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1

Edukacja ekologiczna w Gminie Miejskiej Giżycko

100%

Grott E.

Studia Ecologiae et Bioethicae

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2004

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vol. 2

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issue 1

679-694

2

Istotne zadania rodziny w wychowaniu dziecka do poszanowania środowiska społeczno-przyrodniczego

100%

Dziekoński S., Napiórkowski R.

Studia Ecologiae et Bioethicae

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2004

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vol. 2

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issue 1

123-141

EN

The article comprehends the analysis of such problems as bringing up to love, moral bringing up of man, the importance of spiritual progress of man, forming to considering the responsibility for nature. Those problems are considered in the context of the importance of the social and natural environment.

3

ПРОБЛЕМИ ЕКОЛОГІЧНОГО ВИХОВАННЯ СТУДЕНТІВ СПЕЦІАЛЬНОСТІ «ДОШКІЛЬНА ОСВІТА»

80%

Гаврило О.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 9(53)

193-200

EN

The article addresses the problem of future preschool educators’ ecological awareness and culture. The necessity of formation of such consciousness derived from the duties of tutors in ecological education of children. As the result of the research, students who will be tutors in future, do not have enough knowledge in the nature environment, it should be mentioned that all of them do not want to receive information about it. According to the research on future tutors 8.5 % have assessed their knowledge disappointing, “excellent” – only 5.7 %. 2.9 % of the students of this specialty do not have interest in the nature. Such approach has negative impact on the success of the process of environmental education of pre-school children. 25.7 % have showed high level of interest on ecology, environment and nature. Among the sources of information about the nature, most of the future tutors mentioned TV programs (65.7 %) and internet media (52 %), however, about 23 % of students specially search information in the mentioned source. Few of them are reading books about the nature; and the students receive knowledge about it through informal education like talking with people. Unfortunately, very few of them read scientific journals (only 5.7 %.). However, all of them like to walk in the country. The reason for poor preparation of students on environmental education would be insufficient classes on training “Basics education on nature” and methodological procedure. In order to improve the situation, in terms of Higher Education Institutions, there should be introduced different methods and forms of work with students as much as possible. The course of “The technology of formation of the pre-school children’s ecological culture” helps to improve the knowledge of future tutors, it should be a creative availability for students, which form an active position in the environmental education of children. It is concluded that the holistic model of professional training of future teachers should include substantive, professionally-related, and personal life-value levels, which are subordinated to professional knowledge and skills of the future specialist in the field of preschool education.

4

Kształtowanie świadomości ekologicznej w Drugiej Rzeczypospolitej

80%

Wolter E.

Kwartalnik Historii Nauki i Techniki

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2013

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vol. 58

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issue 2

77-95

EN

In the Polish Republic of the interwar era, the didactic and educational process of the environmental protection constituted in the implication of the whole of the educational process in public primary and high schools. The Ministry of Religious Denominations and Public Enlightenment carried out its legislative activity by founding the National Museum of Nature in Warsaw (since 1921, the Polish State Museum of Nature) in order to collect, keep and list the specimens of nature, to make compilations and spread the knowledge about nature and to make it available to school children as well as to popularize such actions as tree planting and collecting of waste papers. The museum also organized compulsory summer courses for teachers presenting the problem of environment protection which eventually became compulsory in schools. As the main aim of the following article is to present the chosen works of foreign authors used in educational activities between 1918 – 1939, it should be underlined that in the shaping of the environmental awareness of the Polish society of the Second Polish Republic, an important role was played by the works and books of foreign authors, written by A. Arends, L. Kny, A. B. Buckley, K. G. Lutz, H. Coupin, E. Thompson, C. Floericke, K. Lambert, P. Ledoux, K. von Marilaun, H. Fabre, A. E. Brehm, and E. Hassenpflug. Some of those works were translated into Polish from English, German, or French, and were used in schools by M. Arct-Golczewska, Z. Bohuszewiczówna, A. Czartkowski, H. Grotowska, W. Haberkantówna – before Poland gained independence in 1918. They were used in didactical and educational process in primary and high schools in the Second Polish Republic. The book written by R. Baden-Powell – “Scouting for Boys” – was translated into Polish and widely used in the Polish educational process. The 5th chapter of this book, entitled: “The woodcraft – getting familiar with animals and nature” deals with science of nature based on trips to the zoological garden and to the Natural History Museum at South Kensington and on observations of habits of wild and domesticated animals.

