The role of forest pedagogy in education and environmental upbringing
Development of the modern concept of environmental education. Consideration the main goals of forest pedagogy. Elaboration of school programs in Ukraine to familiarize students with the Nature, conducting extracurricular experiments on seed germination.
| Рубрика | Педагогика |
| Вид | статья |
| Язык | английский |
| Дата добавления | 05.09.2024 |
| Размер файла | 387,3 K |
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The role of forest pedagogy in education and environmental upbringing
Kohut Erzsebet Kohut Erzsebet Dr. docent (PhD), head of departmen of Biology and Chemistryt, Ferenc Rakoczi II Transcarpathian Hungarian College of Higher College of Higher Education, Kazmer Eva Kazmer Eva - assistant Department of Biology and Chemistry, Ferenc Rakoczi II Transcarpathian Hungarian College of Higher Education , Kolozsvari Istvan Kolozsvari Istvan Dr.head of institute Fodor Istvan Research Centre, docent (PhD), Ferenc Rakoczi II Transcarpathian Hungarian College of Higher Education, Department of Biology and Chemistry
Анотація
Роль лісової педагогіки в освіті та екологічному вихованні
Когут Ержебет, Казмер Єва, Колозсвари Іштван
Сьогодні важливою проблемою для педагогів є дати учням можливість пізнавати навколишній світ природи під час навчання в школі. Ми вважаємо, що учням слід привчати наукові знання та екологічно свідоме мислення з раннього віку. Таким чином, ми вирішили написати це дослідження з урахуванням усіх цих факторів.
Постановка та обґрунтування актуальності проблеми. Сьогодні важливим завданням для педагогів є надання учням можливості познайомитися з навколишнім світом природи під час навчання в школі. Ми вважаємо, що учні повинні з раннього віку долучатися до наукових знань і екологічно свідомого мислення. Таким чином, ми вирішили написати це дослідження з урахуванням усіх цих факторів.
Аналіз останніх досліджень і публікацій. Екологічна освіта була визначена багатьма авторами, але ми хотіли б зупинитися на визначенні Пітера Хаваса, який стверджує, що «екологічна освіта - це процес, за допомогою якого люди (незалежно від їх віку, але в рамках своїх вікових особливостей) вчаться знати навколишнє середовище в цілому і піклуватися про неї, щоб приймати ефективні рішення". їхнє суспільство стійке " [6, с.77].
Лісова Педагогіка, з іншого боку, є «особливою галуззю екологічної освіти, де ліс служить місцем навчання, а знання про лісове господарство домінують у програмах". Заходи проводяться під керівництвом лісничого або за його сприяння. Методи педагогіки лісової школи засновані на активному, спільному навчанні, навчанні на основі досвіду та використанні освітніх технологій, які включають дослідницькі експерименти, демонстрації, спостереження, дискусії, бесіди, короткі лекції, запитання та відповіді, а також проектне навчання» [3]. Процедура сертифікації лісових шкіл лісового господарства.
Висновки та перспективи подальшого дослідження. У період з 2016 по 2018 рік ми постійно вивчали методологію лісової педагогіки. Можна сказати, що існує два підходи до лісової педагогіки. Перший в основному базується на роботі лісівників у Німеччині та багатьох інших європейських країнах і зосереджується на представленні управління лісами. Інший підхід, розроблений Марією Ковацне Немет в Угорщині, передбачає діяльність педагогів. В Україні існують програми шкільного лісництва, які схожі з німецьким підходом, оскільки спрямовані на ознайомлення з роботою лісового господарства. В даний час розробляється концепція лісової педагогіки.
В ході нашої роботи ми ретельно вивчили, як інтегрувати заняття з лісової освіти як в звичайні, так і в позакласні заняття. Щороку ми тестували нове заняття, і були отримані наступні результати:
У 2015-2016 роках ми розробили позакласні та регулярні заходи, в рамках яких успішно провели експеримент з пророщування насіння з учнями 6-го класу Надьб-Берегської середньої школи. Проект пройшов успішно, і ми прийшли до висновку, що в цьому віці знання дітей в основному засновані на досвіді, і такі методи навчання, як проектний метод і спільне навчання, найбільш застосовні для цих видів діяльності.
У 2016-2017 роках наша робота була заснована на використанні робочих аркушів, які ми прив'язали до навчальної програми учнів 6-х і 7-х класів середньої школи. Робочі аркуші включали різні типи завдань, і ми виконували їх разом із учнями відповідної вікової групи в середній школі Nadjb Shore. В ході заходу ми застосовували методи спільного навчання. Проаналізувавши Робочі аркуші, ми виявили, що студенти мали труднощі з визначенням видів та розпізнаванням образів.
