Статті в журналах: "Ecological and pedagogical activity"

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

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This article states that "Eco-pedagogical activity as an innovative process in geography education", Eco-pedagogical activity - as a prerequisite and basis for innovative development of modern society, ie the evolution of man and the environment, society and nature. This activity is aimed at creating the most favorable conditions for the development of geo-ecological thinking and consciousness in the student, the subject of which is the "geo-ecological culture of the student", as well as its content and main directions.

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Віталій Глуханюк, Віктор Соловей, and Світлана Цвілик. "PEDAGOGICAL DESIGN OF PUPILS’ ENVIRONMENTAL-TECHNOLOGICAL ACTIVITY OF GENERAL SECONDARY EDUCATION." Psychological and Pedagogical Problems of Modern School, no. 2(4) (September 4, 2020): 15–24. http://dx.doi.org/10.31499/2706-6258.2(4).2020.222896.

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The article says about the problem of formation of personality’s ecological culture. The purpose of the article is to substantiate the organization of project environmental and technological activities of students of general secondary education institutions (GSEI).The two-sided process of formation of pupils' ecological and technological competences of the GSEI has been considered in the teaching of school subjects and in public nature conservation activities. An important method and effective tool in this process is ecological and technological design.The results of the project activity are gradually fixed in the form of a description and justification of the choice of purpose taking into account economic, environmental and social aspects, sketches and drawings, technological maps, selection of equipment and products, ready for implementation or specific solution of the problem. The aggregate of these characteristics and the finished product assesses the level of ecological and technological preparation of pupils of the GSEI. By organizing and designing the educational process, the pupils independently acquire the abilities (initiative, flexibility, mobility, willingness to make decisions, analytical and critical thinking).It has been proved that the project activities provide the consolidation and systematization of the content of ecological training and its components; the development of a coherent system of knowledge and environmental awareness among the students of general secondary education institutions.

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Niyazova, Amina A., and Anvar N. Khuziakhmetov. "Continuous social and environmental education of the future teacher in the interests of sustainable development of society." Perspectives of Science and Education 52, no. 4 (September 1, 2021): 147–59. http://dx.doi.org/10.32744/pse.2021.4.10.

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Introduction. The concept of sustainable development defines the socio-ecological direction as the leading one in the system of interaction between society and nature, which emphasizes the importance of continuous socio-ecological education of the individual. Continuous socio-ecological education in the interests of sustainable development provides not only the solution of socio-ecological problems, the co-evolution of society and nature, but also the upbringing of an ecologically cultural and educated person, where the leading role is assigned to the teacher. Modern higher pedagogical education is a mechanism for the development of the socio-ecological education of a future teacher, which determines the readiness of the last to implement continuous socio-ecological education of students. Materials and methods. The experimental study involved 285 students enrolled in the educational program "Pedagogical education". The study was based on the Tobolsk D.I. Mendeleev Pedagogical Institute (branch of Tyumen State University), BI HE KhMAO-Ugra "Surgut State Pedagogical University". The study was based on theoretical, empirical, survey-diagnostic and mathematical methods (Fisher φ-criterion). Research results. A theoretical systematic analysis of the literature made it possible to reveal the content of the concepts of “socio-ecological education for sustainable development”, “socio-ecological education of a teacher”, to develop and present the structure and process of development of socio-ecological education of a teacher, which fills and enriches the theory of pedagogical science with new knowledge. The statistical analysis of the results obtained showed the reliability of differences in the level of development of the socio-ecological education of the future teacher in motivational-value (φemp = 5.78; p≤0.01), cognitive (φemp = 6.80; p≤0.01), activity (φemp = 4.89; p≤0.01) and reflexive-regulatory components (φemp = 7.28; p≤0.01), which indicates the positive dynamics of the level of development of socio-ecological education of the future teacher. Conclusions. The conducted experimental work showed the effectiveness of the implemented organizational and pedagogical conditions in the process of professional training of a future teacher for continuous socio-ecological education in the interests of sustainable development of society and the positive dynamics of the development of socio-ecological education of a future teacher, the reliability of which was statistically confirmed using the Fisher t-criterion.

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Мингалеева, Милеуша Талгатовна. "EXPERIMENTAL PEDAGOGICAL ACTIVITY OF THE SCHOOL ON ECOLOGICAL AND PATRIOTIC EDUCATION OF PUPILS." Pedagogical Review, no. 1(35) (February 10, 2021): 18–23. http://dx.doi.org/10.23951/2307-6127-2021-1-18-23.

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

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Niyazova, Amina, Anvar Khuziakhmetov, Rafis Shaimardanov, Olga Balina, and Aram Vartanian. "Pedagogical System of Continuous Socio-Ecological Education of the Future University Professor." E3S Web of Conferences 291 (2021): 05028. http://dx.doi.org/10.1051/e3sconf/202129105028.

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Education is the leading springboard for the formation of an environmentally cultured and educated person who can live and work in today’s rapidly changing society. The environmental crisis and the focus on sustainable development determine the relevance of socio-ecological education in the interests of the Concept of Sustainable Development (1994). The process of professional training of the future professor is based on the Federal State Educational Standard of Pedagogical Education and the professional standard, which defines the universal, general professional, and professional competencies and labor actions of the professor. The lack of special competencies indicates the formation of knowledge, abilities, skills, and experience in the field of socio-ecological education within the framework of general professional and professional competencies. The result of the future professor’s readiness for continuous socio-ecological education of students is determined by the socio-ecological knowledge. The development of socio-ecological knowledge in the conditions of professional training at the university requires the creation of a specific pedagogical system, including forms, methods, technologies, and pedagogical conditions for its development. These conditions include the creation of a socio-eco-oriented educational environment, the integration of formal, non-formal, and informal education, the use of modern digital, information and communication, and educational technologies. The selected components of socio-ecological knowledge: motivational-value, cognitive, activity, and reflexive formed the basis of the experimental study.

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Makarova, Ekaterina Aleksandrovna, and Ekaterina Sergeevna Stepanova. "Monitoring and assessment of pedagogical competence development among bachelors majoring in Ecology." Samara Journal of Science 10, no. 3 (September 1, 2021): 260–64. http://dx.doi.org/10.17816/snv2021103310.

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The paper is devoted to the problem of environmental education implementation in modern conditions through formation of ecological consciousness and ecological culture of students personality within the educational process and outside. To solve this problem it is necessary to develop new approaches to the training of prospective environmental educators and their professional competence development. Its also necessary to control and evaluate all the main components of professional competence. In the structure of the teachers professional competence the authors of the paper include a set of theoretical knowledge and their application in various pedagogical situations, as well as value orientations and a set of indicators of the teachers culture: speech, communication style, attitude to himself/herself and his/her activities and to other fields of knowledge, etc. At the same time, the system of professional education of modern teachers consists of subject training as well as psychological, pedagogical and methodological training, the purpose of which is to form the ability to organize the educational process on principles of personality-oriented interaction. In the structure of professional and pedagogical competence of bachelors majoring in Ecology, it is possible to distinguish meaningful, value-motivational and operational-activity components. The authors also consider possible ways of monitoring and assessment of pedagogical competence development among bachelors majoring in Ecology for pedagogical activity, their professional competence and training.

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KOLODKO, I. "THEORETICAL ASPECTS OF THE CONCEPT “THE READINESS OF PUPILS TO THE ECOLOGICAL ACTIVITY”." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 98–102. http://dx.doi.org/10.33989/2075-146x.2020.26.227552.

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In the article it was analyzed the essence of the concepts “readiness”, “activity”, “ecological activity” from the philosophical, psychological and pedagogical points of view. It was also underlined the significance the readiness of the pupils to the ecological activity for the Ukrainian educational system. There were distinguished two approaches of the historical development of the concept “readiness”: personal and functional. The supporters of the first approach consider the readiness as disclosure of individual qualities of a person and its integrity caused by effective character of an activity with high results. The supporters of the second approach define readiness as certain state of the psychological functions of the person that is the condition of the high results during the performance of any activity. The concept “activity” was analyzed as well. The concept “activity” is defined as the activity of a person that is turned out in the system of actions directed to the achieving of certain goals. The theoretical basics of the concept “ecological activity” were outlined. The author develops and specifies the definition of the concept “the readiness of the teenagers to the ecological activity”. It is based on the knowledge about the essence of ecological activity, emotional and valuable attitude to the process of ecological activity and the usage of received knowledge and skills in the ecological activity.

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Borisova, Tatyana G., and Anna V. Morozova. "The Specifics of the Linguistic and Ecological Discourse in the Pedagogical Anthropology Space." Current Issues in Philology and Pedagogical Linguistics, no. 1 (March 25, 2022): 72–81. http://dx.doi.org/10.29025/2079-6021-2022-1-72-81.

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This article is devoted to the study and description of the features of linguistic and ecological discourse in the professional speech activity of a teacher. The problem under consideration is relevant due to the need for a comprehensive study of the linguistic specifics of the speech of participants in the educational process. Establishing the relationship between the goals of communication and the organization of effective learning is the focus of pedagogical anthropology. The stated topic involves addressing the multifactorial aspects of intercultural communication that are relevant for the teacher–student dyad. The purpose of the work is to determine the specifics of linguistic and ecological discourse in the space of pedagogical anthropology. In the linguistic part of the work, when studying factual material, methods of situational analysis of the speech activity of participants in the educational process and quantitative data processing are used. The didactic component of the study is based on the basic principles of pedagogical anthropology, which puts forward certain requirements for the teacher’s speech and allows to identify the conditions for the organization of a safe speech environment. As a result of the conducted research, latent problems of interpersonal relations in the communication process were identified. The criterion apparatus developed in the process of empirical work will allow modeling a comfortable educational space.

