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DOI 10/14526/01_2018_283
SEARCHING FOR NEW FORMS OF TEACHING AS THE CONDITION OF ECOLOGICAL EDUCATION IMPROVEMENT
Astrakhantseva I.V. - Candidate of Pedagogics, Associate Professor Kolesnik A.I.- Postgraduate Khayrutdinov T.A. - Associate Director of Professional Education and Science Department of the Ministry of Education and Science of the Ulyanovsk Region Federal State Budgetary Educational Establishment of Higher Education "Ulyanovsk State Pedagogical University Named After I.N. Ulyanov",
432700, Ulyanovsk, Russia, the 100 Anniversary of V.I. Lenin's Birth Square, House 4
E-mail: irina.astrahantsewa@yandex.ru
Annotation. The existing system of ecological education, directed at mastering knowledge in ecology by the students of pedagogical higher educational establishments, showed its inefficiency, as it doesn't provide a consumer's attitude to environment change for nature protecting one. Material. Theoretical importance substantiation of new forms of ecological education, which provide more effective control of motivational sphere in the sphere of ecological activity. Research methods: scientific-methodical literature, progressive pedagogical experience of the leading ecologists' analysis and summarizing, pedagogical experiment, test, conversation, modeling, mathematical statistics methods. Results. The article is about the methodology of a pedagogical higher educational establishment students involving into the process of conceptual construct, statements and content of the main notions and terms creation; cognitive sphere activation, motivational sphere in ecology control. Conclusion. The results of the pedagogical experiment showed the prospectivity of the offered approach to a difficult problem of ecological education development solution, its orientation provision to a consumer's attitude to environment change for nature protecting one.
Keywords: ecological education, pedagogical experiment, methodology, conceptual construct.
Urgency. Widescale ecological crisis, which conditioned quick decrease of environment parameters and health indices of a man, is caused by unconsidered human interference with environment, irrational use of its resources. World community came to the conclusion that without a consumer's attitude to environment change for nature protecting one it is impossible to overcome the existing situation. It demands the whole ecological education system change.
In the opinion of Girusov V.E., 1994; Glazachev S.N., 1996; Y.V. Oleynikov, 2001; Nazarenko A.V., 2012, 2016 and others, ecological education system development should be realized according to the following directions:
1 - the system of interrelations with environment formation on the basis of practical interaction with nature;
2 - nature protecting attitude to environment upbringing as the result of a new ecological thinking;
3 - spiritual and material values of the external world mastering as the means and method of self-realization as the part of this world.
The aim of this research work is theoretical importance substantiation of new forms of ecological education, which provide more effective control of motivational sphere in the sphere of ecological activity.
Objectives: 1. To reveal new forms of cognitive sphere control in the sphere of ecology.
2. To create the methodology of new active forms of teaching introduction into ecological educational process and check its effectiveness during the pedagogical experiment.
Material. Methodological base of ecological education system improvement is the model of interrelations with nature creation using active forms of teaching and ecological upbringing. The importance of this model is in the fact that it should provide new content of the whole elements of educational process: aims, forms, methods and means. In the second half of the XIX century an active degradation of nature, highly-aesthetic landscapes disruption; sharp decrease of natural reserves of fresh water, air, soil, food pollution, nonrenewable resources, some kinds of flora and fauna disappearance; mass infectious diseases return made population of the Earth face the problem of present civilization disappearance. It was the reason for realizing the necessity to change anthropocentric paradigm for biocentric one, in accordance with which the attitude to nature use should change. To the end of the
XX century considerable transformations in social consciousness happened in the character of interaction with environment:
- monitoring over nature state is organized;
- restrictions, concerning the activity of industrial and agricultural enterprises are provided, which are connected with environment pollution;
- normatives of nature use are set;
-control over the norms and rules of
ecologically reasonable economic activity is realized;
- state and international legislation in the sphere of nature and resources use is created.
However, there is still no an integral understanding of a widescale ecological crisis and the reasons of its appearance in society. It conditioned the necessity to create a new model of ecological education, directed at information mastering connected with the Earth state, which demands ecological world view, ecological awareness formation in accordance with the following algorithm:
Ecological world view
A consumer's attitude changes for nature protecting one
Ecological awareness
Ecological life style
A person's reorientation from a consumer's attitude to nature for ecology responsible one is a global problem, as negative consequences of an unconsidered human interference with environment influence of the whole planet state. International environment conference of the UN in Rio de Janeiro (1992) adopted the conception of a steady development, which provides political and economic mechanisms creation of a rational natural resources use and environment preservation, life
Ecological thinking
Ecological upbringing
Ecological culture
improvement of present and future generations.