Тому в 2017-2018 роках ми використовували позакласні заходи, орієнтовані на досвід, щоб краще ознайомити учнів із дикою природою лісу. Ми успішно реалізували діяльність з лісової педагогіки, і після оцінки ми виявили, що студенти змогли набагато краще вивчити види, які вони спостерігали в природному середовищі існування. Ми прийшли до висновку, що такі заходи роблять позитивний вплив на знання учнів і їх особистісний розвиток, оскільки дозволяють їм отримати безпосередній досвід спілкування з природою.
В останній рік навчання ми розробили Навчальний посібник, в якому поєднувалися два підходи до лісової педагогіки. Перша частина посібника складається з робочих аркушів, які ми створили на основі наших власних ідей і які тісно пов'язані з навчальною програмою для 6-го і 7-го класів. Друга частина навчального посібника включає в себе аудиторні та позакласні заняття, які відповідають розділам модуля "ліс і природа" Ковацне Немет Марії (2010), а використовувані методи засновані на роботах Франца Лоурі і Астрід Швейцер. Розроблені робочі аркуші та заходи спрямовані на представлення дикої природи та цінностей атак, що мешкають у моєму регіоні.
Ключові слова: лісова педагогіка, екологічна освіта, безпосередній досвід, широке використання досвідчених методів навчання.
Abstract
The role of forest pedagogy in education and environmental upbringing
Kohut Erzs6bet, Kazmer Eva, Kolozsvari Istvan.
Today an important issue for educators today is to give students the opportunity to learn about the natural world around them during their school studies. We believe that students should be made aware of science knowledge and environmentally conscious thinking from an early age. Thus, we have decided to write the present study with all these factors in mind.
In the final year, we developed a teaching aid that combined the two forest pedagogy approaches. The first part of it consists of worksheets that we created based on our own ideas and that are closely related to the 6th and 7th grade curriculum. The second part of the teaching aid includes in-class and extracurricular activities that are aligned with the units of Kovatsne Nemeth Maria's (2010) Forest and Nature module, while the methods used are based on the work of Franz Lohri and Astrid Schweyter. The developed worksheets and activities focus on presenting the wildlife and values of the Atak found in my local environment.
Keywords: Forestpedagogy, environmental education, direct experience, extensive use of experience-based teaching methods.
Introduction
Formulation and substantiation of the relevance of the problem. Today an important issue for educators today is to give students the opportunity to learn about the natural world around them during their school studies. We believe that students should be made aware of science knowledge and environmentally conscious thinking from an early age. Thus, we have decided to write the present study with all these factors in mind.
Analysis of recent research and publications. Environmental education has been defined by many authors, but we would like to highlight the definition by Peter Havas, who states that «environmental education is a process whereby people (regardless of their age, but within the framework of their agespecific characteristics) learn to know and care for their whole environment in order to make their society sustainable» [6, p. 77].
Forest pedagogy, on the other hand, is «a special area of environmental education, where the forest serves as the location of the education and forestry knowledge dominates its programs. The activities are led or assisted by a forester. The methods of forest school pedagogy are based on active, collaborative learning, experiential learning, and the use of educational techniques, which include exploratory experiments, demonstrations, observations, discussions, conversations, short lectures, questions and answers, as well as project-based learning» [3]. Certification procedure for forestry forest schools.
An example of the main material of the research
Since the 1980s, the forest has become increasingly important as a subject of education and as a location for training in environmental education, primarily in Switzerland. In 1992, an international seminar was held in Germany to summarize the experiences of educational work in the forest. Thus, from the beginning of the 1990s, forest-related pedagogy emerges in the German-speaking area [10, p. 192-193].
Forest pedagogy in Germany. In Germany, forest school pedagogy is centred around forestry. It has a long tradition and experience, and is mainly carried out by foresters, who are thoroughly trained in forest education. Detailed information on this is provided by Balint Lampert (2013), who reports on his experiences at the Weihenstephan College [9, p.106-114].
The meaning of the concept in Hungary. In Hungary, two main directions can be observed in forest pedagogy. One of them is the programme supported by the National Forestry Association (NFA) and is based mainly on the «German-style» approach, relying on forest engineers and foresters. The other one is the forest school program launched by Maria Kovatsne Nemeth at the Apaczai Csere Janos Faculty of the University of West Hungary.
Both approaches emphasize the central role of the forest and forest management, but in the NFA program, the forestry-related content (forest biodiversity, forest and humans, forest and climate, forestry work, forest as a renewable energy source, etc.) dominates, supplemented by various handicraft and local knowledge activities.
In the training program launched at the Apaczai Csere Janos Faculty, the main goal is to develop environmentally conscious behaviour and lifestyle along the lines of the «harmony theory» [9, p. 106-114].