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Zahorodnia, Liudmyla, Iryna Danylchenko, and Tetiana Marieieva. "Using an Experience of the European Union to Form Future Preschool Teachers’ Ecological Competence." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 1 (March 16, 2021): 262–80. http://dx.doi.org/10.18662/rrem/13.1/372.

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The article is dedicated to the theoretical and methodological aspects of the future preschool educators’ ecological competence formation with using the European Union’s experience in environmental safety and education. The aim of the study is to verify the effectiveness of the implementing the European Union’s experience in the process of the future preschool educators’ ecological competence forming. The authors analyzed domestic and foreign researches on the problem of teacher’s ecological competence. Based on the analysis of literary sources and own experience of teaching activity in the institution of higher education authors gave the definition of the concept "future preschool teacher’s ecological competence", identified and characterized its structural components. A complex of theoretical (analysis, synthesis, comparison, modelling, systematization, generalization) and empirical (testing, observation, pedagogical experiment; methods of mathematical statistics) methods was used to achieve the aim of the research. 92 students (experimental group (n = 45) and control group (n = 47)) of Oleksandr Dovzhenko Hlukhiv National Pedagogical University participated in the study. It has been determined that the teaching the course "Implementing the Strategy of Environmental Security: Integration of European Experience" to the students of the experimental group had a positive effect on the levels of their ecological competence formation.

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Brizga, Dace. "IMPLEMENTATION OF PEDAGOGICAL ACTIVITY OF LABOUR PROTECTION SPECIALISTS IN WORK ENVIRONMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 26, 2016): 24. http://dx.doi.org/10.17770/sie2016vol4.1542.

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

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Levina, Svetlana Viktorovna. "Development of ecological culture of prospective fine and decorative art teachers." Samara Journal of Science 6, no. 4 (December 1, 2017): 227–31. http://dx.doi.org/10.17816/snv201764306.

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This paper considers the problem of development of ecological culture of students - prospective teachers of fine and decorative art. The author proves the necessity of culturological approach, which allows to integrate different fields of spiritual culture, to expand students horizons, to give them new knowledge, to form a coherent picture of the world. The paper emphasizes that ecological culture is manifested in the system of spiritual values, in all the results of human activity related to cognition and transformation of nature. Hence it is necessary to train teachers who will be able to work with students and develop their ecological culture. Qualification characteristics of a teacher should provide his/her professional readiness to implement environmental training and education. To achieve a necessary level of environmental training is possible only by adjusting and updating existing educational programs. The paper contains a model of development of ecological culture through art; it determines the content, terms and stages of its implementation. The model consists of three levels and the paper discusses each of them; the author also describes necessary organizational-pedagogical conditions, methodological approaches (cultural studies, local history, student-centered, activity-based) and methodological principles (of scientific character, systematic character, consistency, clarity, orientation, training, conformity to culture, of natural law). In conclusion, the paper emphasizes that the proposed model allows to organize a continuous process at a pedagogical university that is aimed to develop ecological culture of prospective teachers.

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Vatovec, Christine, and Haley Ferrer. "Sustainable Well-Being Challenge: A Student-Centered Pedagogical Tool Linking Human Well-Being to Ecological Flourishing." Sustainability 11, no. 24 (December 15, 2019): 7178. http://dx.doi.org/10.3390/su11247178.

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Human behavioral change is necessary if we wish to evolve into a more sustainable human society, but change is hard, especially given that many people equate environmentalism with personal sacrifice. This paper highlights a semester-long assignment in which undergraduate students examined five behaviors that claim to increase happiness with minimal ecological footprints. We used mixed methods to analyze students’ self-reported positive and negative affect scores before and after completing each of the five activities, along with descriptions of the carbon footprint of each activity and student self-reflections on whether each challenge promoted “sustainability”. Results indicated that students’ positive affect increased with each activity, while negative affect decreased. Student reflections indicated that engagement with systems thinking can be used to examine the relationship between their own well-being and the ecological outcomes of each of their chosen activities, as well as alternatives that would decrease their footprint. In final reflections, 85% of students stated that they would promote these five behaviors among the general public to enhance sustainability efforts. We discuss using the Sustainable Well-being Challenge as a tool to promote behaviors that support both human and ecological well-being.

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Kotliar, I. A., and M. V. Sokolova. "Approaches to psycho-pedagogical examination of game playgrounds." Современная зарубежная психология 5, no. 1 (2016): 5–15. http://dx.doi.org/10.17759/jmfp.2016050101.

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The article is devoted to the problem of the game environment - playgrounds. The article discusses the history of children's playgrounds, analyses the different methodological approaches to their expertise: an ecological approach, socio-cognitive approach, subjective or personal approach, activity approach. Taking into account the latest contemporary foreign researches, the article discusses the facts concerning the link between the types of playgrounds, their equipment and the nature of child behavior. The article provides basic criteria for expertize of game environment: game value of plating objects or game environment in general, landscape features of playgrounds, the elements that trigger risky behavior, etc. The conclusion states that playgrounds must be assessed in terms of their compliance to the needs of children and the age related challenges of their development.

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Gasanov, Soltan. "Development of a model for the formation of the ecological worldview of students of secondary professional education." Applied psychology and pedagogy 4, no. 4 (December 15, 2019): 115–28. http://dx.doi.org/10.12737/2500-0543-2019-104-127.

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The article is devoted to the search for methodological, theoretical and didactic basic for a modern model of the formation of the ecological worldview of college students. The author made a substantiation of the main components of the model. A two-level concept of the formation of the ecological worldview of students of secondary professional education (SPE) and a set of pedagogical conditions for its implementation are proposed. The proposed model for the formation of the ecological worldview of students of secondary vocational education on the basis of a system-activity approach in the educational process can be pedagogically effective by including in the training and education processes such forms and methods that will put students in the position of researchers and discoverers. In the modern professional educational environment, the training of competitively capable graduates who are ready to withstand the socio-economic changes that arise in society and are able to take responsibility for decisions made becomes one of the main directions of the educational process in institutions of higher and secondary professional education.

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Busygin, Aleksandr Georgievich, Elena Vladimirovna Lizunova, Lidiya Vasilievna Vershinina, and Valeriya Vitalievna Bondareva. "Desmoecological approach to ecological culture formation during professional training of pedagogical university students." Samara Journal of Science 10, no. 4 (December 1, 2021): 252–57. http://dx.doi.org/10.17816/snv2021104303.

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Modern humanity lives in the era of the third millennium, in a period of a huge number of global environmental problems. The majority of environmental scientists attribute the low level of ecological culture of the individual and society as a whole to the main cause of the global environmental crisis. Currently, environmental security has become a dominant element of the national security doctrine. The term ecological culture itself considers an individual to be a subject of public relations and relations, introduces it into various types of activity interaction between society and nature, due to certain reasons that are associated with technology, exchange and consumption, with the attitude to property, as well as with certain norms, rules, laws, services, codes, etc. Analyzing the works of scientists and the experience of interaction between the environment and society, ecological culture includes a great potential, is the guiding force of the scientific and technological revolution. It is the teacher who plays a central function in the development of the ecological culture of youth. During the training sessions and during extracurricular hours, teachers should form a complex of scientific knowledge, worldviews, and ideas among students that the global environmental crisis, which may soon turn into an environmental catastrophe, poses a huge danger to all mankind. These phenomena can be prevented only with the help of targeted environmental protection activities. Environmental protection activities include a set of environmental knowledge, skills and abilities that students can master in the process of special education and training in an educational institution (school, vocational school, university). It is necessary to have a reliable level of elementary ecological concepts from an early age, and this suggests that the teacher must be sufficiently competent in this matter. He or she must have the skills to apply theoretical knowledge in practice and develop this skill among students. But as practice shows, in most cases, teachers themselves are not yet ready to implement this function. This is manifested in the fact that they do not have enough skills to adequately assess the state of the modern natural environment, to carry out environmental protection activities. This paper substantiates the effectiveness of the desmoecological approach aimed at ecological culture formation among pedagogical university students. The authors defined the content of the conceptual and terminological composition of the pedagogical categories ecological culture and desmoecological approach, developed a model of the integrative course Ecological culture of the future teacher.

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Makarova, Ekaterina Aleksandrovna, and Ekaterina Sergeevna Stepanova. "Testing as a way to assess the development of bachelors’ environmental competence at pedagogical universities." Samara Journal of Science 9, no. 1 (February 28, 2020): 254–59. http://dx.doi.org/10.17816/snv202091307.

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The paper is devoted to the problem of prospective teachers ecological competence development, as well as to the peculiarities of diagnostics of ecological competence components development. The goal of the paper is to show the experience of implementing a competence-based approach for a professional training of bachelors majoring in Pedagogical Education and methodological approaches aimed at assessing the process of professional competencies development. The paper deals with the concepts of environmental education and environmental competence. The authors define the environmental competence of a pedagogical university graduate as an integrated quality of personality based on theoretical knowledge, practical skills in the field of ecology and readiness of a prospective teacher for environmentally adequate and professionally appropriate behavior in situations of moral choice. A students environmental competence is presented as a complex system that includes a number of components (cognitive, value-motivational, professional-activity). The authors describe means of assessing students environmental competence development, paying special attention to a pedagogical testing. The paper defines the main stages of designing a pedagogical test and the conditions for its use. The paper also contains the results of a pedagogical experiment which was done at Natural Geography Institute of Samara State University of Social Sciences and Education. The use of testing for professional education makes it possible to determine the compliance of the content, level and quality of students training, while systematic testing allows you to evaluate the process of pedagogical university students environmental competence development.

