Teacher’s Attitudes on Ambient Teaching Implementation in the Beginning of Environmental Education
Abstract
In everyday practice, teachers are faced with the choice of appropriate and adaptable models of environmental learning and the possibilities for their realization in practice. Ambient Teaching (AT) provides a flexible approach to the implementation of comprehensive environmental education. The research in this paper was aimed at examining the structure of teachers' attitudes on the application of ambient teaching in initial ecological education. Tasks of the research are focused on the analysis of attitudes on the application of ambient teaching, attitudes on the efficiency of its application to environmental education, as well as attitudes on the efficiency of its implementation by involving schools in eco-projects. The socio-demographic questionnaire and questionnaire for measuring attitudes were applied as the instruments of methodology. The sample consisted of 80 teachers from three primary schools from the territory of the Novi Sad municipality. The obtained results indicate that teachers have a positive attitude to the implementation of ecological content through ambient teaching. However, in order to more frequently apply this way of teaching, it is necessary for the schools to take part in a specific ecological project and achieve better quality education for both teachers and students.
References
Andevski, M., Urošević, S., Stamanović, M. (2012). Discourse of sustainable develop-ment – a base of environmental education in Serbia. Environmental Engineering and Management Journal, 11 (9), 1611–1626.
Andevski, M. J. (2016). Sustainable environmental education: Perspective for the change of learning culture. Inovacije u nastavi – časopis za savremenu nastavu, 29 (4), 16–31.
Andevski, M. i Kundačina, M. (2004). Ekološko obrazovanje – od brige za okolinu do održivog razvoja. Užice: Učiteljski fakultet u Užicu, Univerzitet u Kragujevcu.
Anđelković, S. i Stanisavljević Petrović, Z. (2013). Učenje i poučavanje van učionice – Ambijentalna nastava. Nastava i vaspitanje, 62 (1), 39–52.
Anđić, D. (2007). Učenje i poučavanje prirode i društva na otvorenim prostorima. Me-todički obzori: časopis za odgojno-obrazovnu teoriju i praksu, 2 (3), 7–23.
Ambasadori održivog razvoja i životne sredine (2019). Ambasadori održivog razvoja: Eko-škole, 2019 [Zvanični podaci]. Dostupno na veb-sajtu: https://ambassadors-env.com/
Bogner, F. X. & Wiseman, M. (2004). Outdoor Ecology Education and Pupils’ Envi-ronmental Perception in Preservation and Utilization. Science Education International, 15, 27–48.
Cifrić, I. (2005). Ekološka edukacija – Utjecaj na oblikovanje novog identiteta. Filozo-fska istraživanja, 25 (2), 327–344.
De Zan, I. (2005). Metodika nastave prirode i društva. Zagreb: Školska knjiga.
Dickson, T. J., Gray, T., Hayllar, B. (2005). Outdoor and experiential learning: Views from the top. Otago: University Print.
Donaldson, G. W. & Donaldson, L. E. (1958). Outdoor education a definition. Journal of Health, Physical Education, Recreation, 29 (5), 17–63.
Dubljanin, S., Мihajlović, D., Radović, V. (2019). Comparative Analisys of Outdoor Education in Serbia and Scandinavios Countries. TEME: časopis za društvene nauke, 43 (1), 175–192.
Eaton, D. (2000). Cognitive and affective learning in outdoor education (Doctoral dissertation). National Library of Canada, Canada.
Fägerstam, E. (2012). Space and Place: Perspectives on outdoor teaching and learning (Doctoral dissertation). University Electronic Press, Linköping.
Gilbertson, K., Bates, T., Ewert, A., McLaughlin, T. (2006). Outdoor education: Methods and strategies. Champaign: Human Kinetics.
Jedličko, J. (2003). Izvanučionička nastava prirodoslovlja u osnovnoj školi. U: Zbornik Učiteljske akademije u Zagrebu Vol 5, n1, 109–119.
Larson, L. R., Green, G. T., Castleberry, S. B. (2011). Construction and Validation of an Instrument to Measure Environmental Orientations in a Diverse Group of Children. Environment and Behavior, 43, 72–89.
Martin, P. (2010). Outdoor education and the national curriculum in Australia. Journal of Outdoor and Environmental Education, 14, 3–11.
Moreno-Fernández, O. (2017). Zaštita okoliša i građanstvo u školama koje sudjeluju u programu eko-škola: Predodžbe učenika osnovne škole o društvenim i ekološkim pro-blemima. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 19 (2), 637–664.
Merewether, J. (2015). Young children's perspectives of outdoor learning spaces: What matters?. Australasian Journal of Early Childhood, 40, 99–108.
Novaković, M. & Janković, D. (2018). Education as a factor of ecological awareness development. Proceedings of the IAE Scientific Meetings, 18, 401–418.
Previšić, V. (2008). Globalne dimenzije održiva razvoja u Nacionalnom školskom kurikulumu. U: V. Uzelac, L. Vujičić (ur.), Cjeloživotno učenje za održivi razvoj, svezak 1 (55–65). Rijeka: Sveučilište u Rijeci.
Priest, S. (1986). Redefining outdoor education: A matter of many relationships. The Journal of Environmental Education, 17, 13–15.
Quay, J. (2005). Connecting social and environmental education through the practice of outdoor education. Outdoor and experiential learning in Australia and New Zealand: Views from the top, 82–94.
Radivojević, D. i Јеlić, М. (2019). Izvanučionička nastava u nastavi prirode i društva. Nova škola, Pedagoški fakultet Bijeljina, 11, 235–248.
Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., Benefield, P. (2004). A Review of Research on Outdoor Learning. National Foundation for Educa-tional Research and King’s College London. Preuzeto 15. 6. 2019. sa: http://www.field-studies-council.org/index.asp
Savez ekoloških udruženja – Zelena lista Srbije. (2019). Savez ekoloških udruženja – Zelena lista: Oplaneti se, 2019 [Zvanični podaci]. Dostupno na veb-sajtu: http://www.oplanetise.com/
Sandseter, E. B. H., Little, H., Wyver, S. (2012). Do theory and pedagogy have an im-pact on provisions for outdoor learning? A comparison of approaches in Australia and Norway. Journal of Adventure Education & Outdoor Learning, 12, 167–182.
Salmi, H., Kaasinen, A., Suomela, L. (2016). Teacher Professional Development in Outdoor and Open Learning Environments: A Research Based Model. Creative Educa-tion, 7, 1392–1403.
Simmons, D. (1998). Using natural settings for environmental education: Perceived benefits and barriers. The Journal of Environmental Education, 29 (3), 23–31.
Stanišić, J. (2016). Characteristics of Teaching Environmental Education in Primary Schools. Institute for Educational Reasearch, Belgrade, 24, 87–100.
UNESCO (2002). Teaching and Learning for Sustainable Future – A Multimedia Teacher Education Programme. United Nations Educational, Scientific and Cultural Organization. http://www.unesco.org/education/tlsf
Zavod za unapređenje školstva, ZOUV. (2019). Zavod za unapređenje školstva: Plan i program za 2019. školsku godinu [Zvanični podaci]. Dostupno na veb-sajtu: https://zuov.gov.rs/
Zimmerman, B. J. & Schunk, D. H. (Eds.). (2001). Self-Regulated Learning and Aca-demic Achievement: Theoretical Perspectives. Routledge.
The details about the publication policy, including copyright and licensing, are available at: