CC BY
34PEDAGOGICAL SCIENCES
THE USE OF ICTS FOR TEACHING ENVIRONMENTAL COURSES IN GREECE AND RUSSIA
Degteva A.,
PhD Student, School of Education, University of Ioannina, Greece
Pange J.,
Professor, Director of Lab of New Technologies and Distance Learning, School of Education, University of
Ioannina, Greece Christou P.
Secondary Education ICT Teacher, Senior Evening High School of Ioannina, Greece
Abstract
This study focuses on a literature review on Information and Computer Technology (ICT) tools used for teaching for environmental studies in primary schools in European countries. The paper includes the analysis of the key experience of implementing ICT tools in environmental studies and the advantages and disadvantages of using ICTs in environmental studies. According to our findings, ICT tools are used for Environmental Education on primary school students in Greece and Russia. The advantage of using ICT tools is that it allows to present text, sound, graphic and video information in a new way; activates the creative learning of students; and promotes the development of environmentally responsible behavior. As a disadvantage of the use of ICT tools in Environmental Education, one can designate the lack of lively dialogic communication between participants in the educational process. In conclusion, it should be noted that in Greece and Russia, teachers often use similar ICTs to teach environmental issues.
Keywords: ICT, environmental education, environmental issues, primary school students, primary teachers
1. Introduction
Environmental education (EE) is an interdisciplinary study that includes biology, chemistry, Earth sciences, mathematics, physics, geography and social sciences [1-5]. EE is a constantly developing field of knowledge in which ICTs are actively used [4, 6-9]. ICT is a general concept that describes devices, mechanisms, methods, information-processing algorithms as the most important means in achieving an effective result in teaching activity [8, 10-14].
The use of ICTs in EE allows to present textual, sound, graphics and video information in a new way, to activate the creative potential of children and to promote the development of environmentally responsible behavior [1, 4, 15-18]. The problem of the development of EE has been relevant for many years. The process of forming environmentally responsible behavior in the population is long and complex.
This study aims to make a literature review of studies published in 2010-2019 on ICT tools used to teach environmental studies in primary schools in Greece and Russia.
2. Methodology
The research method of this paper is a literature review. The frame of the study is divided into two parts:
1. ICT use for teaching environmental issues in Greece;
2. ICT use for teaching environmental issues in Russia. Under this framework, through description and analysis, the differences or similarities of ICT use in Greece and Russia and advantages and disadvantages are concluded. This study is the first of this research topic.
According to the results of reading and selection, 34 papers about Greece's primary environmental education and 28 papers about Russian primary environmental education (total of 62 papers) were categorized for further analyzing. The criterion for selecting papers
was the relevance of the information and the reliability of the results.
English-written and Russian-written academic papers from 2010 to 2019 were collected. The main search engines for papers were Google Scholar and Russian Science Index. The keywords «ICT», «Environmental education», «Environmental issues», «Primary school students», «Primary teachers» were used. In terms of the Russian language, we used a translation of the previously mentioned terms and searched in Google Scholar and Russian Science Index.
3. Results
3.1 ICT use for teaching environmental issues in Greece
The Greek education system is under the central responsibility and supervision of the Ministry of Education, Research and Religious Affairs (MofERRA) [19]. Pre-primary, primary and lower secondary education is compulsory between the ages of 5 and 14-15. Students from 6 to 12 years old receive primary education [19]. EE topics exist in each one of the six years [19]. In Greece, EE is implemented on a voluntary basis by teachers and students [19, 20]. In accordance with the curriculum, in primary school, the subject is taught for three 45-minute sessions per week [13, 19].
In environmental primary school courses, the teaching package is distributed to teachers who must use it [13, 19]. The teaching package includes a teacher's book, the learners' book and the workbook [13, 19]. Unlike other subjects, where the basic axis of instruction is the pupils' book, in EE, teachers are expected to use it mostly for reference [13, 19]. Recently (the 2010s) a set of CDs with activities relevant to the subject, such as virtual experiments, structured according to the curriculum, has also been distributed [5, 13, 19].
The primary EE curriculum suggests opportunities for teachers to use ICTs in various activities [13]. This could be the interactive whiteboard, projectors, the Internet, online-simulations, Web-sites, software and audiovisual material [8, 13, 21]. It's related to the fact that teachers are familiar with the use of such materials in their work and understand that their use has benefits for EE classes. Moreover, the use may indicate a certain level of familiarization on behalf of teachers with technological means and their educational use.
Many Greek studies describe the experience of using lectures, field research, bibliographic survey, and MS PowerPoint presentations for EE programs [8, 13, 22, 23]. These data indicate that there is an existent yet rather restricted integration of ICT in the EE subject on behalf of the teachers. Teachers need to be assisted to enhance their knowledge and skills in that matter [13, 22].
In the recent decade, technological evolutions and advances in mobile devices (i.e., smartphones and tablets) and in telecommunications have brought enormous changes in learning [20, 24]. Empirical evidence shows that mobile training can support students in learning various subjects, such as mathematics, science, geography, etc. [24]. An integral part of this learning process on mobile devices is digital games [24].
