This research explores interconnection between environmental values and environmental responsibility among young people. Basic question of this study was whether and to which degree the environmental values influence the development of the environmental responsibility? By answering on this question, we want to provide guidelines for educational activities in schools which aim to develop environmental awareness among the young people of Serbia. The survey covered a sample of 252 students from primary and secondary government schools from Belgrade. Students were tested on a five point Likert type scales which examined environmental responsibility and environmental values. To assess the reliability and validity of the scales standard statistical procedures were used. The results of our study confirmed positive linear dependence between environmental values and environmental responsibility. On the basis of students' environmental values 48% of their environmental responsibility can be predicted On the basis of our results, it is possible to conclude that students who believe that efficient functioning of society and the survival of life on the Earth is unimaginable without environmental protection, display desirable attitudes towards environmental responsibility. The obtained results may help to identify future directions of formal education activities regarding the improvement of personal environmental responsibility among young people.
This paper is a position of contextual and holistic approach, and on the
principles of constructivist theory examines the role of natural resources in
the teaching and learning process. In the center of interest by the
possibility of establishing a partnership relationship with nature in the
process of teaching and learning, where nature appears as an asset, source
and target classes. The aim is to get through the display and analysis of
theoretical approaches to nature as a context for learning and teaching
perceive from the perspective of affirmation contextual, holistic, active,
investigative approach to teaching. This will promote new teaching strategies
in order to change the classical approach to teaching and learning process
and open up new opportunities to increase the share of after-school space in
order to create teaching situations. Results of the analysis of theoretical
starting points in particular knowledge of the value of contextual and
holistic learning, achieving partnership with nature, in favor of modern
theories in which it promotes active student positions close to reality in
the process of construction of knowledge systems. [Projekat Ministarstva
nauke Republike Srbije, br. 179060: Models of assessment and strategies of
upgrading the quality of education in Serbia and br. 179074: Tradition,
modernization and national identity in Serbia and the Balkans in the process
of European integrations]
This paper provides an overview of published scientific papers in refereed
journals on the use of new media in teaching geography. Relevant previous
research on the application of GIS in the process of teaching at the
secondary and higher education is considered from critical aspects. The main
objective of this theoretical study is to systematically and chronologicaly
point to the central themes that were dealt with by researchers in the
context of the study of GIS in teaching geography. Research has shown that
the interest of researchers for GIS in education studies is growing in line
with the development of information and communication technologies, that
study topics of the problem varied, and that the number of research and range
of topics increases after 2000. [Projekat Ministarstva nauke Republike
Srbije, br. 43007]
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