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Shefer, Olga, Svetlana Kraineva, Tatyana Lebedeva, Vera Elagina, and Elena Erentraut. "Overcoming risks in the formation of environmental culture of students." E3S Web of Conferences 311 (2021): 02006. http://dx.doi.org/10.1051/e3sconf/202131102006.

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The article presents the result of a study on overcoming risks in the formation of ecological culture among undergraduate students of a pedagogical university. Their readiness and ability to lead an ecological lifestyle and understanding of the essence of sustainable development and environmental policy of Russia, as well as their organization of their professional activities in the formation of the ecological worldview of schoolchildren. It is high-quality education and ecological consciousness that are the basis for sustainable personal and social development, which affects the formation of the ecological culture of all members of society. Therefore, ecological culture is the basis of activities to overcome complex environmental problems (both global and regional) and prevent their occurrence in the future. The study of ways and methods of overcoming risks in the formation of ecological culture is extremely important for Russia. Russia is striving to overcome the negative environmental consequences and to raise people with their professional activities who implement the ideas of sustainable development in life. One of the ways identified by the authors of the study is the organization of work of undergraduate students with online platforms: Stepik, Skillbox, GeekBrains, Coursera, Udemy. Open education is represented by electronic resources functioning at the pedagogical university that form an ecological culture. The article presents the results of a survey to identify the state of environmental culture among students of a pedagogical university and students of schools, leading to the conclusion that it is necessary to involve the ideas of “green” universities in the practice of teaching the younger generation. This will allow us to overcome risks in the formation of ecological culture in a new way in modern conditions of pedagogical universities. It will also contribute to improving the quality of life of the population in the conditions of sustainable development of society. The authors of the article associate the overcoming of most risks in the formation of environmental culture with the creation of conditions for improving the environmental training of a university student. To increase students ‘ motivation to study by means of solving research environmental-oriented tasks of a professionally applied orientation, the introduction of mathematical methods in solving environmental problems. Students develop mini-projects on environmental topics, prepare course and final qualifying works with environmental content, develop the content of educational practices. This allows you to simulate the professional activity of a teacher on the formation of ecological culture among students of schools, the participation of students in the All-Russian ecological quest «Share with us».

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Horopaha and Pavliuk. "FORMATION OF PUPILS’ ECOLOGICAL COMPETENCE WITH SPEECH DISORDERS AT MATHEMATICS LESSONS." Scientific bulletin of KRHPA, no. 13 (January 17, 2020): 128–40. http://dx.doi.org/10.37835/2410-2075-2020-13-10.

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The article reveals the issue of formation of ecological competence of students with speech disorders in mathematics lessons, substantiates the pedagogical conditions of formation of ecological competence of students with speech disorders in mathematics lessons. At the same time, environmental education is considered as the basis of a new paradigm of the modern educational system, which is based on personalityoriented and humanistic approaches to the organization of educational activities of students with speech disorders. The authors of the article single out the pedagogical conditions that proved to be effective for the formation of ecological competence of students with speech disorders in mathematics lessons: the use of problem situations for the formation of ecological competence of students with speech disorders in mathematics lessons; increasing the readiness of teachers to use innovative methods in combination with traditional ones in working with students with speech disorders; establishing interaction with parents to consolidate the acquired knowledge about nature. The authors proceed from the fact that in the formation of environmental competence of primary school children it is important to combine traditional educational methods with active methods of education, which require the child a higher level of independent cognitive activity. The article proves that the presence of students' interest in nature and their activity in learning about the environment plays a significant role in the formation of ecological culture. Attention is also paid to the formation of a number of research skills in students (to see the problem, to analyze the described situation, to make hypotheses about ways to solve the problem, to test their statements, to prove their own opinion, etc.).

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Kotlyakova, Tatiana A., and Olesya V. Kareva. "Development of understanding of the nature world in the process of artistic and aesthetic activity of preschool students." Tambov University Review. Series: Humanities, no. 194 (2021): 156–69. http://dx.doi.org/10.20310/1810-0201-2021-26-194-156-169.

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Relevance and expediency: the study analyzes one of the aspects of the urgent and complex problem of modern preschool education – the development of the environmental orientation of the personality of a preschool child. Purpose of the study: to present the substantiation of the problem of the development of the ecological orientation of the personality of preschool students, the proposed methods for solving this problem through artistic and aesthetic children’s activities and the results of testing the effectiveness of the proposed methods. The leading method for the study of the problem: the proposed ecological and artistic projects are, on the one hand, part of the theoretical basis of the problem under consideration, and on the other hand, a practical example of its solution based on the organization of the process of developing an understanding of the natural world in the process of artistic aesthetic activity of preschool students on the example of familiarization with the animals of the Red Book of the Middle Volga region. Results: revealed, substantiated and experimentally tested the pedagogical conditions for organizing the process of developing an understanding of the world of nature in the process of artistic and aesthetic activity of preschool students on the example of familiarization with the animals of the Red Book of the Middle Volga region. Ecological and artistic projects of the corresponding content are developed. Practical and theoretical significance of the results obtained: the results of our work are an important addition to federal and regional programs for the moral and aesthetic development of preschool children, implemented in preschool educational organizations. The use of integrated forms of the pedagogical process (projects) for acquaintance and the development of a value attitude towards rare animals of their native land (for example, animals included in the Red Book of the Ulyanovsk Region) will optimally implement the tasks of comprehensive education of children.

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Solovyeva, Tatiana, Irina Vitkovskaya, and Alexandra Ovchinnikova. "STUDY OF THE EMOTIONAL COMPONENT OF PRIMARY SCHOOL CHILDREN VALUE ATTITUDE TO ECOLOGICAL SITUATIONS OF THE REGION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 570–82. http://dx.doi.org/10.17770/sie2021vol2.6200.

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Unfavorable forecasts of environmental scientists regarding environmental changes actualize the problem of environmental values importance in the process of children upbringing.The article theoretically substantiates that emotions caused by perception of ecological situations of their region leave unconscious "imprints" in the child's life and therefore can serve as a psychological foundation for the formation of these values in primary school children. For children of primary school age, when they assess environmental situations, circumstances, events they encounter in their lives, the emotional reaction often outstrips the cognitive one, reflects the personal meaning, value attitude of a child towards them.The aim of the article is to study the emotional component of primary school children’ value attitude to the ecological situation of his region in order to introduce core value of "ecological safety" into his/her system of values. The study was based on the analysis of philosophical, psychological and pedagogical literary sources, testing, interviewing primary school children and pedagogical experiment.Managing the emotional development of primary schoolchildren can significantly change their value attitude to nature. Under conditions of the experiment, 61% of children began to realize their need for vigorous activity, and 17% of junior schoolchildren became psychologically ready for joint environmental protection activities.

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Людмила Іванівна Довгопола. "ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ ЗАСОБАМИ НАВЧАЛЬНО-НАУКОВИХ ЕКОЛОГІЧНИХ СТЕЖОК". World Science 1, № 7(35) (12 липня 2018): 21–25. http://dx.doi.org/10.31435/rsglobal_ws/12072018/6000.

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The article deals with the experience of creation, didactic possibilities and peculiarities of the use of ecological trails. Their role in the training of future biology teachers is revealed. The definition of «comprehensive educational and scientific ecological path» is substantiated.The characteristic and structure of the complex educational and scientific ecological trail «Outskirts of Pereiaslav region», created on the basis of the SHEI «Pereiaslav-Khmelnytskyi Hryhorii Skovoroda State Pedagogical University» was created and the possibilities of its use were analyzed. Some aspects of organizing research work for secondary and higher education students are covered. A set of tasks was proposed, which were carried out and carried out directly on each of the key sites of the path.It was proved that the activity of secondary and higher education students, organized on the basis of the comprehensive educational and scientific ecological trail «Outskirts of Pereiaslavl region», promoted the expansion and deepening of biological knowledge, formed the ability to analyze and compare objects of wildlife, to find causal consequences, monitoring the environment, developing abilities for research and design activities, and raising cognitive activity.

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Nina G., Lavrentyeva. "Organization of Environmental Education of Preschoolers in the Conditions of the Natural and Socio-Cultural Environment of the Kindergarten." Scholarly Notes of Transbaikal State University 15, no. 5 (November 2020): 48–55. http://dx.doi.org/10.21209/2658-7114-2020-15-5-48-55.

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Currently, there is a need to improve the theory and practice of environmental education of preschool children in kindergarten and to transit to education for sustainable development. The purpose of the research is to substantiate the organization of environmental education of preschool children in kindergarten aimed at understanding the natural and socio-cultural ecosystems. Ecological systems are the universal units of the structure of the surrounding world. The focus of pedagogical activity on the organization of children’s cognitive and research activities in the ecosystems of the nearest natural and socio-cultural environment in the area of the nearest development of preschool age children allows enriching the subjective experience of children with ecological content – the basis of future ecological intuition. Ecological-system approach to the modeling of the educational process allows uniting all forms of organization of life and types of children’s activity in an educational institution into a single succession system. The basis for organizing the cognitive and research activity of preschoolers is the interest, cognitive needs and cognitive activity of children. The process of environmental l education fulfills the role of a systemic mechanism for reflecting and modeling the pictures of the surrounding world in the process of cognitive-research and creative activity in the areas of the nearest development and self-development of children. As a result of testing this organization system in practice of kindergartens activities, teachers note its convenience, effectiveness and positive results in the development of children.

