Environmental Education and Education for Sustainable Development in Romania. Teachers’ Perceptions and Recommendations (Ii)

Abstract

This paper analyses a part of the results regarding environmental education (EE) and education for sustainable development (ESD) in Romania, obtained by administering a survey in 2017, willingly and anonymously filled out by 335 teachers (preschool teachers, primary school teachers, Geography teachers). It examines: respondents' interest, importance, knowledge and involvement in EE and sustainable development (SD); activity impact on teacher knowledge, attitude and behaviour towards SD and environment in Romania; importance of aims and levels in EE and ESD; EE and SD activities involving preschoolers and pupils as well as their frequency; the efficiency of some activities in preschoolers ' and pupils' EE and ESD; problems that may occur due to a subpar EE. In its conclusions, the paper highlights several measures for an increase in EE and ESD levels.

The Well-Being – A Fundamental Indicator In Didactic Activity

“…The World Health Organization defines in its documents the well-being as <<a general term that encompasses the entire universe of the domains of human existence, including the physical, mental and social aspects, which together form what we can call "a good life">> (World Health Organization, 2004, p. 216).The universe of well-being refers to the individual's state of health with an optimal functionality from "somatic, physiological, mental, emotional, social and spiritual" point of view (Băban, 2011, p.21), but also the domains which can ensure well-being: the family, the school institution, the workplace, the community, the environment (the physical, social and attitudinal environment) with which the individual interacts. Throughout its existence, the well-being of the individual can be influenced and conditioned by changes of body functions and body structure, by its ability or by the level, performance concerned, by the socio-cultural or natural context (Dulamă & Ilovan, 2016;Ilovan, et al, 2018).The construct of happiness and well-being originates in ancient philosophy, and its evolution is dominated today by a "psychological way of interpretation" (Bălţătescu, 2014, p.41), being influenced by several factors: involvement of political decision factor, the social context of evolution; the dominant paradigms of philosophy and socio-human sciences; the atmosphere of literary and cultural creation (Bălţătescu, 2014, p.41). In the evolution of the concept, both Platon and Aristotle consider that the citizen's well-being, his happiness is influenced by social parameters, while enlightenment thinking links this concept to the state of progress of society.…”

Preschoolers Observing the Urban Environment of Cluj-Napoca, Romania

“…In the pre-university education system from Romania, the observation method was frequently used over time, in the formation of geographical representations during field trips (Dulamă & Ilovan, 2015, for the study of both natural and built heritage (Ilovan, 2007), for the study of the forest environment . Teachers consider observation a valuable method for environmental education and in the education for sustainable development in Romania (Ilovan et al, 2018). To increase learning efficiency, both guiding observation and providing feed forward and feedback are recommended (Dulamă & Ilovan, 2015).…”

Preschoolers’ Exploration of Herb Environments

“…In many studies, it is mentioned and presented the importance of extracurricular activities, especially the hikes, where children can directly observe and analyse environmental components and the relations among them (Dulamă, 2004;Dulamă & Buda, 2014;Ilovan et al, 2018). This kind of activities can take place in national parks (Ilovan & Dulamă, 2006;Havadi-Nagy & Ilovan, 2013), in forests near inhabited areas (Dulamă et al, 2016; or in other regions which have significant natural heritage (Ilovan, 2007).…”