Вплив системи еколого-педагогічної освіти на формування екологічного світогляду здобувачів-екологів
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Дата
2022
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті проаналізовано систему еколого-педагогічної освіти й висвітлено її вплив на формування екологічного світогляду здобувачів. Розкрито активні методи навчання (розвивального і проблемного), які ефективно використовуяться в процесі еколого-педагогічного навчання. Доведено, що цілісну, всебічну й об’єктивну оцінку якості еколого-педагогічної освіти може дати тільки система критеріїв, що уможливлює оцінювання не лише результатів еколого-педагогічної освіти здобувачів, а й ефективність змісту, процесу, їх відповідність цілям еколого-педагогічної освіти. Представлено експериментальні дані результатів засвоєння екологічних знань, які підтвердили ефективність упровадження системи еколого-педагогічної освіти.
The article analyzes the system of ecological and pedagogical education and highlights its influence on the formation of ecological worldview of applicants. Active teaching methods (developmental and problem-based learning) that are effectively used in the process of ecological and pedagogical learning are revealed. Widespread use of research methods by applicants confirms the high degree of activity and independence in acquiring new environmental and pedagogical knowledge, mastering research skills, development of cognitive interests and needs in self-education in the field of ecology and environmental education. Methods of active theoretical and practical training help to increase the level of environmental and pedagogical education of the applicant. Development of such integrated indicators as environmental culture and readiness for environmental education is determined by the integrated application of all methods. It is proved that a holistic, comprehensive and objective assessment of the quality of environmental education can be given only by a system of criteria that allows to assess not only the results of environmental education, but also the effectiveness of content, process, their compliance with environmental education. In defining the criteria, we relied on a systems approach to the application of criteria for assessing the environmental and pedagogical education. The analysis of acquisition of environmental knowledge was carried out based on the results of testing. Acquisition of ecological skills was assessed at laboratory classes and field practices in ecology. Experimental data on the results of assimilation of ecological knowledge are presented. It confirmed the effectiveness of implementation of the system of ecological and pedagogical education.
The article analyzes the system of ecological and pedagogical education and highlights its influence on the formation of ecological worldview of applicants. Active teaching methods (developmental and problem-based learning) that are effectively used in the process of ecological and pedagogical learning are revealed. Widespread use of research methods by applicants confirms the high degree of activity and independence in acquiring new environmental and pedagogical knowledge, mastering research skills, development of cognitive interests and needs in self-education in the field of ecology and environmental education. Methods of active theoretical and practical training help to increase the level of environmental and pedagogical education of the applicant. Development of such integrated indicators as environmental culture and readiness for environmental education is determined by the integrated application of all methods. It is proved that a holistic, comprehensive and objective assessment of the quality of environmental education can be given only by a system of criteria that allows to assess not only the results of environmental education, but also the effectiveness of content, process, their compliance with environmental education. In defining the criteria, we relied on a systems approach to the application of criteria for assessing the environmental and pedagogical education. The analysis of acquisition of environmental knowledge was carried out based on the results of testing. Acquisition of ecological skills was assessed at laboratory classes and field practices in ecology. Experimental data on the results of assimilation of ecological knowledge are presented. It confirmed the effectiveness of implementation of the system of ecological and pedagogical education.
Опис
Ключові слова
еколого-педагогічна освіта, активні методи навчання, критерії оцінки впровадження системи еколого-педагогічної освіти, ecological and pedagogical education, active teaching methods, criteria for evaluating implementation of the system of ecological and pedagogical education
Бібліографічний опис
Душечкіна, Н. Вплив системи еколого-педагогічної освіти на формування екологічного світогляду здобувачів-екологів [Текст] / Н. Душечкіна // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2022. – № 1 (115). – С. 13–28. – DOI: 10.24139/2312-5993/2022.01/013-028.