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Olena, Maslova. "SCIENTIFIC KNOWLEDGE STRUCTURE OF PREREQUISITES FOR THE CONCEPT OF HEALTH-FORMING TECHNOLOGIES AT THE PROCESS OF ADAPTIVE PHYSICAL EDUCATION FOR SCHOOL-AGE CHILDREN WITH HEARING IMPAIRMENTS." Sport Science and Human Health 4, no. 2 (2020): 74–87. http://dx.doi.org/10.28925/2664-2069.2020.2.7.

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Introduction. Today the question of formation of health of children and teenagers is comprehensively considered by the general system of scientific knowledge representing rather independent, purposeful cognitive multilevel activity. Aim is to define and characterize in a projection of the theory of scientific knowledge preconditions of development of the concept of health-forming technologies in the course of adaptive physical education of children of school age with hearing impairments. Material and methods: analysis and generalization of data of special scientific and methodical literature; monitoring of information resources of the Internet; sociological methods (questionnaires); method of copying (review and selection of materials from medical records); pedagogical methods (pedagogical testing, pedagogical experiment), methods of mathematical statistics. Results. According to the theory of scientific cognition, based on theoretical and empirical levels and forms of its functioning, we present the structure of definition and scientific evidence base of the prerequisites for the concept of health technologies in the process of adaptive physical education of school-age children with hearing impairments. scientifically-based socio-pedagogical, socio-economic, biological-medical, biological-physiological, ecological-environmental, ecological-cultural, personal-motivational and personal-effective provisions. Conclusions. Turning to the basics of the theory of cognition, we have identified four main categories of prerequisites for the author's concept and hypothesis of its effective implementation, which involves their direct consideration, namely the inclusion of social, biological, environmental and personal principles in the theoretical and methodological foundations of health technologies in adaptive physical education school-age children with hearing impairments

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Lamanauskas, Vincentas. "PEDAGOGINĖS PRAKTIKOS GERINIMAS: KAI KURIE ASPEKTAI [IMPROVEMENT OF PEDAGOGICAL INTERNSHIP: SOME ASPECTS]." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 8, no. 1 (June 25, 2016): 4–7. http://dx.doi.org/10.48127/spvk-epmq/16.8.04.

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Future teacher preparation remains a meaningful field of every country and Lithuania as well. Pedagogical internship, undoubtedly, remains a very significant element of pedagogical study structure and process. Competence, practical experience acquisition, personal improvement and all-round knowledge of educational institution are considered the most important advantages of the internship. This is not only a certain future teacher’s self-examination in a real educational environment, but also a proper way to improve. On the other hand, internship organisation is not appropriate enough. A few very important things are obvious: a short pedagogical internship time, coherence with the studies at university, and not sufficiently purposefully defined internship activities (content aspect). Mentors’ work should be improved; however, this is not treated as a very important drawback. Also, two improvement spheres have been exposed: internship content/programme improvement (to concretise, optimise, and more clearly regulate the activities) and strengthening interaction effectiveness between university and basic internship schools. Pedagogical internship effectiveness (from the point of view of pedagogical ability consolidation, improvement) remains undoubted. On the other hand, certain requirements should be raised for the institution, in which students would like and could perform pedagogical internship. Educational institution’s democracy and openness, technological supply, ecological friendliness/suitability are considered the most essential requirements. The existing pedagogical internship model in Lithuania has to be improved in two main directions – process (internship length increasing, guaranteeing the acquaintance with the variety of pedagogical institutions, interaction with the internship leaders and mentors improvement) and content (activity optimisation, innovativeness, variety increase) improvement. Key words: qualitative research, pedagogical internship, pre-service teachers, university students.

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Stakhova, Inna, Olga Groshovenko, Natalia Pakhalchuk, Olesia Zhovnych, Nadiia Komarivska, and Tetiana Bilyk. "FORMATION OF ECOLOGICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS BY MEANS OF ENVIRONMENTAL PROTECTION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 19, 2022): 272–83. http://dx.doi.org/10.17770/sie2022vol1.6831.

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The ecological crisis on a global scale (melting glaciers, explosions at nuclear power plants, pollution of rivers, seas, deforestation, harmful emissions into the atmosphere) requires radical changes in the process of its elimination. Volitional actions related to the cleansing, restoration and preservation of the natural environment are not enough, much emphasis is placed on educating a humane, environmentally conscious population capable of establishing harmonious relations with the natural environment. That is why higher education institutions face an important task – to form the environmental competence of future primary school teachers, to prepare students for the organization of environmental activities in working with younger students as a basis for shaping their environmental worldview. The article analyzes the theoretical foundations of the formation of environmental competence of future teachers, focuses on important summits, meetings, conferences, which rapidly and purposefully promote the preservation of the natural environment, stimulate the education of environmentally conscious younger generation. The aim of the article is to conduct an experimental study and establish the levels of formation of environmental competence of future teachers, based on its results to identify a model of formation of environmental competence of future teachers of higher education. In the course of the research we have singled out the main components (motivational, cognitive, activity, reflexive) of the formation of ecological competence of future teachers, as well as the corresponding criteria and levels. We conducted an experimental study to establish the level of environmental competence of future teachers among the leading pedagogical institutions of Ukraine: Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Kamianets-Podilskyi National Ivan Ohiienko University and T.N. Shevchenko National University "Chernihiv Colehium". The study made it possible to complete the model of formation of environmental competence of future primary school teachers by means of environmental activities (stages of implementation, priorities, pedagogical conditions, tools, forms). The study outlined new areas for further work.

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CHYSTIAKOVA, Liudmyla. "CULTURAL APPROACH IN THE DEVELOPMENT OF FUTURE TECHNOLOGICAL EDUCATIONAL INDUSTRY SPECIALISTS’ ECOLOGICAL CULTURE." Cherkasy University Bulletin: Pedagogical Sciences, no. 4 (2020): 182–86. http://dx.doi.org/10.31651/2524-2660-2020-4-182-186.

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The article is devoted to outlining the possibilities of culturological approach in the formation of ecological culture of teachers of labor education and technology. The basic principles, terminology, significance of the obtained result in the structure of personality are determined. Emphasis is placed on the uniqueness of each of the subjects of educational activities, the importance of individualized approaches. The culturological approach is considered as a set of theoretical and methodological provisions and organizational and pedagogical measures aimed at the gradual mastery of cultural values by students in a personalityoriented environment, the formation of the future specialist as a subject with a high level of values. It has been found that the culturological approach is based on the relationship and interaction of culture and education. Education is considered part of culture and the form of its manifestation, culturally appropriate system and cultural process in which the holistic transformation and develop- ment of personality. The functions inherent in culture, general pedagogical and special principles, important in the organization and implementation of the process of development of ecological culture are outlined. it is proved that culture is a way and means of self-development of an individual, his material and spiritual world. In the development of ecological culture of future teachers of labor training and technology, the culturologi- cal approach is considered as a system of organization of the process of improvement and self-improvement, development and self-development both in professional activity and in personal dimensions

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Morphy, Lorraine Y., and Donna Goodwin. "The Experience of Choice in Physical Activity Contexts for Adults With Mobility Impairments." Adapted Physical Activity Quarterly 29, no. 2 (April 2012): 132–50. http://dx.doi.org/10.1123/apaq.29.2.132.

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This exploratory study described the experiences of choice in physical activity contexts for adults with mobility impairments. The experiences of 3 female and 2 males with mobility impairments between 18 and 23 years of age were described using the interpretive phenomenological methods of individual interviews, written stories, and field notes. Thematic analysis revealed three themes: (a) interpreting the setting described participants’ interpretation of the environment, person, and task when making movement choices; (b) alternative selection described how participants actively engaged in analyzing alternatives and choosing among them; and (c) implications of choices made described participants’ evaluations of good and bad choices and what was learned. Evidence of effective choice making among adults with physical impairments suggests the potential efficacy of ecological task analysis as a pedagogical tool in physical activity contexts.

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Nina G., Lavrentyeva. "Preparation of Teachers for Ecological Education of Preschoolers Taking Into Account the Natural and Sociocultural Environment of the Kindergarten." Scholarly Notes of Transbaikal State University 16, no. 4 (2021): 122–31. http://dx.doi.org/10.21209/2658-7114-2021-16-4-122-131.

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A teacher is a key figure in ecological education of preschoolers for their safe and happy future life. Intensiveness of preschooler’s development, dependence of his life from grown-ups, direction of development to future life requires to raise social ecological responsibility of teachers before the future generation. The purpose of the article is to show the specific character of teachers’ training as the organizational and pedagogical condition of ecological education of preschoolers in the conditions of natural and sociocultural environment of a kindergarten. Analysis of theoretical sources and teaching practice allows you to identify the most valuable content lines and technological mechanisms of professional training of preschool students and practicing teachers for environmental education of children. The research methods are the analysis of the theory and practice of environmental education of preschoolers, professional training of teachers, generalization, and correlation of the analysis results with the goals of sustainable development, comparison, systematization, questioning of teachers of preschool educational organizations. Achieving the goals of sustainable development of society makes it necessary to focus the content and technologies of organizing environmental education for children on the knowledge of the consistency of the structure and functioning of the natural and sociocultural world, the allocation of ecosystems of different levels in it. In this case, the semantic needs of the future will be reflected in the pedagogical design of the present. Determination of the system-forming role of environmental education will optimize professional training and comprehend the unity of natural science and humanitarian knowledge. Strengthening the personal orientation of education by taking into account the level of training, individual interests, preferred styles of information processing, increases cognitive activity and creative self-realization of each student. The use of project activities and interactive forms and methods of designing environmental education for children create conditions for improving the professional qualities of teachers, increase the value of training. Thus, the directed specificity of the content of vocational education of kindergarten teachers from the perspective of the future increases their social and environmental responsibility to future generations and the effectiveness of the results of environmental education of preschoolers in the process of professional implementation. Keywords: professional training, ecological education of preschoolers, natural and sociocultural environment, system-forming role of ecological education, social ecological responsibility

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Chekanushkina, E. N., and E. N. Ryabinova. "FORMATION OF SOCIO-ECOLOGICAL PATTERNS OF BEHAVIOR OF FUTURE TECHNICAL SPECIALISTS." Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences 23, no. 81 (2021): 27–35. http://dx.doi.org/10.37313/2413-9645-2021-23-81-27-35.