The existing system of ecological education didn't change a consumers' attitude to nature, which is proved by systematic fire in the forests, industrial waste release into the atmosphere and hydrosphere by the enterprises, which don't have modern waste treatment facilities; constantly appearing spontaneous garbage dumps and etc. It underlines the necessity to change the aims and objectives of ecological education and ecological upbringing, their structural content
change on the basis of an integral perception of reality, the role and place of man in terms of environment revelation.
During the process of ecological world view, ecological awareness and ecological thinking formation it is necessary to take into account the fact, that the way of an individual's life is genetically programmed and conditions of life provide the norms, rules and principles of behavior mastering, which correspond with environment state. In terms of this, specific manifestations of the intellect, morphofunctional peculiarities, physical working capacity, social activity are very important.
Scientific and scientific-methodical literature analysis showed, that effective can be the system of ecological education, which provides the way out of a global crisis. It is possible if this system will be able to predict the main directions of modern civilization development [6, 13]. In the opinion of A.D. Ursul, 2001, prospective will be ecological education, based on the ideas of a steady social-economic development with ecohumanistic and noospheric values predominance and directed at ecological problems solution. Ecological education and ecological upbringing should provide a gradual transfer from a traditional system of teaching to innovative one, which provides the following:
- developing ecological thinking;
- mastering ecological knowledge about natural processes and phenomena regularities; moral basis, which condition the character of interaction between a human and environment and also gaining the skills of nature protecting activity;
- the need formation for ecological life style as the result of a purposefully organized ecological educational process on the basis of elaborate upbringing activity of ecological orientation.
Nowadays ecological education has no contact with practice and doesn't provide the main ecological problem solution: interaction harmonization between a man and nature. Ecology text-books for schools, colleges and higher educational establishments don't provide ecological world view, ecological
awareness, ecological culture formation, which form methodological base of man and nature relation harmonization. The main condition of countries transfer to a steady development is ecological world view formation, which provides a consumer's attitude to environment change for nature protecting one and it demands the following conceptual theses mastering:
- a human as an organic part of nature should obey the regularities of biological evolution and his all life should have ecological orientation and a harmonious interaction with environment;
- it is possible to preserve further development of modern civilization in case of co-evolutional relations between society and outer world;
- organic interconnection of a man and nature is possible if he preserves spiritual and material values of nature, which will help to understand better the regularities of environment functioning and development.
Analyzing the stages of society historical development, the place of a man among the representatives of fauna and his connection with nature, we came to the conclusion that environment and its ability to self-rehabilitation preservation by means of self-regulating abilities, the same as civilization preservation, is possible only in case of a harmonious interaction between a man and nature. In the opinion of N.N. Moiseev, 1995; A.V. Nazarenko, 2012, 2016 and others, this thesis should form the base of ecological world view. Students' ecological awareness formation at a pedagogical University, among the future teachers, will help them to transfer pupils their ecological notion and ecological belief. In the structure of ecological awareness authors define several components: worldview (realizing oneself as a part of humanity); informational (knowing ecological problems); moral (personal responsibility realization for environment state and readiness for practical ecological activity); aesthetic (the ability to understand and value the beauty of nature).
Future teachers' ecological awareness formation provides a purposeful mastering ecological knowledge system, ecological
notions and ecological beliefs formation in importance of ecological education and ecological upbringing of new generations; citizenship demonstration in ecological education activity organization. The leading factor of ecological awareness and ecological world view level increase is practical ecological training, which helps to estimate objectively ecological situation, make decisions independently, take definite actions. Taking into account the thesis, that thinking conditions a person's behavior, we can come to the conclusion that ecological thinking conditions reasonable interaction with nature, which provides conditions not only for its preservation, but also for its further development.
The essence of ecological thinking is conditioned by the necessity to understand conscious activity of people, which determines the character of happening in nature changes. Nowadays in the face of a threat of modern civilization disappearance the future of the whole humanity depends on many-sided reasoning and scientific validity of actions, directed at environment parameters rehabilitation with the possible consequences prediction in nearest and remote period of time.