Unlike the German-style forest pedagogy, where only trained foresters conduct the teaching, the forest pedagogical activities developed by Maria Kovatsne Nemeth in Hungary are carried out by educators.
The forest pedagogy in Ukraine. Forest pedagogy in Ukraine currently has no established program or concept, but it is being under development. There are School Forests in Ukraine the activities of which are regulated by Regulation No 66 of the Ministry of Education and Science of Ukraine (МОН України; Наказ, Положення від 30.01.2015 № 66). These School Forests operate on a voluntary basis and are very similar to forest education activities. Thesecan only be carried out according to a predetermined schedule, and the school is not responsible for them, which makes it unpopular in educational institutions as it imposes additional tasks on teachers and foresters. It can be said that formally it is more similar to the German forest education.
Primary and secondary research was conducted between 2016 and 2018 on the issue. As a first step, we conducted secondary research, studied and analysed forest pedagogy, alternative pedagogical methods and environmental education resources, literature, and journals. We examined how these methods and forest pedagogical activities can be combined with in-class and out-of-class activities. During our work, we aimed to link the acquired knowledge with the values of our own environment. Since there is a botanical natural monument of state importance, the „Atak,” located not far from us, we have emphasised our activities on the presentation of the area's values.
As a second step, we developed and each year implemented a practical activity that provided an opportunity to present the natural values of the nature conservation monument in a non-traditional way. In all three years, the participants and the location of the activities were students in grades 6-7 at Nagybereg Secondary School.
In the 2015-2016 school year, we developed in-class and out-of-class activities, of which the germination experiment project was successfully implemented with the 6th-grade students ofNagybereg Secondary School, using the project method [5, p. 306-307]. During the sprouting experiment, we worked with acorns and hornbeam catkins, which we collected from the «Atak» botanical natural monument area in November 2015.
During the 2016-2017 school year, using the cooperative method, to integrate the transfer of forest-related knowledge into the 6th and 7th grade biology curriculum within the framework of regular classes [5, p. 306-307]. The topic was presented with the help of worksheets to students working in groups of 4-5 of Nagybereg Secondary School on April 20, 2017. The results obtained were evaluated and the diagrams were prepared using Excel software.
In the 2017-2018 school year, based on the „Forest and Nature” module by Maria Kovatsne Nemeth (2010) and following the guidelines of Franz Lohri and Astrid Schwyter (2004), we developed a teaching aid. The first part of it contains worksheets, based on our own ideas, and is linked to the 6th and 7th grade curriculum. The second part of the guidelines includes in-class and out-of-class activities. Out of this, the forest education program was successfully implemented on April 11, 2018, with the participation of 13 6th and 7th grade students from Nagybereg Secondary School. The tasks were prepared using Redmenta, and the worksheets are available on the Redmenta website (https://www. redmenta.com/?ref=sheets_b).
Results of research conducted in 2015-2016. In 2015-2016, we developed in-class and extracurricular activities, of which the germination experiment project was successfully implemented on November 20, 2015 with 6th grade students of Nagybereg Secondary School. The activity helped students to master the subject matter of the 6th grade textbook chapters better, «Structure of Young Plants» (Section 20) and «Seed» (Section 35). During germination, we worked with oak acorns and hornbeam catkins collected from the botanical natural monument area the «Atak». In this project, the students worked in two groups.
The germination was successful and all of the seeds sprouted. The children took the seedlings home and explained where they wanted to plant them. Many of them also asked questions about the process. According to the teacher, the class showed a greater interest in biology in the following period.
Results of research conducted in 2016-2017. In the 2016-2017 school year, we developed worksheets that were linked to the 6th and 7th grade secondary school biology curriculum. The tests contained various types of tasks, and our hypothesis was that the students were least familiar with species identification. The tasks were related to different topics, but in each case, the focus was primarily on species identification. The main goal of filling in the worksheets was to get an idea of the students' theoretical knowledge and species identification skills.
The completion of the tasks. The tasks were completed with appropriate age group of students at the Nagybereg Secondary School. In terms of teaching methods, we used the cooperative teaching method where students worked in groups of 4-5. The formation of the groups was done with the assistance of Eniko Dencs, the biology teacher.
Figure 1. Performance of the 6th grade students by task tvne
Figure 2. Performance of the 7th grade students by task type
Based on the figures (1-2. figures), we can conclude that the educational program places the most emphasis on the theoretical part of environmental knowledge. The students achieved outstanding results in theoretical tasks. They performed the weakest in shape recognition and logical tasks. Our hypothesis that their species knowledge is inadequate has been confirmed.
In our experience, we succeeded in promoting and consolidating forest knowledge in the students and brought them closer to the natural world.