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The subject of the article is the formation of socio-ecological patterns of behavior among future technical specialists in the implementation of professional tasks of labor activity. The object of the article: environmental performance management system aimed at environmental safety, environmental protection, social and environmental responsibility. The purpose of the work is to substantiate the immanence of socio-ecological patterns of behavior of future technical specialists, their significance in the experience of formation in the educational process. Methodology of the work: search for a set of theoretical and methodological approaches, on the basis of which the principles of continuity and ways of forming behavioral patterns in the "man-nature-technology" system are determined through the prism of social, environmental and professional values in order to master socio-environmental competencies by future specialists of technical training areas. The results of the work indicate an increase in the level of development of ecological consciousness among future technical specialists of the experimental group: a conscious understanding of the importance of environmental problems, norms and rules of behavior in relation to nature conservation, responsibility for the consequences of their professional actions. The field of application of the results is practical pedagogical activity that forms socio-ecological patterns of behavior. It is advisable to introduce an environmental component into the disciplines of the curriculum in technical areas of training. An important aspect of the ecologization of disciplines is the principle of interdisciplinarity and continuity. Conclusion: The formation of socio-ecological patterns of behavior of future technical specialists contributes to the generation of educational results in the process of training highly qualified engineers.

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Barot, C., D. Lourdeaux, J. M. Burkhardt, K. Amokrane, and D. Lenne. "V3S: A Virtual Environment for Risk-Management Training Based on Human-Activity Models." Presence: Teleoperators and Virtual Environments 22, no. 1 (February 2013): 1–19. http://dx.doi.org/10.1162/pres_a_00134.

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As work situations become more complex, virtual reality has proven to be advantageous for the emerging needs in risk-management training. However, building perfectly realistic simulations of the technical systems is not enough to address complex coactivity situations, where human factors play an important part. There is a need for virtual environments that would put trainees into varied ecological situations, inducing knowledge and competencies that would be put into practice in genuine work situations. The V3S project was proposed to build a generic framework for tailor-made virtual environments that can adapt to different application cases, technological configurations, or pedagogical strategies. This framework relies on the integration of multiple explicit models (domain, activity, and risk model). In order to build ecologically valid virtual environments, these models represent not only the prescribed activity, but the situated knowledge of operators about their tasks, including deviations from the procedures. These models are used both to monitor learners' actions, detecting errors and compromises; and also to generate virtual characters' behaviors, subject to erroneous actions. Moreover, dynamic situated feedback allows for progressive learning scenarios, adapting the complexity of the situations to the learner's activity and level. Evaluations have shown a high satisfaction level and encouraging usability measures. In future work, we propose to extend the possibilities of the simulation through the creation and monitoring of adaptive scenarios, adjusting the behavior of virtual characters able to assist or disrupt the user.1

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Шельшакова, Наталья Николаевна. "Psychological and pedagogical discourse of studying the health." Management of Education, no. 4(44) (September 15, 2021): 47–53. http://dx.doi.org/10.25726/d5861-8743-9142-l.

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В статье утверждается, что наиболее эквивалентной словесной формулировкой модели человека как основы построения культурно психологического дискурса здоровья является понимание человека С. Л. Рубинштейном. Рубинштейн С. Л. утверждал, что Человек – это Мир, поэтому понимание саморазвития человека происходит через ценности самоопределения человека, которые и определяют целостность мира. В. Франкл говорил, что путь человека к самому себе лежит через мир. Понимание здоровья и болезни в данных дискурсах весьма различно. Человек на первый взгляд здоровый в медицинском отношении, может быть глубоко больным с точки зрения культурно-экологического или культурно психологического дискурсов и наоборот. Однако, необходимо помнить, что переходы от болезни к здоровью достаточно сложны и условны, точность перехода нельзя фиксировать, расширяются границы проявления симптомов, однако ввиду индивидуальности каждого личности симптом вариабелен и может не укладываться в общепринятую картину болезни. Жизнедеятельность современного человека сопровождается стрессогенными условиями настоящего (пандемия, сокращение рабочих мест, война на Востоке, увеличение отрицательной эмоциональной и интеллектуальной нагрузки в профколлективах т. п.), которые и порождают психосоматические расстройства личности. При таких условиях, достаточно весомым является вопрос психологической безопасности на рабочем месте, что и способствует улучшению коэффициента продуктивной деятельности. The article asserts that the most equivalent verbal formulation of the human model as the basis for building a cultural and psychological discourse of health is S. L. Rubinstein's understanding of a person. Rubinstein S. L. argued that a Person is the World, therefore, the understanding of a person's self-development occurs through the values of human self-determination, which determine the integrity of the world. V. Frankl said that a person's path to himself lies through the world. The understanding of health and disease in these discourses is very different. At first glance, a person who is medically healthy can be deeply ill from the point of view of cultural-ecological or cultural-psychological discourses and vice versa. However, it must be remembered that the transitions from illness to health are quite complex and conditional, the accuracy of the transition cannot be fixed, the boundaries of the manifestation of symptoms are expanding, but due to the individuality of each individual, the symptom is variable and may not fit into the generally accepted picture of the disease. The life activity of a modern person is accompanied by stressful conditions of the present (a pandemic, job cuts, the war in the East, an increase in negative emotional and intellectual load in professional colleges, etc.), which give rise to psychosomatic personality disorders. Under such conditions, the issue of psychological safety in the workplace is quite significant, which contributes to the improvement of the coefficient of productive activity.

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Егорова, Галина Ивановна, Сергей Петрович Семухин, and Андрей Николаевич Егоров. "DISCOURSE ANALYSIS OF THE FORMATION OF FUNCTIONAL LITERACY OF FUTURE BACHELORS IN THE FIELD OF ECOLOGIZATION OF PROFESSIONAL ACTIVITY." Tomsk state pedagogical university bulletin, no. 5(217) (September 3, 2021): 53–61. http://dx.doi.org/10.23951/1609-624x-2021-5-53-61.

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Введение. Показано обращение педагогов, ученых к научному концепту «функциональная грамотность» как своевременная необходимость в связи с вопросами трансформации, устойчивого развития общества, глобальными изменениями, введением федерального государственного образовательного стандарта нового поко ления. Выбор темы обусловлен накопленным опытом, научными исследованиями в вопросах формирования функциональной грамотности будущих бакалавров, магистров в области экологизации профессиональной деятельности. Цель – провести дискурс-анализ формирования функциональной грамотности в области экологизации профессиональной деятельности в условиях трансформации современного образования. Материал и методы. Теоретические: анализ педагогической, философской, социологической, литературы, нормативно-правовых документов, дискурс-анализ. Эмпирические: анализ педагогического опыта, педагогический эксперимент, наблюдение, опросные методы (анкетирование, беседа), статистическая обработка результатов. Результаты и обсуждение. Дискурс-анализ доказывает, что формирование функциональной грамотности в области экологизации обусловливает развивающий эффект педагогического и технического образования, который связан с появлением новых ценностей (экосознание, экомышление, экогуманность), востребованных в практике будущего бакалавра, магистра, специалиста (педагога, инженера). Показано новое видение экологизации профессиональной деятельности как необходимого процесса, принципа, метода стабилизации и устойчивого развития в системе «человек – природа – социум» в условиях трансформации общества, образования. Раскрыты особенности построения образовательного процесса с учетом разработанных направлений и содержательных модулей, включенных в дисциплины педагогических, технических направлений, ориентированных, прежде всего, на ценности, гармонию с окружающим миром, личностную ответственность за экологию окружающего мира, ее сохранность, здоровьесбережение как важных показателей экограмотности выпускника вуза и нового качества жизни человека XXI в. Реализована программа «Экологическая метадидактика» по направлению 44.04.01 (педагогическое образование, уровень магистратуры), основная цель которой связана с освоением будущими магистрами дидактических систем, технологий обучения и воспитания экологической личности. Программа реализована через совокупность занятий разного плана, где бóльший уклон шел на практическую отработку умений, навыков решения проблемы, отработку механизмов в рамках осознанности, приращения знаний в области дидактики, воспитания как особых экологических систем. Заключение. Реализация процесса экологизации встраивается в содержательный и деятельностный компоненты профессионального образования и предполагает активную включенность будущих бакалавров в научно-практическую, проектную деятельность экологической направленности для получения качественного результата, что обеспечивает новый формат объемности мышления, креативности, тех качественных показателей, которые позволяют думать глобально и действовать локально современному выпускнику высшей школы в совокупности с системой экоценностей, что обеспечивает устойчивость развития системы «человек – природа – социум». Introduction. The article shows the appeal of teachers and scientists to the scientific concept of “functional literacy” as a timely necessity in connection with the issues of transformation, sustainable development of society, global changes, the introduction of a new generation of FSES. The choice of the topic of the article is due to the accumulated experience, scientific research in the formation of functional literacy of future bachelors, masters in the field of ecologization of professional activity. The aim of the study is to conduct a discourse analysis of the formation of functional literacy in the field of ecologization of professional activity in the context of the transformation of modern education. Material and methods. Theoretical: analysis of pedagogical, philosophical, sociological, literature, normative legal documents; discourse analysis. Empirical: analysis of pedagogical experience, pedagogical experiment, observation, survey methods (questionnaire, conversation), statistical processing of results. Results and discussion. The discourse analysis proves that the formation of functional literacy in the field of ecologization determines the developing effect of pedagogical and technical education, which is associated with the emergence of new values (eco-awareness, eco-thinking, eco-humanity), which are in demand in the practice of the future bachelor, master, specialist (teacher, engineer). A new vision of the greening of professional activity as a necessary process, principle, method of stabilization and sustainable development in the “man – nature society” system in the conditions of transformation of society and education is shown. The features of the construction of the educational process are revealed, taking into account the developed directions and content modules included in the disciplines of pedagogical and technical directions, focused primarily on values, harmony with the surrounding world, personal responsibility for the ecology of the surrounding world, its safety, health preservation – as important indicators of the eco-literacy of a university graduate and a new quality of life of a person of the XXI century. The program “Ecological metadidactics” was implemented in the direction 44.04.01 (pedagogical education, master’s degree level), the main goal of which is related to the development of didactic systems, technologies of teaching and upbringing of an ecological personality by future masters. The program was implemented through a set of classes of different plans, where a greater emphasis was on practical development of skills, problem-solving skills, working out mechanisms within the framework of awareness, increasing knowledge in the field of didactics, education as special ecological systems. Conclusion. The implementation of the greening process is integrated into the content and activity components of professional education and assumes the active involvement of future bachelors in scientific, practical, project activities of an environmental orientation to obtain a high-quality result, which provides a new format of voluminous thinking, creativity, those qualitative indicators that allow a modern graduate of a higher school to think globally and act locally in conjunction with a system of eco-values, which ensures the sustainability of the development of the “man nature society” system.