5

Nie taki wilk straszny… O edukacji ekologicznej w kontekście bajki Wilk Ambaras Tomasza Samojlika i jej wpływie na kształtowanie postaw proekologicznych dzieci i młodzieży względem wilków

80%

Naplocha A.

Studia Edukacyjne

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2019

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issue 53

321-340

EN

This article deals with the issue of achieving the goals of ecological education in the context of the fable The Wolf Called Ambaras by Tomasz Samojlik and its influence on shaping pro-ecological attitudes of children and adolescents towards wolves. The fable The Wolf Called Ambaras by Tomasz Samojlik is part of the literature trend promoting pro-ecological attitudes within the framework of ecological education. The main educational goal included in the story of the fable treating the adventures of the young wolf is to provide young readers and their parents the knowledge about the wolves’ life as well as public awareness of the need to protect the wolf by shaping positive attitudes of people towards this predator. Helpful in this assumption is taking up the problem of overthrowing negative stereotypes about wolves, on which the form of answers as well as attemption of demythologizing them are individual scenes of the fable. The plot of the analyzed fable attempts to answer the three main allegations of people towards wolves, which often appear in social, political and ecological discourse: the issue of wolves attacks on people, the impact of wolves hunting on forest game population and the public perception of a wolf as a bad animal, one unnecessary in the ecosystem. In addition, the bibliotherapeutic character of the fable was indicated. Through identificaiton with the character of the fable, readers can overcome their own fears related to their weaknesses and complexes based on the desensitization.

6

Wychowanie dla zrównoważonego rozwoju w nauczaniu zintegrowanym szkoły podstawowej

80%

Mielczarek A. W.

Studia Ecologiae et Bioethicae

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2008

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vol. 6

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issue 1

405-419

EN

The importance of education for balanced development in integrated primary school is really vital. School is one of the institutions which must supply its students with certain knowledge about the natural environment, teach them responsibility towards the natural environment and themeselves, make them aware of the dangers created by modern civilization and teach, how to use the natural resources in proper way. In the year 2004 was carried out research checking the efficiency of natural science in grade I-III of primary school teaching, the material presented below shows achieved results and the influence of natural science on young students.

7

Potrzeba edukacji bioregionalnej

80%

Wojciechowski K.

Studia Ecologiae et Bioethicae

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2007

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vol. 5

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issue 1

437-443

70%

Хурсенко С.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

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issue 7(51)

190-197

XX

Today, the problems in the relationship of man and nature have a great influence on the development of civilization. In these conditions it is necessary to shape people’s thinking, which is able to withstand global catastrophes. That is the teaching task of forming the ecological style of thinking in the process of training and education of students on employment on the physics. At the heart of the process of formation of ecological thinking style is a set of principles: the principle of humanization, the principle of integration, the principle of interconnection of theoretical knowledge and practical activities, the principle of joint disclosure of global, national and regional studies of the factors of nature, the principle of continuity and systematic. The overall goal of the formation of the ecological thinking style of younger generations is facing all academic subjects. But a special role among them is played by physics. The study of physics gives students an idea of the integrity of nature, the interconnectedness and interdependence of processes occurring in it, the source of «natural» pollution. Physics plays a critical role in the proper understanding of many ecological problems as a side effect of technological progress. It serves as the scientific basis of the technical means, which are created to neutralize the harmful effects of human activity, the nature of the technologies used. Therefore, consistent disclosure of relevant aspects of ecological education throughout the course of physics and the development of the students’ ecological thinking style on this basis should be a priority today in the teaching of physics. The interdisciplinary nature of ecological education should consider the needs to interact with the teachers of other subjects to integrate and synthesize all the studied ecological material. For this purpose, it is desirable to organize a cycle of lectures by teachers of related disciplines, joint problem solving lessons, seminars on ecological issues, etc. As a result, students should have a clear idea of the existence of environmental problems – social reality of modern life. Their implementation will be in the future related to the solution of these problems by optimizing the relationship with nature. This optimization is feasible in terms of science and technology, and therefore there is no valid reason for pessimism yet.

14

Ogrody społecznościowe jako forma edukacji ekologicznej wśród inicjatyw lokalnych – unikalność łączenia pedagogiki z ekologią w ramach obchodów Jubileuszu APS

70%

Falkowska A.

