle the New Green Challenge.
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Feldman, Anatol. "Biological Movements as Objects of Natural Science (In memory of Michael Turvey, February 14, 1942 - August 12, 2023)." Brazilian Journal of Motor Behavior 17, no. 6 (December 22, 2023): 294–96. http://dx.doi.org/10.20338/bjmb.v17i6.413.
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Michael Turvey was a great scientist, encyclopedist, fine lecturer, and, together with his wife and colleague Claudia Carello a wonderful friend of many. Mike Turvey was able to educate the next generation of students and influence the thinking of many outstanding researchers by focusing on a multidisciplinary approach to ecological psychology in which organisms directly perceive sensory stimuli and evaluate them depending on actions they can accomplish in the environment (Gibson 1968). This, “affordance principle” is applied to all biological kingdoms from a single cell amoeba to multi-celled organisms. Some other essential ideas in behavioral neuroscience advanced by Turvey are considered.
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Husna, Abidah, Agus Heru Purnomo, and Suparno Suparno. "Aplikasi Arsitektur Ekologi Pada Strategi Perancangan Obyek Wisata Edukasi Batik Di Yogyakarta." Region: Jurnal Pembangunan Wilayah dan Perencanaan Partisipatif 12, no. 1 (November 1, 2017): 60. http://dx.doi.org/10.20961/region.v12i1.12256.
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<p class="Abstract"><em>In recent years, public interest in batik industry is on the rise, yet at the same time, records and literatures of the said subject proved to be scarce. These facts, including the designation of Yogyakarta City as “World’s Batik City”, are the background of Batik Educational Tourist Centre in Yogyakarta design proposal. This proposal involves the issue on how the centre caters the activities of the education on batik that also serves the function of tourist attraction. The centre also aims to provide space for information, promotion, production, and sales of batik. Ecological architecture is deemed a suitable method to be used in the proposal based on the reason batik industry produces dangerous wastes; hence the design hopes to educate the batik makers and tourists about environmentally-friendly industry. Batik Educational Tourist Centre in Yogyakarta applies ecological architecture theory, focusing on climactic-adaptive, power-efficient, and environment-conscious aspects.</em></p>
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Liobikienė, Genovaitė, and Mykolas Simas Poškus. "The Importance of Environmental Knowledge for Private and Public Sphere Pro-Environmental Behavior: Modifying the Value-Belief-Norm Theory." Sustainability 11, no. 12 (June 16, 2019): 3324. http://dx.doi.org/10.3390/su11123324.
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The promotion of pro-environmental behavior is regarded as very important in solving environmental problems. The Value-Belief-Norm (VBN) theory usually emphasizes internal factors; however, we have transformed this theory by including the environmental knowledge as an external factor. The results showed that action-related environmental knowledge was related to the ecological worldview and directly influenced the private sphere behavior. The ecological worldview, which in this paper was operationalized as environmental concern, had a direct effect on public sphere behavior and an indirect effect on private behavior through awareness of behavioral consequences. Thus, in this paper we revealed how specific environmental knowledge influenced pro-environmental behavior. We also suggest that it is important to educate people about local and global environmental problems, about the impact of behavior on the environment not only in private but also in the public sphere, and to foster the ecocentrism, as well. In addition, we revealed the meaning and necessity of education for environmental citizenship.
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Rodrigues de Matos, Maria Lilia, Liana Holanda Nepomuceno Nobre, Lucas Gabriel De Souza Galvão, and Fábio Chaves Nobre. "Relationships Between Consumer Engagement and Purchase Intention of Ecological Products." Revista de Gestão Social e Ambiental 17, no. 1 (January 11, 2023): e3072. http://dx.doi.org/10.24857/rgsa.v76n1-008.
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Purpose: This study aims to analyze the relationship between consumer engagement with the Beta brand and the purchase intention of ecological products sold by the company. Theoretical framework: It builds on the literature on consumer engagement and behavior and green or ecological products Method/design/approach: In this study, the research was characterized as quantitative, descriptive and explanatory, with data collected through a survey. The study population was made up of consumers and potential consumers of Beta Cosmetics, a company that operates in the beauty market, offering sustainable solid products. A sample composed of consumers who agreed to participate in the survey was used, totaling 107 respondents. Results and conclusion: The results indicate that conscious participation positively affects the purchase intention of these products, and that consumers who regularly buy the products are more engaged, enthusiastic and conscious, and perceive greater value in the products. Meanwhile, consumers who rarely buy the products have high purchase intention, but are more sensitive to the price, as these products are more expensive than traditional products on the market. Research Implications: This study has an impact on practical implications in the practice of ecological products, as it emphasizes that engagement and awareness may not lead to sales. Although consumers perceive value in ecological products, the high price plays an important role in preventing the realization of purchase intentions. Originality/value: The paper provides evidence of the determinants of ecological products purchase intentions. It also shows that developing ideas that will educate, attract and engage consumers might strengthen their purchase intention, specially if combined with a competitive price.