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Evstafyeva, Natalia, Irina Wagner, and Yulia Grishaeva. "Development of ecological culture of an individual in a multicultural environment." Pedagogicheskiy Zhurnal Bashkortostana 89-90, no. 4-5 (2020): 102–15. http://dx.doi.org/10.21510/1817-3292-2020-89-90-4-5-102-115.

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The article deals with methodological aspects of the development of ecological culture of schoolchildren in a multicultural educational environment. The authors identify two acute problems in modern society – multiculturalism and ecology. The Russian Federation is a multicultural country. Multicultural education is aimed at preserving the diversity of Russian society, carries the potential and tool for protecting ethnic and national communities in a multi-ethnic Russia, promotes the integration of all territorial-economic, political and national-cultural communities into a single Russian nation, allows a person to adapt to a multicultural world, helps a person understand himself and the people around him and promote the social role of a cultural person in society. The authors consider the relationship between multiculturalism and ethnopedagogy, identify the main pedagogical approaches and principles of development of multicultural education. The article notes the importance of integration of two significant areas in education and in the world - ethnology and ecology. Together they make an ethno-cultural module and an eco-cultural module which form the values for the society sustainable development. The possibility of using the technology of project activity through the implementation of ethno-ecological projects of students is considered. The authors note that ethnoecological projects on the dominant activity of students can be of different directions: research, educational, creative or practical ones. The most effective way to work on projects is through the implementation of a system of eco-oriented multicultural project weeks. Authors pay an important attention to the projects aimed at studying the ethnoecological traditions of the native land, the peculiarities of its geography, climate, natural landscape, flora and fauna, reflected in folklore, folk crafts, cults, rituals, holidays, legends, myths, etc.

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Almashi, I. I. "Organizational and pedagogical activity of public associations on the formation of the ecological culture of the youth in the Carpathian Euro region." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology”, no. 1(9) (2019): 130–32. http://dx.doi.org/10.31339/2413-3329-2019-1(9)-130-132.

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Аnzorova, Svetlana, Saule Sarbassova, Zora Dzhubalieva, Aigul Meldebekova, Marzhan Zhapanova, and Gulnar Zhumadilova. "Greening education at the university in the socio–economic and pedagogical areas of training." E3S Web of Conferences 284 (2021): 09013. http://dx.doi.org/10.1051/e3sconf/202128409013.

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Socio–economic processes have accelerated in the information society, technological cycles are not 20–30 years, as before, but 3–5, which radically changes the tasks of professional training of personnel of all levels and specialties. The problem of environmental education has now gone beyond national boundaries and acquired international importance. Domestic pedagogy should more actively introduce scientific developments and achievements into educational practice, in particular, through new special courses, technologies for the formation of ecological thinking, consciousness, and culture of university students, using modern psychological and pedagogical approaches. The intellectual potential of a country determines its place and role in the international arena. Today, the cost of this product in the economic exchange of developed countries is close to the value of the mass of commodities, therefore, domestic education should become a priority, widespread field of activity in the state, and environmental education – the most prestigious, most powerful basis for active and vital research in various areas: social , technical, medical, pedagogical, economic. Practical and theoretical contributions to the world education and science system can raise the level of national environmental and educational achievements to a prominent place in the world.

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Macháčková, Karolina. "Forest educators as bearers and implementers of deep ecology ideas." Central European Forestry Journal 67, no. 1 (March 1, 2021): 14–20. http://dx.doi.org/10.2478/forj-2020-0028.

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Abstract People think very little about the consequences of consumer and ecological manners. Responsibility for raising children to sustainable behaviour is transmitted to educational institutions that bear the full weight of this burden. Non-teaching experts such as foresters enter the educational process. These specialists are called “forest educators”. At the 14th European Forest Pedagogics Congress 2019 in Latvia, 167 forest educators from Europe met, and 52 of them were willing to participate in a qualitative research survey. This paper aimed to identify why foresters, as people without pedagogical education and despite the unfavourable funding, become educators. The following questions guided this research: What leads them to start organizing educational and adventure programmes for children and the public? Is their intrinsic motivation based on an unconscious level to implement ideas of Deep Ecology? Philosophy of Arne Naess and semi-structured interviews with forest educators in the form of the Pyramid Model of Wengraf, through which qualitative data were obtained, methodologically approached this paper. Interviews with foresters revealed their values, needs, motivation, dominant psychological-ethical moments and prosocial behaviour that brings inner satisfaction and pedagogical activity as an added value of their profession. Forest educators have a unique philosophical system related to nature and the environment. They subconsciously follow and develop the ideas of Deep Ecology through the methods of Forest Pedagogy. The paper presents the way of involving forest educators into the distance and online teaching due to the Coronavirus pandemic, as well as the topic for further research in this area.

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Grishaeva, Yulia, Alexander Gagarin, Iosif Spirin, Zinaida Tkacheva, Natalia Evstafieva, and Oleg Napolov. "Ecological culture of students in the trends of the Concept of sustainable development." E3S Web of Conferences 265 (2021): 07003. http://dx.doi.org/10.1051/e3sconf/202126507003.

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The concept of sustainable development (SD) is used by the international community to address the complex interconnected social, environmental and economic challenges of modern society. Solving SD tasks depends on the quality of training of professionals who are currently receiving vocational education. One of the areas of SD is the participation of specialists from various fields of activity in solving environmental problems. Therefore, the purpose of this article is to consider the ecological culture of students in the trends of the concept of sustainable development. The trends of the concept of SD and professional education, models of pedagogical interaction, aspects of the formation of the environmental culture of students, features of the modern state and trends of eco-cultural development of students, connection of this level with the achievement of SD goals are shown. The article provides experimental results of the study of attitude of Russian students to various aspects of environmental conservation. These results demonstrate the possibility and need to improve the environmental culture of students. The use of the article materials by educators will allow them to more effectively and purposefully shape the students’ environmental competences.

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Humeniuk, Tetiana. "DESIGNING A SPECIALIST OF THE FUTURE IN THE PROCESS OF PROFESSIONAL AND PEDAGOGICAL TRAINING AT THE UNIVERSITY." Educational Discourse: collection of scientific papers, no. 5(5) (June 20, 2018): 77–96. http://dx.doi.org/10.33930/ed.2018.5007.5(5)-8.

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Today, Ukraine needs to establish a new role for higher education, which it plays in Europe, where universities are the source of the dissemination of new knowledge and the definition of future intellectual guidelines for society. Higher education raises the importance of universal values. In the favorable conditions of academic freedom, which universities received under the new Law of Ukraine "On Higher Education", Considering the global problems of the development of civilization and conservation of the biosphere, there is the possibility of implementing a project of advanced education. To this end, the introduction of a block of general training disciplines is proposed in the system of higher professional and pedagogical education, namely: "Philosophy", "Basics of economic theory", "General systems theory", "Globalistics", "Noospherology", "Social and ecological safety of vital activity", "Fundamentals of Informatics", "Science, technology and technology", the content of which and innovative educational technologies of its implementation can ensure the formation of the general competence of a specialist of the future.

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Selezneva, Ol'ga V. "Search for ways to realise the pedagogic potential of the military ecology course." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 27, no. 4 (April 20, 2022): 116–27. http://dx.doi.org/10.34216/2073-1426-2021-27-4-116-127.