Facta Ficta. Journal of Theory, Narrative & Media

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2021

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vol. 8

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issue 2

27-41

EN

In the urban space we can see less and less elements of animate and inanimate nature. The dominance of skyscrapers, office buildings, and large-scale shopping malls contributes to limiting the development of children and adults in the natural environment. Limited green areas, prevent contact with the ecosystem. The remaining few Family Allotment Gardens located for example in Warsaw, as well as the establishment of community gardens on the initiative of local residents, can be a form of creating social bonds and an ecological awareness. Through this kind of participation for environmental protection, we can educate children, youth and adults about the need to raise the level of environmental issues. The article presents qualitative research consisting of the analysis of documents concerning local initiatives disseminated in the mass media and on the websites of local, non-governmental bodies. Not every person is looking for such information, so not everyone understands the need to preserve green areas and the possibility of integration and popularization of knowledge in the field of environmental protection. The article will also present the works of The Maria Grzegorzewska University students who were to design a garden located at educational institutions. Ideas of students will be presented in the photographs. The subject matter is undoubtedly necessary to show among educators the relationship between the city – the individual – society, for example upbringing in accordance with the principles of sustainable development. Teaching about ecology at the Maria Grzegorzewska University at the department of Education for Sustainable Development may be an example combining pedagogy with ecology, as part of the APS Jubilee celebrations.

15

Działania Caritas Polska z zakresu edukacji ekologicznej w duchu encykliki Laudato si’

70%

Gawrońska-Piotrowska A.

Studia Ełckie

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2021

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vol. 23

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issue 1

11-29

EN

In 2015, the first high-rank document on ecology in the history of the Catholic Church was published – the encyclical of Pope Francis Laudato siʼ. In it, the Pope calls for care for the “common home” – the Earth. In response to the appeal of Pope Francis, various organizations undertake activities to spread knowledge about ecology – one of them is Caritas Polska. The paper presents the results of research on the following research problems: 1. Does the Catholic organization Caritas Polska undertake projects in the field of environmental education and promotion of attitudes of respect for natural resources in the spirit of the Laudato siʼ encyclical, and if so, what kind of activities are they? 2. If Caritas Polska conducts activities in the field of environmental education, what is the public perception of these activities? As part of the own research, in order to obtain answers to the proposed research problems, a literature query on the subject was made (in terms of approximating the definition of environmental education and its essence), as well as a review of websites and profiles in Caritas Polskaʼs social media. The results of the survey on the reception of Caritas Polskaʼs activities in the context of ecology in society were also analyzed.

16

Wychowanie do ochrony przyrody w twórczości Drugiej Rzeczypospolitej

70%

Wolter E.

Biuletyn Historii Wychowania

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2012

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issue 28

65-78

EN

In the Second Republic of Poland, the education for the protection of nature was a part of an implicit didactic and educational process realized in primary and secondary schools – first of all as part of the education in natural science and geography (tourism). The kind of educational climate was created, connected with the establishment of protective care and sensibility for the natural environment, especially the indigenous nature. The article presents the analysis and interpretation of the printed sources, among others the publications by Maximilian Heilpern, Konrad Chmielewski, Hipolita Selmowiczówna-Gnoińska and Maria Lipska-Librachowa as well as Bronisław Gustawicz, Mieczysław Brzeziński, which were used in the didactic and educational practice in the period of the Second Republic of Poland in the process of shaping ecological attitudes. Many of them originated still in the years of Poland’s enslavement. They form valuable historical sources for studying, explaining and understanding the ecological education in the interwar period (1918–1939) – as an antecedence of the newest development trends in the educational theory and practice on ecology.

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АНАЛІЗ ГОТОВНОСТІ ВЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ ДО ФОРМУВАННЯ ЕКОЛОГІЧНО ДОЦІЛЬНОЇ ПОВЕДІНКИ ШКОЛЯРІВ

61%

Колишкіна А.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 4(58)