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Park, Hyeonjin, Hyunkook Ko, and Dongtaik Kwon. "A Comparative Study on Ecological Worldview of Elementary School Students and Pre-service Elementary Teachers." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 1 (January 15, 2023): 311–29. http://dx.doi.org/10.22251/jlcci.2023.23.1.311.
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Objectives The purpose of this study is to investigate the ecological worldview of elementary school students, who are the future society’s main pillars, along with pre-service elementary teachers who will educate them. For this study, a questionnaire that has been verified by many people and is widely used was used.
Methods The subjects of this study were 352 elementary school students and 92 pre-service elementary teachers. To elementary school students, the questionnaire ‘NEP Scale for Elementary School Students in Korea’ was printed and distributed. In addition, ‘The New Ecological Paradigm Scale’ was distributed online to pre-service elementary teachers. A total 336 questionnaires for elementary school students and 92 questionnaires for pre-service elementary teachers were collected. The data was analyzed using the SPSS statistical program.
Results The results of this study are as follows. First, there was no statistically significant difference in the average values of the ecological worldview of elementary school students and pre-service elementary teachers. However, the average value of elementary school students in two sub-factors was higher than the average value of pre-service teachers. Second, as a result of analyzing the ecological worldview by background variables of elementary school students, there was no significant difference in average values according to grade level. However, the average values of some of the sub-factors showed significant differences according to gender. Third, as a result of analyzing the ecological worldview by background variables of pre-service elementary teachers, there was no significant difference in average values according to grade level. But there was a significant difference in the overall average value of ecological worldview and some of its sub-factors according to gender.
Conclusions The conclusions of this study are as follows. First, an individual's ecological beliefs may be independent of age. Therefore, instructors should consider these characteristics when designing education related to ecological worldview. Second, children and adults may have different processes for constructing an ecological worldview. Thus, pre-service teachers and teachers must understand children’s ecological worldview. Third, the ecological worldview of elementary school students and pre-service teachers differ according to gender. Therefore, efforts are needed to clarify the cause from various aspects.
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Vlasenko, N. "MODERN APPROACHES TO THE FORMATION OF THE ENVIRONMENTAL CONSCIOUSNESS OF FUTURE PRIMARY SCHOOL TEACHERS IN THE PROCESS OF TEACHING AN INTEGRATED COURSE «I AM EXPLORING THE WORLD»." Aesthetics and Ethics of Pedagogical Action, no. 24 (December 26, 2021): 54–66. http://dx.doi.org/10.33989/2226-4051.2021.24.255897.
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The article considered modern approaches to the formation of environmental awareness of future primary school teachers in the process of teaching an integrated course «I am exploring the world». The current state of formation of ecological consciousness in primary school is analyzed, which is connected with the need to train a teacher who will be able to teach and educate the younger generation, able to coexist harmoniously with nature, rationally use and reproduce its riches. It was found that the formation of environmental awareness of future primary school teachers through the integrated course «I am exploring the world» is activated by integrating methodological approaches to teaching, in particular, axiological, activity, competence and interdisciplinary. The formation of environmental awareness of future primary school teachers is realized through the combination of educational content of natural, civic and historical, social and health education. Ecological education and upbringing are aimed at the formation of ecological competencies of the child, which are formed by the teacher in the New Ukrainian school through the integration of knowledge to solve different levels of problems and tasks that arise in life situations related to environmental protection. This is a necessary prerequisite for the development of environmental consciousness of the citizen of modern society.
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Kazantseva, Larisa. "Methodological issues related to the formation of preschool children’s ecological culture within the coordinates of the modern educational ideas." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky, no. 3 (128) (October 31, 2019): 26–32. http://dx.doi.org/10.24195/2617-6688-2019-3-4.
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The planet’s ecological situation demands an immediate change of mankind’s, each country communities’ and each person’s attitude to the natural environment, to the saving of the natural resources, to the necessity to form an active position which would deal with the renovation and withstand the loss of the nature’s elements, which might lead to the destruction of the ecological balance. The radical change of the situation towards people’s destroying activities can be stopped on condition that all social institutions consolidate, specialists in all fields and branches of life undertake common actions, efforts in the fields of science, economics, politics and culture are integrated. In our opinion, the most responsible mission facilitating the solution of the ecological problem belongs to education, since it is to educate a personality who is able to radically change the ecological trends, to build a personality possessing a new type of thinking, new moral orientations, ecological consciousness and culture (being typical of this personality). Preschool education has a great responsible for raising person’s ecological consciousness and culture. During the preschool period, when fundamentals of the future adult life are formed, the child masters those values, ethical norms, knowledge which will allow him / her to develop his / her own new style of interacting with the surrounding world, to develop the ecologically expedient models of behaviour. We consider the widening of the connections between preschoolers’ ecological education and natural sciences, philosophy and psychology to be the way to increase its efficiency. The content-based and technological aspects of the ecological education methodology should be grounded, in great extent, on the fundamentals of the philosophy of eco-centrism. They must recreate the natural knowledge of the out-ecology (individual attitude to ecology) and synecology about living organisms, their interconnection with the environmental habitat, about organisms’ adaptation to environment, about ecosystem, biocenosis, etc. The process of ecological education is to be developed as the real practice of child’s contacting with the elements of nature during which psychological feeling, as if being involved into the natural environment and being part of nature, is formed; a subject attitude to all nature elements as to important and equal ones in their rights is built; the demand for non-pragmatic interaction with nature is cultivated. Keywords: ecological consciousness, ecological culture, eco-centrism, ecological involvement, subjective attitude, non-pragmatic interaction.