The results of research conducted in 2017-2018. The handbook by Franz Lohri and Astrid Schweyter (2004) introduced us to new teaching methods, which partly differ from those of Falus (1998). The authors describe successful methods and activities that they have used in this field. Accordingly, we developed extracurricular activities in a non-traditional form, emphasizing the values of the Atak. As the worksheets revealed that the students' species knowledge was poor, we decided to combine the practical part of my thesis with a complex species awareness session, where the children could learn more about the species in their environment. The theoretical part of the workshop is related to Kovatsne Nemeth Maria's „Forest and Nature” module on the Living World of the Forest and Forest Ecosystems. The practical implementation is based on the methodology of Franz Lohri and Astrid Schweyter.
Since, according to Lohri and Scweyter, time planning is also very important when designing a program, so we took into consideration the distance between the forest and the school, how much time it takes to walk there, and the amount of time dedicated to activities. Based on all of these factors, the planned duration of the program was 2.5 hours.
We discussed our ideas in advance with the biology teacher, who was happy to agree and assist us. Thirteen students participated in the session. Using a teaching conversation method on our way to the forest, we learned about the spring aspect plants. On the way to the forest, we learned about the spring plants with the help of a learning approach. Using a demonstration method, the methods of making a herbarium was explained and each child was given an opportunity to collect and make their own herbariums.
After arriving in the forest and studying the plants, we learned the names of the species in the Atak by playing the «War of Plants and Animals» game (Figure 3). After finishing the game, we provided a brief presentation of the botanical natural monument and its wildlife that was still unknown to them. On the way back, the pupils were asked to repeat the names of the plants they had seen, thus promoting collective learning.
Upon returning to the schoolyard, we assessed the students' knowledge and the effectiveness of the session through assignments and questions.
Figure 3: Performance of students by task types
The diagram clearly shows that the students performed at maximum level in pattern recognition, while they performed slightly weaker in simple choice tasks. We came to the conclusion that the presence of such a program is important in education, as children can gain direct experiences from nature. Based on our experience it may be stated that the session was successful, the children enjoyed the games and had a good time.
Conclusions and prospects of further investigation
Between 2016 and 2018, we continuously studied the methodology of forest pedagogy. We can say that there are two approaches to forest pedagogy. The first is mainly based mainly on the work offoresters in Germany and many other European countries, and it focuses on presenting forest management. The other one, developed by Maria Kovatsne Nemeth in Hungary, involves activities carried out by educators. In Ukraine, there are School Forestry programs that are similar to the German approach, as they aim to introduce the work of forestry. The forest pedagogy concept is currently being developed.
During our work, we thoroughly examined how to integrate forest education activities into both regular and extracurricular lessons. Each year, we tested a new activity, and the following results were obtained:
In 2015-2016, we developed extracurricular and regular activities out of which we successfully carried out a germination experiment with 6th grade students from the Nagybereg Secondary School. The project was successful, and we concluded that at this age, children's knowledge is mostly experiential, and teaching methods such as the project-based method and cooperative learning are most applicable for these activities.
In 2016-2017, our work was based on the use of worksheets that we linked to the curriculum of 6th and 7th grade students in secondary school. The worksheets included various types of tasks, and we carried out the completion of the worksheets with students of the appropriate age group at the Nagybereg Secondary School. During the activity, we applied cooperative teaching methods. Upon evaluating the worksheets, we found that the students struggled with identifying species and pattern recognition.
Therefore, in 2017-2018, we used extracurricular activities that focused on direct experience to better acquaint students with wildlife of the forest. We successfully implemented the forest pedagogy activities, and upon evaluation, we found that the students were able to master the species they observed in their natural habitats much better. We concluded that such activities have a positive impact on students' knowledge and personal development, as they enable them to gain direct experience in nature.
In the final year, we developed a teaching aid that combined the two forest pedagogy approaches. The first part of it consists of worksheets that we created based on our own ideas and that are closely related to the 6th and 7th grade curriculum. The second part of the teaching aid includes in-class and extracurricular activities that are aligned with the units of Kovatsne Nemeth Maria's (2010) Forest and Nature module, while the methods used are based on the work of Franz Lohri and Astrid Schweyter. The developed worksheets and activities focus on presenting the wildlife and values of the Atak found in my local environment.
forest pedagogy environmental education nature
Список джерел
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5. Falus I. Didaktika. Elmeleti alapok a tanitas tanulasahoz, Nemzeti tankonyvkiado, Budapest, 1998. 306-307 p.
6. Havas, P (szerk.): Kisiskolasok kornyezeti nevelese; 1993; Budapest; Alapitvany a Magyarorszagi Kornyezeti Nevelesert - Rece-fuzetek 1.; 77 p.
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References
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