The growing concern about environmental issues over the last decades has had a great impact on Greece education [3, 25-28]. EE emphasizes investigating the environment holistically through cross-disciplinary and problem-solving approaches [3, 5]. Primary schools pupils need to understand the holistic view of the environment, develop critical thinking skills to identify environmental risks and concerns, look for resources, express ideas, plan and evaluate plans. The ultimate goal of EE is environmental literacy [4, 16, 18].
3.2 ICT use for teaching environmental issues in Russia
In Russian schools, the formation of the environmental culture of children begins in primary school and is implemented within the disciplines «The World» and «Natural Science» [11, 29]. The EE of primary school students is built in accordance with the general tasks of primary basic education [30]. The basic scientific concepts are formed: «planet Earth», «weather and climate», «ecosystems», «energy», «circulation of substances in nature», «person and society», «person and nature», «human body» [31]. The educational program «The World» is studied from the 1st to the 4th grade of a primary school two hours a week [31].
Methods and techniques for the use of ICT in the process of teaching environmental disciplines are aimed at building competencies in the field of information and environmental activities of schoolchildren, and developing environmentally responsible behavior [1, 14, 17, 29].
With the introduction of Federal State Educational Standard, the study of «The World» involves not only an analysis of the textbook materials but also observations and experiments carried out in nature using digital
measuring instruments, a digital microscope, a digital camera and a video camera [29, 32-35].
New and significant environmental elements of modern primary school students are information resources of the Internet and social networks. Elements of mobile and distance learning methods (Skype and Zoom programs and e-mail) are actively used in the EE of primary school students [35].
Primary school teachers use ICTs. Teachers resort to the use of multimedia presentation materials (MS PowerPoint) [6, 9, 36-38]. In the lessons, it is also possible to include links to video materials and Internet resources in the MS PowerPoint presentation, visualize the material using graphs, tables, charts, and diagrams of Microsoft Office Visio [31]. Teachers note that in the lessons they turn to electronic encyclopedias, games, demonstrate video lessons and audio lessons, demonstrate slide shows created in the Windows Movie Maker program, and listen to CDs [32].
Thus, the use of ICT tools with traditional teaching methods at environmental courses contributes to the formation of a research culture of primary school students, the acquisition of skills in working with basic and specific software products. Russian primary school students also develop skills in conducting experimental work [2, 32].
4. Discussion and Conclusion
This study focuses on a literature review on ICT tools used for teaching for environmental studies in primary schools in Greece and Russia. This study, which is the first of this research topic, includes the analysis of the key experience of implementing ICT tools in environmental studies. According to our findings, ICT tools are actively used by environmental teachers in primary schools in both countries. Thus, EE is a field of teaching where the use of ICT is necessary for obtaining environmental skills. It should be noted that in Greece and Russia, teachers often use similar ICTs to teach environmental issues:
- they use games in the study process. Gamifi-cation in EE has played a huge role over the past decade. Games are often used to develop environmentally responsible behavior in Greek and Russian children of primary school;
- they use MS Office tools and photostories. Most often in both countries, teachers turn to the creation of multimedia presentations, charts, and diagrams;
- they show education material using videos;
- they use the Internet and Google Search;
- they use not only classroom space for study, but also conduct classes outside of classrooms for example in nature or science museums using ICT tools such as virtual tours. Additionally ICT tools were used for nature trails in protected natural areas.
In conclusion, the use of ICT tools in primary schools in Greece and Russia helps students to understand environmental issues and develop ICT skills like the use of digital tools, computer, information and media. However, we must not forget that ICTs are only a means and it is impossible to replace the experience gained by the primary school student in the process of studying natural objects in nature.
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WORKING WITH PEOPLE WITH DISABILITIES IN SECONDARY VOCATIONAL EDUCATION
Ermolenko A.,
Teacher, BELGOROD technical school of industry and services»
Grigorieva L.
Social worker, BELGOROD technical school of industry and services»
РАБОТА С ЛИЦАМИ С ОГРАНИЧЕННЫМИ ВОЗМОЖНОСТЯМИ ЗДОРОВЬЯ В УСЛОВИЯХ СРЕДНЕГО ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ
Ермоленко А.Л.,
Преподаватель, ОГАПОУ «Белгородский техникум промышленности и сферы услуг»
Григорьева Л. А.
Социальный педагог, ОГАПОУ «Белгородский техникум промышленности и сферы услуг»
Abstract
The article describes the main features of working with students with disabilities. The article reflects the specifics of working with this category of students in the framework of secondary vocational education. Аннотация
В статье описываются основные особенности работы с учащимися, имеющими ограниченные возможности здоровья. Отражена специфика работы с данной категорией учащихся в рамках среднего профессионального образования.
Keywords: persons with disabilities, secondary vocational education.
Ключевые слова: лица с ограниченными возможностями здоровья, среднее профессиональное образование.