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Zholdasbek, Balkenzhe, Zhenis Shokybayev, Gulzhakhan Ilyassova, Turar Akylbekova, and Anar Kolushpayeva. "Methodological basis for ecological knowledge development in future teachers in the chemistry education process at HEIs." Scientific Herald of Uzhhorod University Series Physics, no. 55 (February 1, 2024): 788–97. http://dx.doi.org/10.54919/physics/55.2024.78ks8.
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Relevance. The relevance of this article lies in the fact that today's world changes rapidly, and the issue of the formation of a culture of ecological knowledge is becoming increasingly important, which allows a person to realise unity with the surrounding world, to educate a person in a rational attitude to nature. In such circumstances, every resident of the Republic of Kazakhstan should be ecologically educated in order to correctly understand the complexity of relations between man and nature. For this purpose, higher educational institutions are obliged to prepare qualified future teachers of chemistry with sufficient formation of ecological knowledge, so a teacher could bring to pupils of comprehensive schools the necessary information for them to understand the ecological situation in the world. Purpose. The aim of this article is a theoretical substantiation of the formation of methodological bases of ecological knowledge in future chemistry teachers in the process of chemistry education in universities of Kazakhstan. Methodology. Logical analysis, research of teachers' progressive experience, formalisation, and pedagogical experiments have been used as methods of research. Results. This article highlights the issues of parsing the methodological foundations that will be able to satisfy the current demands of training chemistry teachers in the process of teaching in universities of the Republic of Kazakhstan. Conclusions. The practical significance of the research on “Methodological bases for ecological knowledge development in future teachers in the chemistry education process at higher education institutions” is that the information analysed in the article can be applied by teachers and specialists of higher education institutions of the Republic of Kazakhstan when compiling manuals on natural science disciplines and methodological recommendations for future teachers of chemistry.
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Omoyajowo, Koleayo, Morufu Raimi, Temitope Waleola, Oluwaseun Odipe, and Amos Ogunyebi. "PUBLIC AWARENESS, KNOWLEDGE, ATTITUDE AND PERCEPTION ON MICROPLASTICS POLLUTION AROUND LAGOS LAGOON." Ecological Safety and Balanced Use of Resources, no. 2(24) (February 7, 2022): 35–46. http://dx.doi.org/10.31471/2415-3184-2021-2(24)-35-46.
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Microplastic pollution is now globally flagged as a foremost menace to livelihoods, biodiversity, and public health due the pervasive nature of plastic wastes, poor knowledge of its ecological impact and poor attitude towards sustainable waste management practices. Hence, this paper explores public awareness, knowledge, attitude and perception on Microplastic pollution and its ecological health implication through a survey data collected from residents, students, fishermen and local tourist around Lagos Lagoon, a significant area in Lagos. Findings revealed that though awareness on microplastics was apparently high (over 50%), however, public knowledge was fairly acceptable and poor perception on Microplastic pollution was observed. Respondents (with a mean attitude score of 3.40±1.485) generally shows a good attitude towards learning more on this subject and a shared commitment to support government through cleanup volunteering and advocacy. In light of this findings, this study recommends that government, academia and relevant stakeholders should intensify efforts to educate the public more on issues of public health importance through massive campaigns, learned community activities and strategies that may reinforce positive environmental attitude.
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Snehajansi, D. "Pari, Pegan and Athigan (The Seven Great Patrons) as Deep Ecologists." Shanlax International Journal of English 12, S1-Feb (February 12, 2024): 119–21. http://dx.doi.org/10.34293/english.v12is1-feb.7459.
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This paper attempts to study Pari, Pegan, Athigan, the seven chieftains or patrons as deep ecologists. Pari, Pegan, Athigan were the chieftains who ruled some parts of Tamilnadu in Sangam Age. Mentions of their generosity can be found in all sangam literary texts, the paper studies the work called Sirupanarttupadai, one of the idylls in Ten Idylls (Pathupattu). Ecocriticism is the study of the relationship between literature and ecology. It analyzes literary texts to find out the representation of nature in it. This paper studies the chieftains’ acts of benevolence as Deep Ecologist acts, based on the principle of Deep Ecology by Arne Naess who is one of the major proponents of philosophical Deep Ecology movement. It results in finding the deep ecologist ideas behind those chieftains’ acts of generosity, which have been considered mere acts of kindness rather than an attempt to safeguard nature. The study could bring the light of how the Tamil culture and literature promoted nature conservation, which can be used to educate today’s naturally degenerating world about their mindless acts.