287-294

EN

In the article the methods and results of research readiness of the primary school teachers to form ecologically expedient behavior pupils are revealed. Environmentally appropriate behavior of the primary school pupils is seen as steps and actions during the direct and indirect interaction with nature, interconnected by the aim of saving nature due to the peculiar for primary school pupils non-pragmatic subject-subject attitude to the objects of nature or externally normalized adults (teachers, parents). The study of the problem made it possible to distinguish: peculiarities of work of the class teachers with parents and pupils on forming an ecologically expedient behavior; study of the state of the interaction of school and family in the context of forming an ecologically expedient behavior of the primary school pupils. Diagnosis was conducted using the following methods: survey (involved ascertaining whether the class teachers understand the nature of environmental education and ecologically expedient behavior of the primary school pupils, including awareness of the importance of forming ecologically expedient pupils’ behavior, favoring this or that forms and methods of environmental education of pupils) and conversation (obtaining enhanced, compared to the survey, information on teachers that clarifies the position of interaction with parents during the formation of ecologically expedient behavior of a primary school teacher education among the parents on environmental education). Analysis of the research methods made it possible to come to such conclusions: in the minds of the vast majority of teachers scientific knowledge of nature and its health problems are associated with the education of the senses, very little attention is paid to teachers’ coverage of value of inanimate world and problems related to its protection; pedagogical education of parents on the subject is not widely reflected in the work of teachers. There are revealed the contradictions between: the desire of teachers to ecological education of primary school pupils in accordance with European guidelines and dominated time limited forms of work; understanding the important role of teachers in the environmental education of parents of pupils at the school and monotonous, not consistent work with parents.

18

Edukacja ekologiczna w szkole i społeczeństwie a rozwój regionalny

61%

Osuch W.

Annales Universitatis Paedagogicae Cracoviensis Studia Geographica

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2010

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vol. 1 Dynamika zmian środowiska geograficznego pod wpływem antropopresji

92-102

EN

Raising and developing ecological awareness is a great challenge to modern societies in many countries. This article presents examples of ecological education at Polish schools. Ecological education at the beginning of the 21st century plays an important role in the education of young generations. It depends on education if we encourage a young person to choose the lifestyle which will be environment-friendly, or not. The raising and developing of ecological awareness is therefore a great challenge for many teachers. School ecological education aims at non-conflict development of contacts between children or youth and the natural environment. Direct relationship with nature allows children to enrich their knowledge, develop skills and act in ecological categories. The main objective of modern school is education ofa person who is not only creative, being able to use the acquired knowledge, think independently and act efficiently in different problem situations, but is also able to think long-term, foreseeing the effects and consequences of taken actions for which he or she will be held responsible. A large amount of subjects of school teaching in widely understood ecological education and great masses of young people nowadays constitute a big chance for a success in the action ensuring their effectiveness.

19

ВИКОРИСТАННЯ ЕМОЦІЙНОСТІ ДОШКІЛЬНИКІВ У ПРОЦЕСІ ОЗНАЙОМЛЕННЯ ІЗ СЕЗОННИМИ ЯВИЩАМИ У ПРИРОДІ

61%

Гаврило О.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 5(59)

267-273

EN

The article is devoted to the problem of education of the preschool children’s emotional attitude to natural phenomena. The aim of the article is to analyze and prove the value of the preschoolers’ emotions when reading the seasonal changes in nature for successful mastering of the educational material, shaping their environmental consciousness and culture. “The basic preshool education component” determines the emotional and value attitude to nature as a part of the personal competence. The modern educators in Ukraine offer start familiarizing children with objects of aesthetic perception and the positive attitude to it. Material for research was acquaintance with nature classes conducted by students in kindergartens. The methods of our study were the monitoring of children, the analysis of the methods, techniques and training aids used in the classroom. The great interest for the children caused the animal pictures – mothers with their calves; the stream sounds, the birds singing, the murmur of trees. The preschoolers made an imaginary trip to the forest. They presented themselves sitting on the grass, they was dripped by rain, the sun warmed. Then they developed a code of conduct in the woods. All these things have caused the emotional attitude towards nature in children. At the end of class it was found out that children had successfully learnt the material by using the funds which caused positive emotions. In the case of a simple transfer of the information preschoolers were disinterested, distracted and not all of them memorized the desired material. The educator’s unemotional attitude gave the signal to children that not necessarily follow the rules of behavior in nature, they can live as comfortably and do not take other living organisms. It can be argued that introducing children to natural phenomena requires the experience of positive emotions. It has been proved that software material is absorbed by all the children most effectively by using the methods, techniques and tools that evoke an emotional response of the pupils. And we must remember that environmental consciousness involves non-indifference, active relationship to nature conservation. It is necessary to pay attention to the students on the importance of forming an emotional component in the familiarization of the preschool children with nature.