From the position of a system approach ecological culture formation is a wider, integrative and integral objective, the solution of which demands interdisciplinary character and integration, the search for new forms of teaching and upbringing; conceptual construct broadening [4, 6, 10, 11].
The process of ecological culture formation is connected with a complex of objectives solution:
- the skills of motivational sphere control on the basis of spiritual values of nature realization;
- deliberate desire to master the skills of practical ecological activity in accordance with ecological world view;
- mastering the skills of environment aesthetic perception and estimation, its influence on psycho-emotional state, mental and physical working capacity;
- deep knowledge of norms and rules of interaction with environment, created by human society.
One of the prospective directions of ecological education development in accordance with the demands of present days is professional-pedagogical ecological training of the future teachers in order to realize the process of education and upbringing among schoolchildren. A teacher is a leading specialist during ecological awareness and ecological world view formation of the oncoming generations.
The effectiveness of this important socially significant function fulfillment is conditioned by the level of corresponding ecological training [1, 2, 9, 12,13]. The level of students' professional-pedagogical ecological readiness study at a pedagogical higher educational establishment [7, 8] showed that future teachers after educational course of ecology mastering don't know conceptual construct, have some difficulties during the differences of notions revelation: ecological world view, ecological awareness, ecological thinking, ecological culture and others; have poor notion of the methodology of their formation among schoolchildren.
Research results and their discussion. At the initial stage of ecological education was realized on the basis of evolutional approach, which provides mastering by pupils' ecological knowledge as the condition of consciousness ecologization. However, practice showed that mastering only the system of ecological knowledge doesn't provide ecological world view and ecological awareness formation as the methodological base of nature protecting attitude to environment formation. It conditioned the necessity understanding to create new content of ecological education, directed at conceptual construct creation and mastering, a rational interaction with environment formation.
We created the methodology of involving students of the 3-4th course of different faculties of a pedagogical higher educational establishment into creative process of conceptual construct creation as the component of a new content of ecological
education. The experimental group (EG) was organized from the students, who decided to take part in this activity (24 people). Students, who were not interested in our offer, formed the control group (CG)- 23 people.
Before the pedagogical experiment in order to reveal the initial level of notions of a new ecological education content, which provides nature protecting attitude to environment formation, the future teachers from the CG and the EG were offered to give the definition of ecological education content of and mane the notions, which should be mastered during the process of ecological education. The answers were estimated by the group of experts- ecology teachers from a pedagogical University (5 people). The degree of ecological education aim and objectives understanding, its essence, orientation, content, estimation criteria were estimated (points); the number of terms and definitions, which were to form conceptual construct; their name, relevance, significance for ecological education and ecological upbringing effectiveness increase were also estimated.
Evaluation criteria:
5 points - a full, convictive answer, knowing a considerable part of the terms;
4 points - comprehensive answer with insignificant mistakes; knowing the half of terms and notions;
3 points - in general correct answer, one third of the notions and terms were named;
2 points - fundamental mistakes in the essence, aim and objectives, content of ecological education understanding; two notions are named;
1 point - vague notion of ecological education content, directed at nature protecting attitude to environment formation; unwillingness to enumerate the terms, which form conceptual construct.
The received results analysis didn't reveal significant differences in the level of students' notions (from the CG and the EG) of a new ecological education content, (p>0,05). In the CG educational process of ecology was held in accordance with the program, recommended by the Ministry of
Education of the Russian Federation. Students from the EG had the lessons held in a concentrated way (all amount of lectures, seminars and practical lessons for a term were held in a month). It helped to organize nature trips, different landscapes, natural objects attendance (destroyed and preserved), explain the consequences of an unreasoned interference of a man with environment.
The future teachers were offered additional literature, after reading which collective discussion of ecological education formation and development stages, drawbacks of the existing system of ecological education, the ways of its improvement was organized. Students from the EG together with the teachers after ecological education definitions analysis, presented in different sources, tried to give own definition; determined methodological base for ecological education, the base of which should be ecological world view and ecological awareness.
