عنوان مقاله
نگرش به آموزش های زیست محیطی در لهستان
فهرست مطالب
چکیده
مقدمه
مواد و روش ها و تجزیه و تحلیل آماری نتایج
نتایج و بحث
نتیجه گیری
بخشی از مقاله
استانی که پاسخ دهندگان در آن زندگی می کردند عامل سطوح متمایز دانش، اما تنها دانش مرتبط با طبیعت، بود. بهترین نتایج با دانش آموزان استان Malopolska و Silesian به دست آمد. در هر دو این استان ها تقریبا 60٪ از دانش آموزان نام پارک های ملی را می دانستند، در حالی که در سایر استان ها درصد کسانی که چنین خوب بلد بودند از نصف کمتر بود. این وضعیت در رابطه با نام حیوانات حفاظت شده مشابه بود: دانش آموزان با بهترین آگاهی در استانMalopolska (45٪) و Silesian (42٪) زندگی می کردند (23/0- = 𝑟_𝑠، p <05/0).
کلمات کلیدی:
Attitudes to environmental education in Poland This study analyses attitudes to the natural environment of Polish secondary school pupils from four selected regions of Poland. These were defined as knowledge regarding the environment and actions for the benefit of the natural environment as these result from the fundamentals of the environmental education curriculum track. Other results of the study are discussed and some recommendations made regarding those features that need to be included in formal environmental education in order to maximise pupils’ learning outcomes. Key words: Environmental education; Curriculum; Environmental attitudes; Region-related factors; Secondary educational levels. Introduction Environmental education in Poland By 1999, formal environmental education was conducted chiefly in biology lessons, and extra-curriculum and club activities. As in many other countries, this was the responsibility of biology teachers (Mongensen, 2003). Initially, environmental education was, in practice, limited to providing pupils with knowledge about environmental protection. A reform of the education system introduced changes to the structure of the education system and to the Core Curriculum. Integrated, multifaceted education focused on practical knowledge was to be the tool in implementing the reform (Buchcic, 2002; Cichy, 2003). From the viewpoint of environmental education, the most essential change was the introduction of the subject of ‘nature’ in primary schools and a new method of teaching about the environment and ecology – the environmental interdisciplinary track – at all stages of education (beginning in 4th grade of primary school). The educational track scheme makes it obligatory to include topics pertaining to environmental protection in all school subjects. It is also permitted to teach the content of the educational track during separate modular educational classes lasting a few hours. According to the Core Curriculum, the main goal of environmental education is to develop in children and young people an attitude of responsibility for the environment (DzU 1999; No 14). That is why it is vital that teachers address environmental problems at local and regional scales (Buchcic, 2002; Cichy 2003; Stoczkowska, 2002a). The study conducted in the Mazovian Province indicates that the requisite environmental content is often taught with similar topics during lessons of particular subjects, sometimes in an unsynchronised manner and without using a separate teaching programme. The ambiguity of the clauses contained in the relevant act of parliament, and the general formulation of recommendations, lead to a variety of ways of teaching the educational track and a freedom in choosing educational programmes: this can result in discrepancies in pupils’ knowledge and skills across various schools and parts of Poland (Stoczkowska, 2002b). The study of environmental attitudes So far, only a few researchers in Poland who consider formal education an important element in shaping environmental attitudes in young people (Palmer et al, 1998), have studied these attitudes in post-primary school pupils, i.e. gymnasium (aged 13-16) and lyceum pupils (aged 17-19). Even then, the researchers’ approaches were often inconsistent in terms of methodology and content. These studies, conducted on nationwide samples and usually dealing with various definitions of environmental awareness (including the pro-environmental attitude of society) did not take into account younger respondents (Burger, 2005; CBOS, 2000). Studies on pupils of all grades, conducted in the 1990s, were chiefly undertaken by teaching staff. These studies pertained only to the environmental knowledge required by the teaching programmes on environmental protection and awareness of threats to the environment. The results revealed that this knowledge was incomplete and composed of unrelated facts and data (Domka, 2001). After 2000, when the educational reform was implemented, researchers began to emphasise the importance of an active approach towards the environment and the importance of school pupils’ opinions on the protection of nature. Researchers concluded, though, that action on environmental issues was rarely undertaken (Grodzinska-Jurczak and Friedlein, 2002, Obrebska, 2004; Potyrała et al, 2004). Unfortunately, most of the studies were conducted locally and covered not more than two provinces. This limited the possibility of studying the relationship between the region and environmental knowledge, the pupils’ opinions and their actions for the benefit of the environment.
