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Environmental factors of ecological pedagogical work and education

Sredinski činioci ekološkog vaspitanja i obrazovanja

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2010
165.pdf (214.1Kb)
Authors
Stanišić, Jelena
Đević, Rajka
Đerić, Ivana
Article (Published version)
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Abstract
This paper is on the roles of the following environmental factors in ecological pedagogical work and education of the family, pre-school institution, school, peer groups, media and social organizations and institutions. The review of characteristics and influences of environmental factors enables readers to view the importance they have on ecological pedagogical work and education. Although each of these environmental factors has an important role in the development of the ecological consciousness and gaining necessary experience in this field, the primary role is given to a school which enables adoption of ecological knowledge in systematic and organized way. It is to be talked about how much the school potentials are used and how much the school manages to answer contemporary needs of ecological pedagogical work and education. The school should justify the role of the leading factor in forming the ecological consciousness of the students, curricula should be more contemporary, teache...rs should be additionally trained, and the school should intensify cooperation with other institutions.

U radu se analiziraju uloge sledećih sredinskih činilaca u ekološkom vaspitanju i obrazovanju: porodice, predškolske ustanove, škole, vršnjačkih grupa, medija i društvenih organizacija i institucija. Pregled karakteristika i uticaja sredinskih faktora omogućava čitaocu uvid u značaj koji oni imaju na ekološko vaspitanje i obrazovanje. Iako svaki od navedenih sredinskih faktora ima značajnu ulogu u razvoju ekološke svesti i sticanju neophodnih znanja iz ove oblasti, primarna uloga daje se školi koja omogućava usvajanje ekoloških znanja na sistematičan i organizovan način. Postavlja se pitanje koliko se potencijali škole koriste i koliko škola uspeva da odgovori na savremene potrebe ekološkog vaspitanja i obrazovanja. Da bi škola opravdala ulogu vodećeg faktora u oblikovanju ekološke svesti učenika, programi bi trebalo da se osavremenjuju, nastavnici dodatno usavršavaju, a škola intenzivira saradnju sa drugim institucijama.
Keywords:
ecological pedagogical work and education / environmental factors / ekološko vaspitanje i obrazovanje / sredinski činioci
Source:
Pedagogija, 2010, 65, 2, 247-256
Publisher:
  • Forum pedagoga Srbije i Crne Gore, Beograd
Funding / projects:
  • Education for knowledge based society (RS-149001)