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Topicality of this work is related to the need to improve the methodology of environmental training of military personnel. The contradiction between the goals and objectives, proclaimed in the system of ecological training and uppbringing in the armed forces of the Russian Federation, and low level of ecological culture and incompetence in issues of ecological safety actually demonstrated by servicemen, is evident. The aim of the article is to develop a model for realising the pedagogic potential of the military ecology course to achieve the goals of environmental training of servicemen. The ones chosen as leading methodological guidelines, include value-minded ones as well as culturological ones in the issues of military ecology course content selection, system-activity and integrative approaches at organisation of teaching and cognitive activity when forming ecological component of military-oriented professional competences; principles of educational environment creation for formation of ecological worldview of the specialist's personality (Aleksandr Ivashchenko, Viktor Panov, Aleksandr Gagarin et al.); integration of professional and environmental education (Aleksandr Gagarin, Yelena Cherdymova et al.) in the context of embedding new knowledge into the existing structure of “cognitive niches” (Helena Knyazeva). What is proposed as the results of the study include the justification of the model of developing a system of training tasks on the example of forming the ecological component of military professional competences. Examples of interconnection of content-activity components at different stages of realisation of pedagogic potential of military ecology course are given; as well as results of pedagogic experiment; methodical recommendations are offered; research prospects are defined. The article is of interest for teachers of military ecology, for pedagogic community of institutions of higher military education, as well as for graduate and post-graduate students developing the issues of their own courses in professional education.

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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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Natalia F, Vinokurova. "Co-Evolutionary Paradigm of Ecological Education for Sustainable Development: Methodological Basis." Scholarly Notes of Transbaikal State University 16, no. 4 (October 2021): 65–74. http://dx.doi.org/10.21209/2658-7114-2021-16-4-65-74.

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Throughout the history of its development, environmental education has been viewed as a priority area in the modernization of all educational systems in the face of aggravated environmental problems. A comparative analysis of the change in environmental education paradigms made it possible to conclude that they evolved in accordance with the change in cognitive models and value-target guidelines: environmental education, environmental education and environmental education for sustainable development. On the basis of a generalization of philosophical, scientific, psychological and pedagogical research, the statement is substantiated that in the modern conditions of the global environmental crisis, the relevance and importance of developing the methodological foundations of environmental education based on a co-evolutionary strategy, which ensures the transition of mankind to the path of sustainable development, is obvious. The article reveals the methodological foundations of the co-evolutionary strategy of environmental education for sustainable development, which reflects the cognitive model, value co-evolutionary relations and the constructive coherent-creative orientation of nature-friendly activity. The co-evolutionary paradigm of environmental education for sustainable development, based on the ideas of synergy, reflects the picture of the world of a post-industrial society. The essence of co-evolutionary subject-activity, transdisciplinary, integrative and integrative-situational, cultural-ecological coherent-creative approaches is revealed. The conclusion is made about the semantic and value-worldview conjugation of these approaches, which ensures the integrity of the methodological foundations of the co-evolutionary paradigm of environmental education for sustainable development. The experience of the Nizhny Novgorod scientific school of environmental education in the implementation of the considered methodological approaches in environmental education for sustainable development is presented. The promising directions of research on this problem are formulated, related to the determination of the functional completeness of the methodological foundations and the development of methods for their implementation in educational practice. Keywords: co-evolutionary paradigm, environmental education for sustainable development, methodology

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Mishima, Masakazu. "RE-CONCEPTUALIZING L2 WRITING REVISION STRATEGIES FROM AN ECOLOGICAL PERSPECTIVE: AN INTERVIEW BASED INQUIRY." English Review: Journal of English Education 7, no. 2 (June 2, 2019): 1. http://dx.doi.org/10.25134/erjee.v7i2.1771.

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This study examines an ESL writer�s revision activity in composing an argumentative essay from an ecological perspective. The study aimed to explore how sociomaterial conditions present in the pedagogical context lead to the writer�s use of revision strategies in responding to instructor feedback. By using an interview-based case study approach, data were collected from one ESL writer and instructor in an ESL freshman composition class at a large public university in the US. Based on the analysis of field-notes, transcripts from interviews and writing conferences, and various cultural artifacts, the study found that the writer�s goal-oriented agency foregrounded his engagement with instructor feedback, which narrowed down the problem space perceived to be important by the writer to achieve his goal in writing. The writer�s selective attention to the specific writing issues to be attended in his revision attempt provided an essential perceptual pretext for the concoctions of several sociomaterially-afforded revision strategies. The study also found that sociomaterial interactions inherent within one strategy use conditioned the emergence of another strategy while showcasing that the writer�s strategy use could be emergent and generative in nature. Based on the findings, the study discusses the emergence of the revision strategies as a result of collective interplay of student agency and student-perceived sociomaterial affordances in the writer�s attempt to establish sociocognitive alignment with the instructor�s expectations delivered through feedback. Implications for ecologically-oriented L2 revision strategy research are discussed.

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Yurevich, N. V., and T. A. Kozlova. "EDUCATIONAL TECHNOLOGY TO FORM THE BASICS OF SOCIAL WORLDVIEW." Bulletin of the South Ural State University series "Education. Educational Sciences" 13, no. 3 (2021): 35–44. http://dx.doi.org/10.14529/ped210303.

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Based on theoretical and experimental research on the problems of education reform in the context of humanitarization of education, the authors elaborate and present a model of educational technology used to reform the activities in humanitarization of educational process, to create a flexible effective system at secondary school with the focus on teaching natural science disciplines. The theoretical study shows that humanization and humanitarization of education as a holistic system does not have a mechanism to implement social and pedagogical technologies and does not have a driver to realize this educational concept. This fact led to the development of educational technology aimed to form the basics of social worldview. The authors offer possible solutions for the problem by uncovering the pedagogic potential of natural sciences’ disciplines in forming the basic social determinants, namely, social competence and social intelligence of the students of secondary school. The main methods used are: the method of philosophical and subject expansion of natural sciences’ disciplines as a resource to form and develop social intelligence in the context of humanitarization of natural sciences, and statistical analysis to process the quantitative results of the pedagogical experiment. The development of a model of the author's technology is based on ecological approach to the research and design of educational environments. The methods of organizing educational technology that form the foundations of social worldview and paradigm of social thinking in modern conditions of scientific and technical progress are presented. The experimental data show that the organization of educational process of the secondary school students (7–11 forms) according to the model of social and pedagogical technology provides the increase of the level of quality of educational activity that satisfies the educational demand and meets the requirements of Federal Educational Standards of Russian Federation are present in the work. The authors considered the achievements of natural sciences from the point of view of the search for a public ideal. They made recommendations on the application of new scientific approaches, on the introduction of new interpretations, concepts of physical and natural-scientific outlooks. The developed educational technology contributes to the change of thinking paradigm, addressing the problem of authentic understanding of the world. This socio-pedagogical technology contributes to the creation of interdisciplinary interaction and interpenetration of the scientific and humanitarian understanding of the world within the framework of the modern concept of natural sciences.

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Ekaterina A., Igumnova, Popova Natalia N., Levdanskaya Yulia Y., and Zherebyatnikova Galina V. "Comparative Analysis of the Research of the Bachelors of Education’s Attitude to the Organization of the Ecological Culture Education in School." Scholarly Notes of Transbaikal State University 17, no. 1 (February 2022): 48–63. http://dx.doi.org/10.21209/2658-7114-2021-17-1-48-63.

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Global problems and the high rate of social change determine the transformation of the requirements for the professional training of a teacher. The article analyzes the regulatory documents that set the guidelines for the development of environmental education for sustainable development. Comparative analysis of empirical data from questionnaires (2010 – 152 people and 2020 – 106 people) was aimed at identifying ways to improve the professional training of bachelors of education in the context of increasing global and regional environmental problems, the development of a “green” economy and politics, formation of ecological culture as key factors of sustainable development of society.High and average values of correlation loads by types of activity, influencing the formation of competencies among students in the field of environmental education (educational, research and pedagogical practice (r = 0,968), scientific research work with pedagogical practice (r = 0,713)). A connection has been revealed between the use of environmental technologies and government measures (r = 0,999; p≤0,05), which characterizes the readiness of bachelors of education to perceive environmental problems and interact with objects of the natural environment through the active and systematic use of environmental technologies. The necessity of implementing common methodological foundations in the process of training future teachers (the concept of sustainable development, ideas of axiological, socio-cultural and competence-based approaches, noohumanistic values) has been substantiated. The scaling of the best university practices for preparing bachelors for educational activities at school, implementing the value aspects of the subject content in the context of the formation of a network community and digitalization of education (socially significant projects, competitive gaming programs in an online format, educational quests, etc.) is proposed.

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Kunavin, Boris V. "Ecological Education by Means of Literature at School." Vestnik of North-Ossetian State University, no. 4 (December 25, 2021): 119–28. http://dx.doi.org/10.29025/1994-7720-2021-4-119-128.

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

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Oliynik, Iryna V. "SOCIAL REHABILITATION AS ONE OF THE PROFESSIONAL ACTIVITIES OF A SOCIAL WORK SPECIALIST." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology" 2, no. 22 (2021): 59–67. http://dx.doi.org/10.32342/2522-4115-2021-2-22-7.