20

КОНЦЕПТУАЛЬНІ ЗАСАДИСИСТЕМИ МЕТОДИЧНОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ДО ЕКОЛОГІЧНОЇ ОСВІТИ МОЛОДШИХ ШКОЛЯРІВ

61%

Грітченко Т.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 9(43)

79-85

EN

The article analyses the main disadvantages of future teachers’ preparation to primary school children’s environmental education; it is defined that overcoming of these disadvantages is prevented by weak development of general theoretical question of continuous environmental education content, and lack of future teachers’ methodological preparation system to primary school children’s environmental education; the basic subsystems in future teachers’ methodological preparation to primary school children’s environmental education, based on B. Hershunskiy’s system approach, are defined according to following basic aspects: ecological education as public and personal value, ecological education as a system, ecological education as a process, ecological education as a result; the concept of «future teachers’ readiness to primary school children’s environmental education» is specified; the components of students’ preparation to primary school children’s environmental education (content, activity and motivational) are characterized;optimal combination of content components of future teachers’ preparation to primary school children’s environmental education, based on system approach, are represented by the following aspects: natural-scientific, value-normative, activity; the principles of selection of ecological education content of future primary school teachers that correspond to the philosophical and methodological research in environmental education are analyzed and defined as following: humanization and education liberalization; continuity; correlation of theoretical knowledge and practical students activities; integration of knowledge and academic disciplines; education differentiation; historical and regional principle, etc. The conducted research indicates that the problem of future teachers’ methodological preparation to primary school children’s environmental education must be conducted in the complex system. Ecological education must become the main tool of motivational environment activity forming and provide constructive approach to realization of sustainable development ideas.In the preparation of primary school teachers for environmental education of junior schoolchildren personal orientation upon the child, knowledge of regional characteristics and environmental education school programs are necessary. Environmental education should become the main tool for the formation of the motivational environment of the specialist's work and provide constructive approach to implementing the idea of sustainable development.

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Edukacja ekologiczna w Gminie Miejskiej Giżycko

Istotne zadania rodziny w wychowaniu dziecka do poszanowania środowiska społeczno-przyrodniczego

ПРОБЛЕМИ ЕКОЛОГІЧНОГО ВИХОВАННЯ СТУДЕНТІВ СПЕЦІАЛЬНОСТІ «ДОШКІЛЬНА ОСВІТА»

Kształtowanie świadomości ekologicznej w Drugiej Rzeczypospolitej

Nie taki wilk straszny… O edukacji ekologicznej w kontekście bajki Wilk Ambaras Tomasza Samojlika i jej wpływie na kształtowanie postaw proekologicznych dzieci i młodzieży względem wilków

Wychowanie dla zrównoważonego rozwoju w nauczaniu zintegrowanym szkoły podstawowej

Potrzeba edukacji bioregionalnej

Zarządzanie środowiskiem

Wychowanie ekologiczne w perspektywie personalistycznej

Zagadnienie światopoglądu w edukacji ekologicznej

Modernization of cultural training content of future agrarian specialists in context of educational changes

Ochrona przyrody i edukacja ekologiczna – wykorzystanie środków publicznych uzyskiwanych z umów dotacji

ФОРМУВАННЯ ЕКОЛОГІЧНОГО СТИЛЮ МИСЛЕННЯСТУДЕНТІВ У ПРОЦЕСІ НАВЧАННЯ ФІЗИКИ

Ogrody społecznościowe jako forma edukacji ekologicznej wśród inicjatyw lokalnych – unikalność łączenia pedagogiki z ekologią w ramach obchodów Jubileuszu APS

Działania Caritas Polska z zakresu edukacji ekologicznej w duchu encykliki Laudato si’

Wychowanie do ochrony przyrody w twórczości Drugiej Rzeczypospolitej

АНАЛІЗ ГОТОВНОСТІ ВЧИТЕЛІВ ПОЧАТКОВИХ КЛАСІВ ДО ФОРМУВАННЯ ЕКОЛОГІЧНО ДОЦІЛЬНОЇ ПОВЕДІНКИ ШКОЛЯРІВ

Edukacja ekologiczna w szkole i społeczeństwie a rozwój regionalny

ВИКОРИСТАННЯ ЕМОЦІЙНОСТІ ДОШКІЛЬНИКІВ У ПРОЦЕСІ ОЗНАЙОМЛЕННЯ ІЗ СЕЗОННИМИ ЯВИЩАМИ У ПРИРОДІ

КОНЦЕПТУАЛЬНІ ЗАСАДИСИСТЕМИ МЕТОДИЧНОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ДО ЕКОЛОГІЧНОЇ ОСВІТИ МОЛОДШИХ ШКОЛЯРІВ