Environmental education in lower elementary grades

Lj., Vesna Minić; Jovanović, Marija

doi:10.5937/zrffp49-21288

Cited by 3 publications

(1 citation statement)

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“…Previous studies in the field of education for sustainable development in Serbia, Montenegro and Croatia are mainly focused on (1) the representation, role and importance of education for sustainable development (Андевски 2016;Borić et al 2008;Jelić-Muck and Pavić-Rogošić 2002), (2) content at individual levels and in individual education systems (Andevski 2006;Andevski and Kliček 2008;Kostović-Vranješ 2015;Минић и Јовановић 2019;Veinović 2016;Вукић 2019) and (3) teacher education and implementation of this concept in schools (Anđić 2015;Nikolić et al 2017;Орловић-Ловрен 2016;Raditya-Ležaić et al 2018;Веиновић 2015), etc. Sustainable development is presented from a comparative perspective in a paper dedicated to the national strategies of sustainable development of Serbia, Montenegro and Croatia (Надић 2012).…”

Section: Goals and Objectives Of Education For Sustainable Development In Serbia Montenegro And Croatiaa Comparative Reviewmentioning

confidence: 99%

Goals and Objectives of Education for Sustainable Development as Modern Curriculum Innovation in Serbia, Montenegro and Croatia

Vukić¹,

Jovanović²,

Todorović³

2021

fupsphed

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Education for sustainable development, as an imperative of this day and age, has become an integral part of the curriculum in many education systems. The focus of this paper is education for sustainable development in Montenegro, Croatia and Serbia, with a particular emphasis on the goals and objectives of education for sustainable development. After presenting the specifics of sustainable development at the primary and secondary level of education in these countries, a comparative analysis of learning goals and objectives was conducted between the curriculum of the elective course Education for Sustainable Development in Serbia, interdisciplinary area Education for Sustainable Development in Montenegro and interdisciplinary topic Sustainable Development in Croatia. This comparative analysis established that the goals of education for sustainable development in all three cases are aimed at developing an active and responsible attitude of students towards other people, the environment, taking into account the future perspective, and that the goals and objectives of education for sustainable development in Montenegro and Croatia are more extensive and meaningful compared to the goals and objectives of the elective course Education for Sustainable Development in Serbia. Even though the goals and objectives of the new elective course, interdisciplinary topics and interdisciplinary areas specifically focused on sustainable development represent curriculum innovation in Serbia, Montenegro and Croatia, defining them is only a starting point for activities aimed at educating students to live and work in a modern society that is required to become sustainable.

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Section: Goals and Objectives Of Education For Sustainable Development In Serbia Montenegro And Croatiaa Comparative Reviewmentioning

confidence: 99%

Goals and Objectives of Education for Sustainable Development as Modern Curriculum Innovation in Serbia, Montenegro and Croatia

Vukić¹,

Jovanović²,

Todorović³

2021

fupsphed

Self Cite

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Possibilities of an Integrative Approach in the Implementation of Environmental Education in the Younger Primary School Classes

S. Zukorlić,

A. Nikolić,

D. Milosavljević

2024

SIJ

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Among the series of global crises of the modern world, one of the most pronounced is the one caused by the low ecological awareness of man – the ecological crisis. The need to humanize the relationship between man and man, but also towards the entire living and non-living world in which he lives and works, is becoming more and more pronounced, and organized and comprehensive upbringing and education for the preservation of the environment is gaining more and more importance. In this sense, we see ecological education as an integral part of an individual’s personality (educational field) whose contents belong to different subjects, so elements from almost all subject areas can be united around them. The aim of this paper is to point out the importance of the development and implementation of systemic presence in environmental education in the younger grades of primary school. Accordingly, the paper asserts that the achievement of the goals and tasks of environmental education, in the younger grades of elementary school, will be more successful and complete if environmental content is not separated into separate subjects, but integrated into teaching subjects. The contribution of this work is reflected in the concretization of aspects, program activities and within the framework of which it is possible to develop and implement a multidisciplinary approach to environmental content as well as the education of students in terms of environmental preservation.

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Ekološka pismenost učenika u beogradskim školama - rezultati pilot istraživanja

Marusic-Jablanovic¹,

Stanišić²,

Savić³

2022

Inovacije u nastavi

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The environmental issues that our country is faced with are numerous, while the consequences of environmental degradation affect the health and the quality of life of our citizens. In this context, the issue of environmental education and environmental literacy is gaining momentum. In the present pilot research we examined the possibility of applying an international instrument for determining the level of environmental literacy, the Middle School Environmental Literacy Survey (MSELS), on a population of students in the higher grades of elementary school in Serbia. This instrument measures the environmental literacy using four components: environmental knolwedge, environmental affect, cognitive skills, and environmental behavior, together with corresponding sub-components. The content of the instrument was analyzed in the context of Biology and Civic education curricula as well as educational standards for the end of compulsory education for the subject Biology. Survey method was used in the research, while the data were analyzed using descriptive statistics. The data were collected on a sample of the seventh-grade elementary school students (N=111) from the territory of Belgrade. In addition, five group interviews were conducted with the students to check the clarity of the content of the instrument. The researchers established that the implementation of this instrument is adequate on several grounds: 1) the instrument is well-grounded in theory; 2) the instrument is based on a comprehensive approach to environmental literacy measurement; 3) the instrument is adequate in terms of the teaching and learning program in our education system and 4) the instrument has solid metric features. An overall reliability of the instrument is ,87. The respondents had the highest score in the component of affective attitudes towards environment, relative to other measured components, as well as relative to two countries used for comparing the results (USA, Greece). The lowest score was identified on the scale of the basic environmental knowledge, and the conclusion is that students did not fully master the knowledge envisaged in the educational standards for Biology lessons. The main disadvantage of the instrument is the time required for filling it out due to the amount of the content.

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Environmental education in lower elementary grades

Cited by 3 publications

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Goals and Objectives of Education for Sustainable Development as Modern Curriculum Innovation in Serbia, Montenegro and Croatia

Goals and Objectives of Education for Sustainable Development as Modern Curriculum Innovation in Serbia, Montenegro and Croatia

Possibilities of an Integrative Approach in the Implementation of Environmental Education in the Younger Primary School Classes

Ekološka pismenost učenika u beogradskim školama - rezultati pilot istraživanja

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