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The article defines the main vector of the direction in professional training of future social workers. Definitions of the concepts of social rehabilitation and rehabilitation process are considered. The main aspects of social rehabilitation are disclosed. Based on the analysis of psychological, sociological, complex models of social and socially pedagogical work, models of social rehabilitation are identified: psychological, psychodynamic, behavioral, cognitive-behavioral, humanistic, existential, sociological. The most common approaches to the implementation of sociological models of rehabilitation for social work are analyzed: systemic, ecological, role-playing and radical. The general theoretical foundations of social rehabilitation are described as a component of social and pedagogical activity, their common goals are defined, namely, the preservation and support of the individual, the group in a state of active, creative, independent attitude towards itself, its life and activity. The peculiarities of the organization of social rehabilitation are outlined and the main characteristics of this process are determined. Firstly, this is a gradual solution of problems aimed at restoring the social status of an individual, forming resistance to traumatic situations, forming a person capable of successfully integrating into society. Secondly, social rehabilitation as an end result should be aimed at achieving the ultimate goal, when a person, after undergoing comprehensive rehabilitation, becomes immersed in the socio-economic life of society and feels integrated. Thirdly, social rehabilitation acts in the form of social technology, i.e. a certain way of implementing rehabilitation activities as a result of identifying individual operations placed in a certain relationship and sequence, choosing the most effective methods of influencing the client.

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Shevchenko, Alexander, and Liudmyla Shtefan. "Formation of valeological competence in non-medical students." Engineering and Educational Technologies 9, no. 4 (December 31, 2021): 8–23. http://dx.doi.org/10.30929/2307-9770.2021.09.04.01.

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Competence approach is generally accepted in modern education. Competence is the ability to perform a variety of practical tasks in life and professional activities at a sufficient professional level, which is due to cognitive abilities and skills, social interaction, motivation and will. There are lingual, informational (digital), communicational, cultural, ecological, valeological (health saving) and other competencies should be formed in the student, regardless of the profile of his education. In Ukrainian legislation, valeological competence is referred to the category of "civic and social competences". Valeological competence in educational standards given less importance than, for example, ecological competence. We have not found a clear definition of valeological competence. In our opinion, valeological competence is the ability to lead a healthy lifestyle, practice safe behavior and provide emergency care. For its formation in students of non-medical higher educational institutions we have proposed the initial academic discipline "Health Pedagogy". The study is theoretical, based on the analysis of scientific sources and regulations of Ukraine, including national educational standards. Preliminary data on the introduction of the author's program of the discipline "Pedagogy of Health" in the educational process of the Ukrainian Engineering Pedagogics Academy for students of "011 - Educational, Pedagogical Sciences" specialty "Bachelor" and "Master" educational levels are also taken into account. Requirements for valeological competence formation in non-medical students on accordance with the level of education, the proposed components of the curriculum and components of competence (cognitive, activity, motivational-value and personal) are formulated. The author's definition of valeological competence is supplemented with a list of its components subject to qualimetric assessment. The list of competencies, necessary for the valeological competence formation, as well as those competencies that are formed or improved simultaneously with the valeological competence during the study of valeological discipline "Health Pedagogy" by non-medical students.

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48

Beseda, P. "PSYCHOLOGICAL ACCOMPANIMENT OF JUNIOR SCHOOLCHILDREN’S ECOPSYCHOLOGICAL CULTURE DEVELOPMENT." Psychology and Personality, no. 2 (September 14, 2021): 58–70. http://dx.doi.org/10.33989/2226-4078.2021.2.239956.

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The article considers the basic principles and methods of psychological support for the development of junior schoolchildren in the process of educating his ecological culture. The concept of ecological consciousness and ecological activity is revealed. The values of the development of eco- psychological culture of junior schoolchild are described. It is noted that one of the priority tasks of psychological support at the stage of development of eco- psychological culture of a schoolchild is process of identifying the values and ideas about nature and the environment and appropriate behavior and interaction with nature. It is the value system that determines the type of human relationship with nature. Theoretical aspects of the basic and specific methods of realization of psychological support of development of eco- psychological culture of a schoolchild are considered. Their content, meaning, types and forms of application are substantiated. It is established that to develop the effectiveness of the correct attitude of schoolchild to the environment, they should use various forms and methods of environmental education in class and extracurricular time, in classroom and extracurricular activities. It is in the period of primary school age that schoolchildren begin to quickly form their own conative or behavioral component of environmental consciousness. That is, there is a desire to grow crops, take care of pets, create comfort and coziness in everyday life. It is established that during the psychological support it is necessary to form the ecological responsibility of the junior schoolchild not only in the learning process, but also in the game and knowledge of the environment. This is a kind of psychological and pedagogical process aimed at forming a schoolchild’s knowledge of the basics of nature, gaining the necessary beliefs and practical skills, a certain orientation and active life position in the field of protection, conservation and increase of natural resources.

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Mleczko, Edward, Robert Malina, Elżbieta Cieśla, and Elżbieta Szymańska. "Ecological model of physical fitness determinants among children and adolescents in Poland compared to worldwide research, part 1." Journal of Kinesiology and Exercise Sciences 29, no. 86 (June 30, 2019): 31–43. http://dx.doi.org/10.5604/01.3001.0013.7871.

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Research aim: 1. Understanding the level of physical activity among children and adolescents in 38 countries around the world, based on research conducted using the ecological model by JF Sallis, 2. Assessment regarding the functioning of the ecological model of physical activity in Poland in light of the research results obtained by the organisation "Active Healthy Kids Global Alliance ( AHKGA)". Research methods: Analysis of documents issued by members of the AHKGA organisation with particular emphasis on the publications found in the Journal of Physical Activity and Health, 2016, 13 (Suppl. 2), S343-S366. http://dx.doi.org/10.1123/jpah.2016-0594 © 2016 Human Kinetics, Inc., as well as Polish reports, bulletins and ordinances of the Ministry of Health and Sport, the government and social organisations. Research results: The conducted research on physical fitness among children and youth from 38 countries of four continents proved the existence of a paradox. An inverse relationship has been found between increased physical activity in all forms of games, in active transport to schools (and back), and a lower sedentary lifestyle of children and adolescents in countries with poorer sport and recreational infrastructure. Better infrastructure and implementation of sports and recreation programmes did not go hand in hand with an increase in physical activity and the limitation of sedentary behaviours. It can therefore be assumed that spontaneous, unorganised participation in physical activity is more important for achieving desired pedagogical goals than supervised and imposed activation programmes for implementing physical exercises. The highest marks from the components of the ecological model taken into account (General Physical Activity, Participation in Organised Sport, Active Play, Active Transport, Sedentary Behaviour, Family and Friends, School, Local Community and Surroundings. Government Strategies and Investments) were obtained by Denmark, Slovenia and the Netherlands... Surprisingly, the functioning of the ecological model of physical activity in Japan was poorly assessed. The physical activity of Polish children can be considered average compared to their peers living on all continents of the world. This means that only a small percentage of children in Poland comply with WHO recommendations regarding daily physical activity (combined at medium and high levels) to counteract the negative effects of a sedentary lifestyle. There is no balanced approach in Poland to supporting the physical activity of children and adolescents. The best functioning area in this respect is the school, where activities are focused on improving school infrastructure and physical education classes. There is a lack of representative research concerning the physical activity of children below the age of 9 and a complete lack of scientific analyses in the area of active play. The fact that less than a quarter of children and youth in Poland (11-15 years) is sufficiently physically active (20.1-24.2% active for 60 min daily), should be considered alarming. Assessment of the central policy area and investment was positive, especially due to the inclusion of elements related to supporting the activity of children and youth in the Strategy for the Development of Sport in Poland up to 2020. Conclusions. It is necessary to implement a common framework for the systematic supervision of overweightness and obesity among children and adolescents, as well as a systematic approach to the evaluation of physical activity. Such actions are necessary. Systematic monitoring of changes regarding the physical activity development trend over time and drawing cognitive and application conclusions from the undertaken research are also much needed.

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Konakchieva, Petya. "THE ECOLOGICAL EDUCATION OF THE 5- TO 6- YEAR-OLD CHILDREN IN THE CONTEXT OF THE COMPETENCE PARADIGM." Knowledge International Journal 28, no. 3 (December 10, 2018): 1085–91. http://dx.doi.org/10.35120/kij28031085p.

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The elaboration presents conceptual and content aspects of an author’s model for educating ecological culture in introducing 5- to 6- year-old children into the natural world. The need for new interactive systems for environmental education in childhood is being defended. The vectors of pre-school ecological education and schooling are brought forth, they are addressed through the cognitive-information, personal, cultural and competence paradigms. The structure of the competence conceptual idea in pre-school ecological education is specified. In the context of the European educational priorities for early preparation and presentation of natural science competences, the basic principles that make up the model of “Molivko – I play and I know. Environmental studies” are brought out; it is designed to introduce 5- to 6-year-olds into the world of nature. They require cognitive and informational stimulation of personal experience in orientation in the natural world, empirically-active behavioural and communication regulation in the socio-environmental surroundings, model-situational systematization of ideas for maintaining a sustainable environment, reflexive-emotional attitude to the picture of the world of nature of the individual. Accordingly, the goal of the pedagogical interaction “child – nature”, which is referred to the initial stage of compulsory pre-school education, is set out. The integrative aspects of the author’s model related to game, socialization, knowledge, communication, safety, health, physical culture, labour and artistic creativity are set. The content accents of the model system, built up by adapting key concepts and skills related to bio-ecology, social and applied ecology, which in their unity guarantee the cognitive basis of the children’s ecological culture, are specified. Methodological ideas and solutions, laid down in the applied-educational provision of the author’s system are interpreted. Emphasis is placed on the inclusion of an accessible practice-transforming research activity, participation in modelling activities, children’s presentation and discussion with environmental content, collection, project activity. They are achieved through viewing, demonstration, multimedia presentations, talk, storytelling, reading of artistic works, didactic games, exercises, elementary experiments, modelling, staging, etudes, cases, etc. They are guaranteed by educational interaction, which presupposes the achievement of educational trends for key natural-science competences in the third age group, theoretically set and covered in applied-education field.

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