For this conclusion students from the EG considered general notion of "world view", presented in philosophy, then during the collective discussion with the help of a teacher and invited specialists in ecology gave the definition of the notion "ecological world view". Considering natural landscape during the lessons outdoors, the future teachers expressed their own attitude to its state; tried to set the reasons of its destruction, reveal possible ways of rehabilitation. The character of their intellective activity was the reason for the following notions considering: "awareness" and "ecological awareness", understand the degree of their development, make attempts of formulating the notion "ecological awareness", find the differences between ecological world view and ecological awareness and see that these are different notions, which add each other. With the help of directing questions a teacher led students to the notions "thinking" and "ecological thinking" discussion, defined the objective of interconnection setting between ecological thinking, ecological world view and ecological awareness, the aim to reveal the dependence of ecological thinking on the first two notions, its significance in nature protecting attitude to environment formation.
Influencing emotional sphere, using different examples, video about the state of nature, the most vivid preserved natural objects and also ruined landscapes, a teacher organized a collective discussion of the definitions, different notions, offered by scientists in the sphere of ecology: "ecological culture", "ecological education", "ecological notion", "ecological upbringing". The future teachers found discrepancies in the definitions, offered their own variants. As a result, the list of terms and notions was created, collective definitions were offered:
- ecological world view is a system of views and beliefs concerning the necessity of nature protecting activity as the condition for civilization preservation;
- ecological awareness is the ability to understand the necessity to preserve nature in order to continue the life of people;
- ecological thinking is a specific mental activity, which provides nature protecting attitude to nature formation;
- ecological culture is the degree of mastering the system of special knowledge, spiritual and material values of nature, skills of practical ecological activity in accordance with the laws of environment development;
- ecological education is mastering the forms and methods of ecological knowledge popularization in order to form nature protecting attitude to environment;
- ecological beliefs are the formation level of own civic point of view concerning the problems of ecology;
- ecological actions are taken practical measures concerning environment rehabilitation and preservation;
- ecological education is the process directed at the system of special knowledge mastering, abilities and skills formation of ecological situations objective perception and estimation, making decisions concerning their correction; the ways of a consumer's attitude to nature change for nature protecting one;
- ecological upbringing is the process, directed at the level of a person's spiritualmoral development increase, personal responsibility formation for environment state;
- ecological life style is the way of a person's life, directed at nature protecting and nature preserving activity.
After the end of the pedagogical experiment the students from the CG and the EG were offered to name known to them notions and terms, used in education and formulate their content. Students from the CG were able to name 5 notions from 12 with inexact, vague definitions. In the EG all 12 notions and terms were named and their definitions were given, which provided considerable advantage of students from the EG over the students from the CG (p<0,05).
Conclusion. Thus, the results of the pedagogical experiment showed that ecological content improvement is connected with conceptual construct creation; new active forms of teaching introduction; involving students into creative cognitive process with the elements of discussions, independent search for new approaches to educational process in ecology organization; comparative analysis of different scientists' views concerning ecological problems solution. Ready knowledge transfer, which is peculiar to traditional approaches to educational process, doesn't provide cognitive sphere in ecology, motivation to ecological activity intensification.
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Author's information:
Astrakhantseva I.V. - Candidate of Pedagogics, Associate Professor, Federal State Budgetary Educational Establishment of Higher Education "Ulyanovsk State Pedagogical University Named After I.N. Ulyanov", 432700, Ulyanovsk, Russia, the 100 Anniversary of V.I. Lenin's Birth Square, House 4, e-mail: irina.astrahantsewa@yandex.ru
Kolesnik A.I.- Postgraduate, Federal State Budgetary Educational Establishment of Higher Education "Ulyanovsk State Pedagogical University Named After I.N. Ulyanov", 432700, Ulyanovsk, Russia, the 100 Anniversary of V.I. Lenin's Birth Square, House 4 Khayrutdinov T.A. - Associate Director of Professional Education and Science Department of the Ministry of Education and Science of the Ulyanovsk Region, Federal State Budgetary Educational Establishment of Higher Education "Ulyanovsk State Pedagogical University Named After I.N. Ulyanov", 432700, Ulyanovsk, Russia, the 100 Anniversary of V.I. Lenin's Birth Square, House 4
For citations: Astrakhantseva I.V., Kolesnik A.I., Khayrutdinov T.A. Searching for new forms of teaching as the condition of ecological education improvement, The Russian Journal of Physical Education and Sport (Pedagogico-Phycological and Medico-Biological Problems of Physical Culture and Sports), 2018, Vol. 13, No. 1, pp. 41-47. DOI 10/14526/01_2018_283
