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Научни трудове на Съюза на учените в България-Пловдив Серия A. Обществени науки, изкуство и култура том IV, ISSN 1311-9400 (Print); ISSN 2534-9368 (On-line), 2017, Scientific works of the Union of Scientists in Bulgaria-Plovdiv, seriesA. Public sciences, art and culture, Vol. IV, ISSN 1311-9400 (Print); ISSN 2534-9368 (On-line), 2017.
INTERACTIVE METHODS IN ENVIRONMENTAL EDUCATION
Temenuga Palova
Summary: The need for interactivity in the process of environmental education has been considered in various aspects. The paper considers a didactic technology for implementation of a variety of interactive methods for environmental education in school biology education Keywords: environmental education, interactive teaching methods.
Introduction
Studies of (Kostova, 2003, Vaklevaa,b, 2011 ) consider interactivity as a distinctive feature of environmental education. Interaction is a term from psychology, which means a type of interaction, or more specifically - "interaction between people and mutual influence in the process of their interaction". The concept of interactivity can be construed as composed of two words -"inter" (together between) and "activity" (action, initiative), and refers to the interaction between instructors and tlearners, as well as among the learners themselves. Interactive learning is achieved through interaction and dialogue between the parties in the process and between learners.
Method
Often students are not internally motivated and need situated motiva- tion, created by teachers through special environmental conditions in the classroom. The sample of investigation involved 80 students in the 10th grade (the end of middle school, 14-15 years old) the end of high school. The investigation cov- ered the 2015/20016 school year secondary schools in Bulgaria -Пловдив. Variables: The 8th grade students were divided into three groups (variables): B1 (20 students) - use of word associations for motivation; B2 (22 students) - use of word associations for motivation and demonstrations of concept maps in teachers' presentations; B3 (20 students) (see Table. 1 or 2).
Participants
When talking about interactivity in environmental education, it frequently denotes the use of a system of methods (Vaklevab, 2011) based on this type of interaction. Some of them are presented in Table. 1.
Table. 1. Interactive methods
Types Characterization
Situational method Students are acquainted with a real situation, which is a complex and surprising one. Students are asked to analyze the situation, so that to find the main contradiction in it, to state their attitude and to point out an optimal decision. There are two variants of this method: event -bigger amount of information included in the cfescription, and incident -a situation defined with fewer facts, and conditions for its emerging.
Playing method /variance -playing game/ The students are put in a virtual situation, they are being asked to improvise its development. Thus, the students check out their attitude and possibilities for conduct in such situations.
Modeling method The modeling method is based on the theoretical achievements. Due to the wide specter of problems, its analysis is being specified, for example in the field of making and operating with sigh-symbolic, mathematical and other symbols.
Projects method Projects method in our country. It is pointed out that in this method of education the students are included in working out of projects, connected with the school programme. Compulsory elements, which should be included in an ecology project, are clarified, as well as the steps for its implementation.
These interactive methods are only part of the wide variety studied by researchers (Kostova, 1998; Vakleva, 2002, 2008, 2010).
What are the possibilities for their realization and the possibilities of assessing their effectiveness is another important issue in the work of the teacher.
In developing my research idea i chose the possibilities of combining the presented
methods in different combinations - Table. 2
_Table 2. Options for combination of interactive methods in the research model
Substa ges Variants Modifications Nature ofvariants
Bi Bi1 situational method is used in the stage of introducing new knowledge
Bi- situational method is used at the end of the lesson
B2 B1 a game method is used in the stage of introducing new knowledge
ft1 the game method is used at the end of the lesson
Bk Lessons are conducted by traditional methods and no innovative methods of environmental education are applied
B3 B31 the modelling method is used in the stage of introducing new knowledge
k S B31 the modeling method is applied in the final stage of the lesson
Bk Lessons are conducted by traditional methods and no innovative methods of environmental education are applied
a k S B4 the method of projects applied in the lesson
B5 innovative methods - situation, game, method of projects and modelling are used in combination within the lesson
s § £ s B5 innovative methods - situation, game, method of projects and modelling are used in combination within the lesson
^ § B6 innovative methods-situation, game, method ofprojects andmodelling are used in combination within the eksperimented topics, in each ofthem a different innovative method being applied
Bk Lessons are conducted by traditional methods and no innovative methods of environmental education are applied
3. Final experiment B5, B, Bk the nature of the variants is identical to those in the main experiment
Aim of the pedagogical research: Research of the possibilities for increasing the effectiveness of environmental education in biology using interactive teaching methods /case-study, incident and game /.
Subject of the experimental work is the interrelation between the interactive teaching methods used and the quality of students' knowledge and skills.
Object of study are students in the school education process in biology, studying the experimentation curriculum .
0.5
□ B5 ■ Bij
□ BK
Diagram 1. Results for criterion „Knowledge "
U.Í,
km
Tl T2 T3
Diagram 2. Results for criterion ,, Understanding'
■ an
ïî tj
Diagram 3. Results for criterion ,, Application'
(1*5
Diagram4. Results for criterion „Analysis " General characteristics of experimentation methodology
An educational technology (methodical model) with different variants of application of interactive methods has been developed for the purposes of pedagogic research . The experiment includes three variants of work - Bi, B2 u Bk / table. 3./
For assessment of the effectiveness of educational technology developed, I chose the following criteria and indicators as a set of variables which I will take into account in the course of my experimental work (Vakleva,a 2011) - Table. 3.
Table 3. Criteria and indicators for reporting the results of experimental work
Criteria (Levels) Indicators (sublevels)
I. Knowledge 1.1. Knowledge of specific information 1.2. Terminological knowledge 1.3. Knowledge of concepts and regularities in a specific area
2. Understanding 2.1. Translation from one code to another 2.2. Interpretation 2.3. Extrapolation
3. Application 4. Analysis 3.1. Solving problems and issues, answering questions with more techniques 4.1. Finding components of an information 4.2. Finding the links between components 4.3. Finding structuring principles
5. Synthesis 5.1. Composing an original message requiring processing and structuring of information. 5.2. Drawing up a specific action plan 5.3. Drawing up conclusions, forming hypotheses
6. Assessment 6.1. Assessment based on external criteria
7. Response 7.1. Responding to a specific requirement 7.2. Readiness to respond 7.3. Satisfaction from response
Conclusion
The developed by me didactic technology involving the use of interactive teaching methods is just one of the possibilities for interaction in the process of environmental education in schools.
Referense
Kostova, Z. (1998) Learn how successfully. Sofia, Pedagogue.
Kostova, Z. (2003). Conceptualization of environmental education. Sofia, Faber.
Vakleva, Z. (2002) One position on the formation of competencies in students by school education in biology. Scientific Quarter. Union of Scientists - Plovdiv, Series B. Natural Sciences and Humanities, Vol. II, pp. 341-346.
Vakleva, Z. (2008) Ecological culture (through the experience of teaching biology). Scientific quarter. PU "P.
Hilendarski", (45), edition 2, pp. 55-61. Vakleva, Z. (2010). Educational aspects of environmental ethics. Scientific quarter. PU "P. Hilendarski",
(47), edition 2, pp. 73-83. Vakleva, Z.a (2011). Environmental education. Plovdiv, Macros.
Vakleva, Z.b (2011) Theoretical model of research: exploring the possibilities of innovative technologies for ecology education of the students in biology teaching using non-conventional methods /siuational, playing, project and modeling methods/. Trakia Jurnal of Sciences, Vol. 4.
