Environmental Competencies as a New Form of Learning

Milenko Ž. Kundačina, Sveučilište Hercegovina, Mostar, Bosna i Hercegovina, imejl: kundacina.milenko@gmail.com

Ivana Visković, Sveučilište Hercegovina, Mostar, Bosna i Hercegovina, imejl: viskovicivana@gmail.com

Иновације у настави, XXIX, 2016/4 стр. 32–40

| PDF | | Extended summary PDF |

doi:10.5937/inovacije1604032K

 

Rezime: Globalna ekološka kriza – klimatske promjene, narušena ravnoteža i zagađenje ekosistema jesu realnost savremenog društva. Ekološka kriza sve više postaje kriza čovječanstva i ona mijenja paradigmu vjerovanja u neograničen napredak i optimističnu budućnost. Opravdano je zato ekološku kulturu, kao konstrukt ekološke svjesnosti, vrijednosti, normi, učenja i odgovornog ponašanja, prihvatiti kao pretpostavku održivog razvoja. Ona donosi dobrobit pojedincu i društvu. Ekološka kultura nameće se kao temeljna vaspitno-obrazovna orijentacija. Željeni ishod vaspitno-obrazovnog procesa jeste ekološki kompetentan pojedinac, a za to su potrebni otvoreni konstruktivistički kurikulum i nove strategije učenja.
Ključne riječi: ekološka kultura, ekološke kompetencije, nove kulture učenja, odgovornost.

Summary: Global ecological crisis – climate changes, disturbed harmony and pollution of the ecosystems are reality of contemporary society. Ecological crisis becomes more and more crisis of humankind and it changes paradigm and belief in infinite progress and optimistic future. It is justifiable, therefore, to accept ecological culture as the construct of ecological consciousness, values, norms, learning and responsible behaviour, as the assumption of sustainable development. It brings well-being to society and individuals. Ecological culture is posed as a fundamental pedagogical-educational orientation. Desired outcome of the pedagogical-educational process is ecologically competent individual, and this requires open constructivists’ curriculum and new strategies of learning.
Key words: ecological culture, ecological competencies, new cultures of learning, responsibility.

