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niepełnosprawnością − normalizacja jako narzędzie ideowe rehabilitacji podmiotowej. Człowiek, Niepełnosprawność, Społeczeństwo, 3 (25), 87-106. Frączek, A., & Zwoliński, M. (1999). Some Childhood Predictors of the Sense of Coherence (SOC) in Young Adults. A Follow-up Study. Polish Psychological Bulletin , 30 (4), 263-270. Heszek, I, & Sęk, H. (2007). Psychologia zdrowia . Warszawa: Wydawnictwo Naukowe PWN. Hobfoll, S. E. (2001). The Influence of Culture, Community, and the Nested-Self in Stress Process: Advancing Conservation of Resources Theory. Applied Psychology: An

sustainability scenarios. Engineering Economics, 2 (62), 28–37. Da Silva, P. N. B. (2015). Conservation of mangroves in Guyana: A study of teachers’ perceptions, knowledge, attitudes and practices. Research Journal of Chemical and Environmental Sciences, 3 (4), 1–8. De Castro, R., & Jabbour, C. J. C. (2013). Evaluating sustainability of an Indian university. Journal of Cleaner Production, 61 (0), 54–58. doi: . Delong, D., & McDermott, M. (2013). Current perceptions, prominence and prevalence of sustainability in the marketing

Role of Media in Students' Life and Their Environmental Education: A Survey of Students Aged 13 to 17

Finding solutions to the problems of environmental protection and nature conservation, developing and performing environmentally conscious behaviour have become the main task of recent decade, this equally involves political, economic and social spheres. Beyond networking between these spheres, the media have to undertake a specific role in solving the above-mentioned problems and also attaining sustainability. A survey was conducted among 234 students between the age of 13-17, searching for the answers what connections students have to the media and whether and to what extent they are reached by the thematic channels and television programmes related to the environment and nature. It is argued that to deal with the issues raised by the results of the survey, a module dealing with environmental protection and nature conservation based on the application of different elements of media should be created for Hungarian schools.

Characteristics of Sustainable Changes for Schools

The article discusses some aspects of the concept of sustainable development and its educational manifestation - education for sustainable development. The concept of education for sustainable development is broadly accepted, but less attention has been paid to the extent to which innovations or changes are sustained over time, what characteristics or factors support their sustainability. The article introduces a model of six characteristics of sustainable changes in schools and changes concerning sustainable development in Estonian schools have been analyzed using qualitative research methods. The model consists of the following characteristics: depth, endurance, justice, diversity, conservation, and capital. According to the model, the positive changes in Estonian schools have been about the national curriculum, internal evaluation system as the basis for autonomy and self-management. The areas requiring greater change are justice or interdependence, diversity - respect for other people and the connections between formal and non-formal education as well as between schools and teacher training institutions.

December 10, 2013, from Emery, A. R. (1997). Guidelines for environmental assessments and traditional knowledge. Ottawa: Canadian International Development Agency. Fien, J., & Tilbury, D. (2002). The global challenge of sustainability. In D. Tilbury, R. Stevenson, J. Fien & D. Schreuder (Eds.), Education for sustainability responding to the global challenge (pp. 1–12). Cambridge: International Union for Conservation of Nature. Fuhker, U. (2002). Community environmental education at PPLH (Pusat Pendidikan Lingkungan Hidup). In D. Tilbury, R

Environmental Education, 42, 1–13. Barbas, T. A., Paraskevopoulos, S., & Stamou, A.G. (2009). The effect of nature documentaries on studentsí environmental sensitivity: A case study. Learning, Media and Technology, 34, 61–69. Bizerril, M. X. A., Soares, C. C., & Santos, J. P. (2011). Linking community communication to conservation of the maned wolf in central Brazil. Environmental Education Research, 17, 815–827. Boykoff, M. T. (2009). We speak for the trees: Media reporting on the environment. Annual Review of Environment and Resources, 34, 431–57. Chawla, L., & Flanders

England and Wales: What do we know? London: Centre for the Economics of Education. Morris, J. R., Phillips, P. S., & Read, A. D. (1998). The UK landfill tax: An analysis of its contribution to sustainable waste management. Resources, Conservation and Recycling, 23, 259-270. Morrissey, A. J., & Browne, J. (2004). Waste management models and their application to sustainable waste management. Waste Management, 24, 297-308. Oakland, J. (1993). A dictionary of British institutions: A studentsí guide. London: Routledge Chapman & Hall. Pires, A., Martinho, G., & Chang, N. B

References Alvarez, P., & Vega, P. (2004). Formacion inicial del profesorado en educacion ambiental [Environmental education in pre-service teacher training]. Revista Biocenosis [Journal Biocenosis], 18 (1–2), 66–71. Álvarez-García, O., Sureda-Negre, J. & Comas-Forgas, R. (2015). Environmental education in pre-service teacher training: A literature review of existing evidence. Journal of Teacher Education for Sustainability, 17 (1), 72–85. Arendt, R. (1996). Conservation design for subdivision: A practical guide for creating open space networks. Washington

References Abrahamse, W., & Steg, L. (2013). Social influence approaches to encourage resource conservation: A meta-analysis. Global Environmental Change , 23 (6), 1773–1785. Retreieved from Bator, R. J., & Cialdini, R. B. (2000). New ways to promote proenvironmental behavior: The application of persuasion theory to the development of effective proenviron-mental public service announcements. Journal of Social Issues , 56 (3), 527–541. Retrieved from Bohner, G

. (2003). Towards the UN Decade: Looking backwards, looking forward. The Development Education Journal, 9 (3), 3-5. Fien, J. (2002a). Education and sustainability: Reorienting Australian schools for a sustainable future. Tela Papers, No. 8. Melbourne: Australian Conservation Foundation. Fien, J. (2002b). Advancing sustainability in higher education: Issues and opportunities for research. Higher Education Policy, 15 (2), 143-152. Grundy, S. (1987). Curriculum product or praxis. Deakin studies in education series. Abingdom: Reutledge Falmer. Hedberg, J. G. (2003