Environmental Attitudes of Macedonian School Students in the Period 1995-2016

Mile S. Srbinovski, South East European University, Institute for Environment and Health, Tetovo, The Republic of North Macedonia, e-mail: m.srbinovski@seeu.edu.mkИновације у настави, XXXII, 2019/4, стр. 81–96

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doi: 10.5937/inovacije1904081S

 

Summary: The main purpose of this study is to analyze the environmental attitudes in the population of Macedonian school students in the last 22 years. This review was conducted through five basic steps: framing questions for the review, identifying relevant work, assessing the quality of studies, summarizing the evidence, and interpreting the findings. Three different instruments have been used to collect the data over the period under review. In the period 1995-2016, a sample of 6387 students from both primary and secondary schools was included. Most of the participants reported pro-environmental attitudes (3.50 or 70%). Among the factors that influence students’ attitudes towards the environment in Macedonian context are understanding, social safety, socio-economic status, and formal education (curricula, didactic materials- textbooks, environmental knowledge, and teaching process). Since people’s environmental attitudes change very slowly, environmental attitudes should be created in the young minds of pupils during the earlier years of education, and as soon as possible. The results of this review may help to explain the situation and describe the obstacles and possibilities for environmental education in the schools of the Republic of North Macedonia.
Keywords: attitudes, school students, Republic of North Macedonia, factors.

 

Миле С. Србиновски
Универзитет Југоисточна Европа, Институт за животну средину и здравље,
Тетово, Република Северна Македонија

СТАВОВИ МАКЕДОНСКИХ УЧЕНИКА О ЗАШТИТИ ЧОВЕКОВЕ СРЕДИНЕ
У ПЕРИОДУ ОД 1995. ДО 2016. ГОДИНЕ

Постоје два разлога за повећање квалитета животне средине у Републици Северној Македонији: (а) наша држава суочава се са великим изазовима у области заштите и побољшања животне средине, посебно у погледу загађења ваздуха (нпр. неки градови у Северној Македонији су међу најзагађенијим у свету) и (б) као земља која тежи прикључивању Европској унији, националне институције имају обавезу да испуњавају критеријуме ЕУ у овој области. У овој ситуацији важно је развијати свест и позитиван однос према животној средини као предикторима еколошког понашања. Главна сврха овог истраживања је анализа ставова македонских студената према животној средини у протекле двадесет две године. Први корак у истраживању био је формулисање одређених јасних, недвосмислених и структурираних питања. Други корак био је темељна претрага литературе како би се нашли релевантни радови (у електронској форми и штампани) без језичких ограничења. Трећи корак је процена квалитета истраживања. Следећи корак подразумевао је резимирање доказа или синтезу података. Овај корак се састоји од табелирања карактеристика и резултата истраживања, као и употребе статистичких метода за утврђивање разлика између истраживања. Пети
корак био је тумачење налаза. Анализа података извршена је, како у контексту социјално-економских услова, тако и у контексту формалног образовања у Републици Северној Македонији. За прикупљање података везаних за наведени период проучавања коришћена су три различита инструмента: Скала ставова ‒ СА-3 (Kundačina, 1991), Скала ставова ‒ СА-6
(Srbinovski, 2001) и Нова скала еколошке парадигме ‒ скала НЕП (Dunlap et al., 2000). Укључен је узорак од шест хиљада триста осамдесет седам ученика из четрдесет шест основних и
осамдесет шест средњих школа. Просечне вредности ставова о животној средини су у опсегу 2,84‒3,90. Максимална вредност забележена је на почетку анкетног периода, а најнижа вредност добијена је током последњег анкетирања. Просек ставова ученика за посматрани период је приближно 3,50 или 70%, што указује да су испитаници имали умерено позитиван став према окружењу. Када је реч о истраживачком инструменту, можемо поделити период истраживања у три потпериода: потпериод 1995/96‒1997/98, када је примењен СА-3; потпериод 1999/2000‒2011/12, када је примењен инструмент СА-6, и потпериод 2015‒2016, када је примењена скала НЕП. Степен односа ученика према окружењу у првом и другом потпериоду је око 3,89 или 77,80%, односно 3,47 или 69,40%. То показује да ученици високо цене равнотежу у окружењу, што је предуслов за опстанак свих живих бића, укључујући и људе. Већина ученика такође сматра да је човек најодговорнији фактор за заштиту животне средине. Ниво ставова ученика према окружењу у последњем потпериоду (2015‒2016) приближно је 2,84 или 56,80%. Поједини аутори (Robotom & Hart, 1995) сматрају да су историјски, друштвени и политички контексти у којима се одвијају појединачне и групне акције кључни фактори који морају бити укључени у ову врсту истраживања. Међу факторима који утичу на став ученика према окружењу у македонском контексту су социјално-економски услови (разумевање, еколошка свест, социјална сигурност, економски развој) и формално образовање (наставни програми, дидактички материјали ‒ уџбеници, знање о животној средини и наставни процес). Пошто се ставови људи према животној средини мењају веома споро, у младим умовима ученика требало би креирати ставове о животној средини већ у нижим разредима основне школе, што је пре могуће. Резултати овог истраживања пружају занимљив увид у ставове ученика током дужег периода користећи различите скале. Осим тога, у раду износимо неколико увида који могу бити предмет проучавања у будућим истраживањима и којима би се превазишла одређена ограничења у овом истраживању. Истраживање представљено у раду могло би бити од користи актерима образовања за животну средину за успостављање ефикаснијег дијалога са широм образовном заједницом. Даља истраживања су потребна како би се разјаснила реална комплексност у развоју ставова ученика према животној средини, укључујући и друге факторе коришћењем софистициранијих инструмената, нпр. НЕП скале, ревидиране НЕП скале, 2-МЕВ скале, ревидиране 2-МЕВ скале итд. Било би врло занимљиво анализиратирезултате методом метаанализе (нпр. Шмит-Хантерс поступком) и формулисати модел ставова о животној средини. Развијање модела који настоји да уврсти све факторе можда није изводљиво ни корисно, али сматрамо да може помоћи у расветљавању овог сложеног поља.

Кључне речи: ставови, ученици, Република Северна Македонија, фактори.

 

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