How to Encourage Children’s Connectedness to Nature by Outdoor Learning of Children in Croatian and Slovenian Schools?

Pečar, Mojca; Anđić, Dunja; Hergan, Irena; Dimec, Darja Skribe; Pavlin, Jerneja

doi:10.21125/edulearn.2020.0269

Cited by 3 publications

(2 citation statements)

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“…Kontinuiran pristup ovoj tematici i implementacija ovog područja vidljiv je u višedesetljetnom sustavnom radu, istraživanjima, konferencijama i brojnim publikacijama (Marentič Požarnik i Artač, 1993;Požarnik et al, 1993;Ivanuš-Grmek i Hus, 2006;Marentič Požarnik, 2007), suvremenim »učnim nacrtima« sustava odgoja i obrazovanja u Sloveniji. Dosadašnja istraživanja također ukazuju na to da slovenski sustav osnovnoškolskog odgoja i obrazovanja uključuje brojne aktivnosti školske djece u poticanju odgoja i obrazovanja za održivi razvoj (Pečar et al, 2020) u školskim i izvanškolskim aktivnostima te da postoji poseban kurikulum namijenjen gimnazijama (Zupan et al, 2008). Lepičnik Vodopivec (2007) ističe značajnu implementiranost odgoja i obrazovanja za održivi razvoj u predškolskim ustanovama, odnosno vrtićima u Sloveniji.…”

Section: Odgoj I Obrazovanje Za Održivi Razvoj I Suvremeni Kurikulumi...unclassified

Assessment of connectedness to nature of pupils, teachers and parents in Croatia and Slovenia

Anđić

2023

Metod. ogl. (Online)

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Aktualna interdisciplinarna istraživanja ukazuju na vezu između emocionalnog odnosa prema prirodi i čimbenika koji su rezultat suvremenih načina života poput nedostatnog kretanja i boravka u prirodi i pretjerane uporabe informacijsko-komunikacijskih tehnologija. Ti se čimbenici često dovode i u svezu sa zdravim razvojem djece školske dobi. U literaturi ‘povezanost s prirodom’ najčešće se opisuje kao pojam kojim se mjeri emocionalni i afirmativni odnos čovjeka i prirode. Istraživanje je provedeno na uzorku ispitanika koje su činili učenici osnovne škole, njihovi roditelji i učitelji u osnovnim školama Hrvatske i Slovenije (N=1345). U istraživanju je kao mjerni instrument korištena adaptirana skala Mjera povezanosti s prirodom (Chang i Monroe, 2012). Utvrđeno je da se povezanost s prirodom procjenjuje visokim rezultatima, ali i da ne postoji statistički značajna korelacija procjena povezanosti s prirodom učenika, roditelja i učitelja u Hrvatskoj, već samo kod slovenskih ispitanika. Implikacije rezultata istraživanja ogledaju se u promišljanju ove problematike za daljnja istraživanja u odgoju i obrazovanju.

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Section: Odgoj I Obrazovanje Za Održivi Razvoj I Suvremeni Kurikulumi...unclassified

Assessment of connectedness to nature of pupils, teachers and parents in Croatia and Slovenia

Anđić

2023

Metod. ogl. (Online)

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“…This demonstrates how important it is for the teacher to read the curriculum and know the content of general didactics and special didactics. A well-qualified teacher can find an opportunity to plan outdoor lessons and determine their location (Pečar et al, 2020).…”

Section: The Slovenian School System and The Integration Of Outdoor L...mentioning

confidence: 99%

Experiences of Slovenian In-Service Primary School Teachers and Students of Grades 4 and 5 with Outdoor Lessons in the Subject Science and Technology

Novljan

Pavlin

2021

CEPSj

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The present paper presents the results of a survey on outdoor lessons conducted by teachers of the subject Science and Technology in the 4th and 5th grades of primary school in the school’s vicinity. It examines differences between teachers themselves and between teachers and students, as well as the ideas and limitations of outdoor lessons. The study included 70 in-service primary school teachers of the 4th and 5th grades and 154 students of the 4th grade and 151 students of the 5th grade of primary school. The data were obtained with two questionnaires: an e-questionnaire for teachers and a paper-pencil questionnaire for students. The results show that 13 per cent of teaching time in the subject Science and Technology consists of outdoor lessons. Statistically significant differences were found between teachers with different amounts of teaching experience, while differences in the quantity of outdoor lessons did not arise among teachers of different school strata and among teachers who had an early experience with outdoor lessons in the vicinity of school themselves as students compared to teachers who had no such experience. The teachers had several specific and general ideas for outdoor activities for the thematic sets of the Science and Technology curriculum and reported similar difficulties in planning outdoor lessons to those reported in other countries. The results of the research show that the teachers report the use of outdoor lessons in the vicinity of school more often than recalled by the students. The students reported that such activities typically take place about twice a year, mostly in playgrounds, meadows, and forests. The results provide an insight into the state of the teachers’ initiatives for outdoor lessons in the subject Science and Technology and indirectly offer opportunities to reflect and act on outdoor lessons from different perspectives.

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Education for Sustainability, Peace, and Global Citizenship: An Integrative Approach

Yanniris

2021

Education Sciences

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The complex nature of contemporary challenges requires a culture of cooperation between academic disciplines. However, to what extent do educational systems prepare students to think beyond the boundaries of austerely defined and often entrenched academic fields? UNESCO has successively called for Environmental Education, Education for Sustainable Development, and Education for Global Citizenship to incorporate complex socio-environmental issues into mainstream education. Despite the presence of strong institutional support by governments and international organizations, the introduction of these interdisciplinary approaches into actual educational settings has been slow. With no intention to underestimate the pertinence and agency of strong political will in promoting educational change, we explore the presence of deeper, epistemological issues that may account for the generally slow progress of interdisciplinary pedagogies. To elaborate on this discussion, we focus on pragmatic solutions that can promote the integration of environmental, sustainability, and global citizenship education into the existing educational ethoi.

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How to Encourage Children’s Connectedness to Nature by Outdoor Learning of Children in Croatian and Slovenian Schools?

Cited by 3 publications

References 5 publications

Assessment of connectedness to nature of pupils, teachers and parents in Croatia and Slovenia

Assessment of connectedness to nature of pupils, teachers and parents in Croatia and Slovenia

Experiences of Slovenian In-Service Primary School Teachers and Students of Grades 4 and 5 with Outdoor Lessons in the Subject Science and Technology

Education for Sustainability, Peace, and Global Citizenship: An Integrative Approach

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