Literatura

  • Bilić, V. (2010). Povezanosti medijskog nasilja s agresivnim ponašanjem prema vršnjacima. Odgojne znanosti. 12 (2), 263–281.
  • Bognar, L., Matijević, M. (2002). Didaktika. Zagreb: Školska knjiga.
  • Capra, F. (2005). Speaking Nature’s language: Principles for Sustainability. In: Stone, M. K. & Barlow, Z. (Eds.). Ecological Literacy Educating Our Children for a Sustainable World (IX–XI). San Francisco: Sierra Club Books.
  • Cifrić, I. (1998). Ekološka etika: odgovornost za okoliš – odgovornost za život. U: Cifrić, I. (ur.). Bioetika. Etička iskušenja znanosti i društva (73–93). Zagreb: HSD i Zavod za sociologiju.
  • Cifrić, I. (2005). Ekološka edukacija – Utjecaj na oblikovanje novog identiteta. Filozofska istraživanja. 25(2), 327–344.
  • Čukelj, Z. (2009). Mogućnosti stjecanja znanja i spoznaja o prirodnoj i kulturnoj baštini u osnovnim školama Republike Hrvatske. Socijalna ekologija: časopis za ekološku misao i sociologijska istraživanja okoline. 18 (3–4), 267–288.
  • EC (2000). Memorandum on Lifelong Learning in Europe. SEC(2000)1832.
  • EC (2006). Key Competences for Lifelong Learning, Official journal L 394.
  • Goswami, U. (2015). Children’s Cognitive Development and Learning (CPRT Research Survey 3). York: Cambridge Primary Review Trust.
  • Gudjons, H. (1994). Pedagogija – temeljni pojmovi. Zagreb: Educa.
  • Hooper, C. (2003). Values education study: Literature review. In: Zbar, V., Brown, D. & Bereznicki, B. (Eds.) Values education study – Final report (168–212). Melbourne: Curriculum Corporation.
  • Kovačević, S., Mušanović, M. (2012). Cjeloživotno učenje za održivi razvoj. Školski vjesnik. 61 (3), 325–343.
  • Kundačina, M. (1998). Faktori osposobljavanja učenika u zaštiti životne sredine. Užice: Učiteljski fakultet.
  • Lay, V. (2005). Integralna održivost i učenje. Društvena istraživanja. 14, 3 (77), 353–377.
  • Matejek, Č., Planinšec, J. (2012). Gibalno ogroženi in gibalno nadarjeni otroci v severovzhodni Sloveniji. Journal of Elementary Education / Revija za Elementarno Izobraževanje. 5 (4), 5–14.
  • Miljković, D., Cindić, M., Strugar, V. (2010). Didaktika i kurikulum. Zagreb: IEP.
  • Navrátil, J., Knotek, J., Pícha, K. (2016). Poučne staze za samostalni obilazak u zaštićenim područjima i njihov značaj za ekološko obrazovanje posjetitelja. Socijalna ekologija: časopis za ekološku misao i sociologijska istraživanja okoline. 24 (1), 5–21.
  • Rajšp, M., Fošnarič, S. (2014). Odgoj i obrazovanje za okoliš i njegov utjecaj na djecu. Hrvatski časopis za odgoj i obrazovanje. 16 (1), 119–148.
  • Rege, K. P., Almeida, N. (2013). Effective communication facilitates partnering with parents: perception of supervisors and teachers at preschool and primary school levels. OIDA International Journal Of Sustainable Development. 6 (7), 53–70.
  • Rodek, S. (2011). Novi mediji i nova kultura učenja. Napredak. 152 (1), 9–28.
  • Rychen, D. S., Salganik, L. H. (2003). Key competencies for a successful life and well-functioning society. Hogrefe Publishing.
  • Siebert, H. (1999.). Entwicklungen und Paradigmen der Erwachsenenbildungsforschung. In: Knoll, J. H. (ed.). Studienbuch Grundlagen der Weiterbildung (140–156). Neuwied: Luchterhand.
  • Sindik, J. (2012). Kako roditelji percipiraju utjecaj medija na predškolsku djecu? Medijska istraživanja. 18 (1), 5–32.
  • Skenderović, I., Kalač, B., Elfić, E., Tutić, A. (2013). The role of environment education in protecting and improving the living environment. Ekonomika. 59 (3), 36–47.
  • Sorić, I., Palekčić, M. (2002). Adaptacija i validacija LIST-upitnika za ispitivanje strategija učenja kod studenata. Suvremena psihologija. 5 (2), 253- 270.
  • Spajić Vrkaš, V. (2014). Cultural diversity, citizenship and education. Interkulturalno obrazovanje i europske vrijednosti. Zagreb: Odsjek za pedagogiju, Filozofski fakultet; Virovitica: Visoka škola za menadžment u turizmu i informatici.
  • Vizek Vidović, V. (2005). Obrazovanje učitelja i nastavnika u Europi iz perspektive cjeloživotnog učenja. U: Vizek Vidović, V. (ur.). Cjeloživotno obrazovanje učitelja i nastavnika: Višestruke perspektive (15–64). Zagreb: Institut za društvena istraživanja.
  • Zimmerman, B. J. (2001). Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis. In: Zimmerman, B. J. & Schunk, D. H. (Eds.). Self-Regulated Learning and Academic Achievement: Theoretical Perspectives (1–39). New Jersey: Lawrence Erlbaum Ass. Publishers.
  • WCED (1987) Our Common Future. New York, OUN and Oxford Univ. Press.

Izvori

  • Agenda 21 (1992). Retrieved 12.08.2016. from www: https://sustainabledevelopment.un.org/content/ documents/Agenda21.pdf.
  • Akcijski plan za obrazovanje za održivi razvitak. (2011) Retrieved 11.10.2016 from www: http://www.mzoip. hr/doc/akcijski_plan_za_oor_.pdf.
  • Bahor, M. (2009). Ekološka pismenost / Ecological literacy. Retrieved 7.12.2016. from www: /http://www.pef.uni-lj.si/ceps/dejavnosti/sp/27-10-2009/Bahor.pdf.
  • Committee on Diversity and Education (2016). Strategic Plan 2016–2018. Retrieved 7.12.2016. from www: http://www.esa.org/esa/wp-content/uploads/2016/05/ESA-CDE-Strategic-Plan-2016-2018-Final.pdf.

 

Copyright © 2016 by the authors, licensee Teacher Education Faculty University of Belgrade, SERBIA. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original paper is accurately cited.

Language selection
Open Access Statement
345 Open access declaration can be found on this page

Information about copyright 345 Teaching Innovations are licensed with Creative Commons Attribution License (CC BY 4.0). Information about copyright can be found on this page.
Open Access Journal
345
Indexed by
345 This journal was approved on 2018-01-22 according to ERIH PLUS criteria for inclusion. Download current list of ERIH PLUS approved journals.
Indexed by
345 University of Belgrade, Teacher Education Faculty has entered into an electronic licensing relationship with EBSCO Information Services, the world's most prolific aggregator of full text journals, magazines and other sources. The full text of Teaching Innovations / Inovacije u nastavi is available now on EBSCO's international research databases.
Indexed by
345
Ethics statement
345 Publication ethics and publication malpractice statement can be found on this page.
Follow Teaching Innovations
345   345   345