ISSN: 0031-3807

[ Google Scholar ]
URI
http://ipir.ipisr.org.rs/handle/123456789/168
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  • Radovi istraživača / Researchers’ publications
Institution/Community
IPI
TY  - JOUR
AU  - Stanišić, Jelena
AU  - Đević, Rajka
AU  - Đerić, Ivana
PY  - 2010
UR  - http://ipir.ipisr.org.rs/handle/123456789/168
AB  - This paper is on the roles of the following environmental factors in ecological pedagogical work and education of the family, pre-school institution, school, peer groups, media and social organizations and institutions. The review of characteristics and influences of environmental factors enables readers to view the importance they have on ecological pedagogical work and education. Although each of these environmental factors has an important role in the development of the ecological consciousness and gaining necessary experience in this field, the primary role is given to a school which enables adoption of ecological knowledge in systematic and organized way. It is to be talked about how much the school potentials are used and how much the school manages to answer contemporary needs of ecological pedagogical work and education. The school should justify the role of the leading factor in forming the ecological consciousness of the students, curricula should be more contemporary, teachers should be additionally trained, and the school should intensify cooperation with other institutions.
AB  - U radu se analiziraju uloge sledećih sredinskih činilaca u ekološkom vaspitanju i obrazovanju: porodice, predškolske ustanove, škole, vršnjačkih grupa, medija i društvenih organizacija i institucija. Pregled karakteristika i uticaja sredinskih faktora omogućava čitaocu uvid u značaj koji oni imaju na ekološko vaspitanje i obrazovanje. Iako svaki od navedenih sredinskih faktora ima značajnu ulogu u razvoju ekološke svesti i sticanju neophodnih znanja iz ove oblasti, primarna uloga daje se školi koja omogućava usvajanje ekoloških znanja na sistematičan i organizovan način. Postavlja se pitanje koliko se potencijali škole koriste i koliko škola uspeva da odgovori na savremene potrebe ekološkog vaspitanja i obrazovanja. Da bi škola opravdala ulogu vodećeg faktora u oblikovanju ekološke svesti učenika, programi bi trebalo da se osavremenjuju, nastavnici dodatno usavršavaju, a škola intenzivira saradnju sa drugim institucijama.
PB  - Forum pedagoga Srbije i Crne Gore, Beograd
T2  - Pedagogija
T1  - Environmental factors of ecological pedagogical work and education
T1  - Sredinski činioci ekološkog vaspitanja i obrazovanja
EP  - 256
IS  - 2
SP  - 247
VL  - 65
UR  - conv_29
ER  - 
@article{
author = "Stanišić, Jelena and Đević, Rajka and Đerić, Ivana",
year = "2010",
abstract = "This paper is on the roles of the following environmental factors in ecological pedagogical work and education of the family, pre-school institution, school, peer groups, media and social organizations and institutions. The review of characteristics and influences of environmental factors enables readers to view the importance they have on ecological pedagogical work and education. Although each of these environmental factors has an important role in the development of the ecological consciousness and gaining necessary experience in this field, the primary role is given to a school which enables adoption of ecological knowledge in systematic and organized way. It is to be talked about how much the school potentials are used and how much the school manages to answer contemporary needs of ecological pedagogical work and education. The school should justify the role of the leading factor in forming the ecological consciousness of the students, curricula should be more contemporary, teachers should be additionally trained, and the school should intensify cooperation with other institutions., U radu se analiziraju uloge sledećih sredinskih činilaca u ekološkom vaspitanju i obrazovanju: porodice, predškolske ustanove, škole, vršnjačkih grupa, medija i društvenih organizacija i institucija. Pregled karakteristika i uticaja sredinskih faktora omogućava čitaocu uvid u značaj koji oni imaju na ekološko vaspitanje i obrazovanje. Iako svaki od navedenih sredinskih faktora ima značajnu ulogu u razvoju ekološke svesti i sticanju neophodnih znanja iz ove oblasti, primarna uloga daje se školi koja omogućava usvajanje ekoloških znanja na sistematičan i organizovan način. Postavlja se pitanje koliko se potencijali škole koriste i koliko škola uspeva da odgovori na savremene potrebe ekološkog vaspitanja i obrazovanja. Da bi škola opravdala ulogu vodećeg faktora u oblikovanju ekološke svesti učenika, programi bi trebalo da se osavremenjuju, nastavnici dodatno usavršavaju, a škola intenzivira saradnju sa drugim institucijama.",
publisher = "Forum pedagoga Srbije i Crne Gore, Beograd",
journal = "Pedagogija",
title = "Environmental factors of ecological pedagogical work and education, Sredinski činioci ekološkog vaspitanja i obrazovanja",
pages = "256-247",
number = "2",
volume = "65",
url = "conv_29"
}
Stanišić, J., Đević, R.,& Đerić, I.. (2010). Environmental factors of ecological pedagogical work and education. in Pedagogija
Forum pedagoga Srbije i Crne Gore, Beograd., 65(2), 247-256.
conv_29
Stanišić J, Đević R, Đerić I. Environmental factors of ecological pedagogical work and education. in Pedagogija. 2010;65(2):247-256.
conv_29 .
Stanišić, Jelena, Đević, Rajka, Đerić, Ivana, "Environmental factors of ecological pedagogical work and education" in Pedagogija, 65, no. 2 (2010):247-256,
conv_29 .

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