The development of the ecological paradigm: From school towards nature
Razvoj ekološke paradigme - od škole ka prirodi
Abstract
This work contemplates on the possibility of the development of the ecological paradigm through the process of learning in authentic natural environments. The support to the development of the ecological paradigm is given by the current reformatory processes in schools that increasingly promote the openness of schools and the transfer of the stuffy process into informal environments, natural and social surroundings. Natural surroundings are filled with new challenges and comprise a challenging environment for students where they can explore, experiment, realize the relationships between objects and occurrences in nature. Authentic natural surroundings are a new kind of lecturing situation where they are given a chance for situational, cooperative and studying through experience. Being in touch with nature has effect on the cognitive, affective and psychomotoric development of the students, also on the building of a new kind of attitude towards nature based on the interconnection and mu...tual conditionality.
U radu se razmatra mogućnost razvoja ekološke paradigme kroz proces učenja u autentičnim prirodnim ambijentima. Podršku razvoju ekološke paradigme pružaju aktuelni reformski procesi u školi u kojima se sve više promoviše otvorenost škole i prenošenje procesa učenja u neformalne kontekste, prirodne i društvene ambijente. Prirodni ambijenti obiluju novim izazovima i čine za učenike provokativnu sredinu za istraživanje, eksperimentisanje, uočavanje odnosa među objektima i pojavama u prirodi. Autentični prirodni ambijenti su za učenike nova nastavna situacija u kojoj se nudi prilika za situaciono, iskustveno i kooperativno učenje. Dodir sa prirodom deluje na kognitivni, afektivni i psihomotorički razvoj učenika, izgradnju drugačijeg odnosa prema prirodi zasnovanog na međusobnoj povezanosti i uslovljenosti.
Keywords:
environment / nature / school / ecological paradigm / learning / kontekst / priroda / škola / ekološka paradigma / učenjeSource:
Glasnik Srpskog geografskog društva, 2012, 92, 3, 49-68Publisher:
- Beograd : Srpsko geografsko društvo
Funding / projects:
- Models of evaluation and strategies for improvement of education quality in Serbia (RS-179060)
- Tradition, modernization and national identity in Serbia and in the Balkans in the process of eurointegrations (RS-179074)
Collections
Institution/Community
Geografski fakultetTY - JOUR AU - Anđelković, Slađana AU - Stanisavljević-Petrović, Zorica PY - 2012 UR - https://gery.gef.bg.ac.rs/handle/123456789/526 AB - This work contemplates on the possibility of the development of the ecological paradigm through the process of learning in authentic natural environments. The support to the development of the ecological paradigm is given by the current reformatory processes in schools that increasingly promote the openness of schools and the transfer of the stuffy process into informal environments, natural and social surroundings. Natural surroundings are filled with new challenges and comprise a challenging environment for students where they can explore, experiment, realize the relationships between objects and occurrences in nature. Authentic natural surroundings are a new kind of lecturing situation where they are given a chance for situational, cooperative and studying through experience. Being in touch with nature has effect on the cognitive, affective and psychomotoric development of the students, also on the building of a new kind of attitude towards nature based on the interconnection and mutual conditionality. AB - U radu se razmatra mogućnost razvoja ekološke paradigme kroz proces učenja u autentičnim prirodnim ambijentima. Podršku razvoju ekološke paradigme pružaju aktuelni reformski procesi u školi u kojima se sve više promoviše otvorenost škole i prenošenje procesa učenja u neformalne kontekste, prirodne i društvene ambijente. Prirodni ambijenti obiluju novim izazovima i čine za učenike provokativnu sredinu za istraživanje, eksperimentisanje, uočavanje odnosa među objektima i pojavama u prirodi. Autentični prirodni ambijenti su za učenike nova nastavna situacija u kojoj se nudi prilika za situaciono, iskustveno i kooperativno učenje. Dodir sa prirodom deluje na kognitivni, afektivni i psihomotorički razvoj učenika, izgradnju drugačijeg odnosa prema prirodi zasnovanog na međusobnoj povezanosti i uslovljenosti. PB - Beograd : Srpsko geografsko društvo T2 - Glasnik Srpskog geografskog društva T1 - The development of the ecological paradigm: From school towards nature T1 - Razvoj ekološke paradigme - od škole ka prirodi VL - 92 IS - 3 SP - 49 EP - 68 UR - https://hdl.handle.net/21.15107/rcub_gery_526 ER -
@article{ author = "Anđelković, Slađana and Stanisavljević-Petrović, Zorica", year = "2012", abstract = "This work contemplates on the possibility of the development of the ecological paradigm through the process of learning in authentic natural environments. The support to the development of the ecological paradigm is given by the current reformatory processes in schools that increasingly promote the openness of schools and the transfer of the stuffy process into informal environments, natural and social surroundings. Natural surroundings are filled with new challenges and comprise a challenging environment for students where they can explore, experiment, realize the relationships between objects and occurrences in nature. Authentic natural surroundings are a new kind of lecturing situation where they are given a chance for situational, cooperative and studying through experience. Being in touch with nature has effect on the cognitive, affective and psychomotoric development of the students, also on the building of a new kind of attitude towards nature based on the interconnection and mutual conditionality., U radu se razmatra mogućnost razvoja ekološke paradigme kroz proces učenja u autentičnim prirodnim ambijentima. Podršku razvoju ekološke paradigme pružaju aktuelni reformski procesi u školi u kojima se sve više promoviše otvorenost škole i prenošenje procesa učenja u neformalne kontekste, prirodne i društvene ambijente. Prirodni ambijenti obiluju novim izazovima i čine za učenike provokativnu sredinu za istraživanje, eksperimentisanje, uočavanje odnosa među objektima i pojavama u prirodi. Autentični prirodni ambijenti su za učenike nova nastavna situacija u kojoj se nudi prilika za situaciono, iskustveno i kooperativno učenje. Dodir sa prirodom deluje na kognitivni, afektivni i psihomotorički razvoj učenika, izgradnju drugačijeg odnosa prema prirodi zasnovanog na međusobnoj povezanosti i uslovljenosti.", publisher = "Beograd : Srpsko geografsko društvo", journal = "Glasnik Srpskog geografskog društva", title = "The development of the ecological paradigm: From school towards nature, Razvoj ekološke paradigme - od škole ka prirodi", volume = "92", number = "3", pages = "49-68", url = "https://hdl.handle.net/21.15107/rcub_gery_526" }
Anđelković, S.,& Stanisavljević-Petrović, Z.. (2012). The development of the ecological paradigm: From school towards nature. in Glasnik Srpskog geografskog društva Beograd : Srpsko geografsko društvo., 92(3), 49-68. https://hdl.handle.net/21.15107/rcub_gery_526
Anđelković S, Stanisavljević-Petrović Z. The development of the ecological paradigm: From school towards nature. in Glasnik Srpskog geografskog društva. 2012;92(3):49-68. https://hdl.handle.net/21.15107/rcub_gery_526 .
Anđelković, Slađana, Stanisavljević-Petrović, Zorica, "The development of the ecological paradigm: From school towards nature" in Glasnik Srpskog geografskog društva, 92, no. 3 (2012):49-68, https://hdl.handle.net/21.15107/rcub_gery_526 .