This article presents the results of a continuing professional development (CPD) study of teachers in Education for Sustainable Development (ESD) in Croatia. This article and research aimed to ...determine the contribution of educational forms to the likelihood of teachers becoming involved in CPD for ESD, as well as to engage in a discussion about the Competence-based approach in ESD. The tasks of the research were to determine the level of achieving ESD competences, the correlations with educational forms/training, and the contribution of forms of education/training for CPD for teachers in ESD. A survey questionnaire was developed, which contained a scale of self-assessment of teacher competencies for ESD. The sample of respondents comprised 1096 primary school teachers. The results indicate that an average high level of achievement competences was obtained, as well as a relation to individual forms of education. The results indicate 28% of the explanation of the total variance with regards to the contribution of educational forms to the level of achieved teacher competencies for ESD and a very small contribution to the likelihood of inclusion into CPD for ESD. The research points to the inadequate implementation of ESD in the CPD of teachers.
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The modern approach to teaching in schools is based on encouraging pupils’ activity in learning about the natural and social phenomena; the pupil is an active participant in the teaching process. The ...“Nature and Society” subject curriculum emphasizes the use of ICT technologies and various teaching methods. The teacher, their practice, emotions, personality, and competencies play an important role in achieving the learning outcomes in school subjects, as well as in cross-curricular topics, such as is the Sustainable Development Curriculum. This paper presents a study that examined teachers’ Love and Care for nature as an important component of promotion of ESD and the practice of using modern approaches in teaching of the subject “Nature and Society”. The results of the study show that there is a statistically significant relationship between teachers’ Love and Care for nature and modern approaches to learning and teaching the subject “Nature and Society” and the implementation of ESD in primary schools in Croatia.
The teacher plays a key role in fostering sustainability and implementing Education for Sustainable Development at school. This paper presents a study aimed at adapting and validating a shorter ...version of the Connectedness to Nature Scale (CNS) to measure student future teachers’ connectedness to nature. The scale has been translated into Croatian in an abbreviated form and applied to a specific sample of students from the Faculty of Teacher Education in Rijeka, Croatia (N = 138). One of the tasks was to examine whether there are statistically significant differences among students regarding their membership in eco-associations and previous participation in an Environmental Education/Education for Sustainable Development (EE/ESD) course. A special research objective was to determine the extent to which the current education and membership in an eco-association explain the connectedness to nature. In addition to the indicated research limitations, the results confirmed the significant measured characteristics of the scale. Education has so far proved to be a predictor of connectedness to nature. Additionally, the results showed that membership in an eco-association is a predictor of connectedness to nature. Based on the obtained results, it is possible to conclude that the connectedness to nature must be further explored, especially in the context of the initial education of future teachers, as a possible prerequisite for a successful practice of Education for Sustainable Development in schools.
Sustavan proces odgoja i obrazovanja za održivi razvoj počinje u vrtićima odnosno ustanovama ranog i predškolskog odgoja i obrazovanja. Postojeće prakse i pedagogijski pristupi u odgoju i obrazovanju ...za održivi razvoj nerijetko variraju, kao i različiti aspekti rada odgojitelja. U ovom istraživanju fokus je na procjenama praksi u razvoju domena održivosti u radu vrtića te na ispitivanju stavova odgojitelja o prevladavajućim pristupima u praksi. U istraživanju je sudjelovao 81 odgojitelj iz triju županija u Republici Hrvatskoj. Za potrebe istraživanja konstruirane su tri skale kojima su se ispitivale prakse rada odgojitelja u pojedinim dimenzijama održivosti: društvenoj, ekonomskoj i ekološkoj. Također su dodatno ispitane učestalosti provođenja pojedine dimenzije održivosti i pristupa u praksi rada vrtića u području odgoja i obrazovanja za održivi razvoj. Zadatci istraživanja su uključivali: validaciju skala o dimenzijama održivosti, odnosno ispitivanje njihovih mjernih karakteristika, stavove o procjeni pedagogijskih pristupa u praksama odgoja i obrazovanja za održivi razvoj, procjene o provođenju različitih praksi dimenzija održivosti u vrtićima te korelacijska izračunavanja dimenzija održivosti. Rezultati istraživanja uputili su na adekvatnost mjernih pokazatelja svih triju konstruiranih skala. Utvrđeno je da odgojitelji najčešće provode projektni pristup u praksi odgoja i obrazovanja za održivi razvoj. Također je utvrđeno da postoji statistički značajna povezanost svih dimenzija održivosti koja je u skladu s integriranim pristupima u radu vrtića. Sveukupni rezultati istraživanja upućuju na daljnja promišljanja o mjerenjima dimenzija održivosti kao pokazateljima razine implementacijskih procesa odgoja i obrazovanja za održivi razvoj u predškolskim ustanovama, ali i značajnim indikatorima aspekata dimenzija rada vrtića kojima je potrebno daljnje unaprjeđivanje.
The systematic process of Education for Sustainable development begins in kindergartens, i.e., early and preschool education institutions. Existing practices and pedagogical approaches in Education for Sustainable development often vary, as do different aspects of kindergarten teachers’ work. In this study, the focus is on assessing practices in developing sustainability domains in the work of preschools and examining kindergarten teachers’ attitudes toward prevailing approaches in practice. 81 kindergarten teachers from three districts of the Republic of Croatia participated in the research. Three scales were constructed for the research, which examined the kindergarten teachers’ working practices in certain dimensions of sustainability: social, economic and environmental dimensions of sustainability. In addition, the frequency of implementation of specific sustainability dimensions and approaches in kindergarten work practices in the field of Education for Sustainable development were examined. Research tasks included validation of the scales, i.e., verification of their measurement properties, views on the evaluation of pedagogical approaches in the practice of Education for Sustainable development, assessments of the implementation of different practices of dimensions of sustainability in kindergartens, and correlation calculations. The research results showed the adequacy of the measurement indicators of all three constructed scales. It was found that kindergarten teachers most often implement a project approach in the practice of Education for Sustainable development. It was found that there is a statistically significant relationship between all dimensions of sustainability, which is consistent with integrated approaches in the work of kindergartens. The overall results of the research point to further reflections on the measurement of dimensions of sustainability as indicators of the level of implementation processes of upbringing and Education for Sustainable development in preschool institutions, but also significant indicators of aspects of the dimensions of kindergarten work that need further improvement.
Previous research has confirmed the importance of measuring the level of connectedness to nature and its relationship to the development of positive emotions, pro-environmental attitudes, and ...behaviors towards nature. Research also suggests that connectedness to nature declines in adolescence and that family, teachers, and educational practice may be important factors in promoting significant development of connectedness to nature in school children. This paper presents research whose first objective was to examine the measurement indicators of validity and reliability of Mayer and Frantz’s (2004) “Connectedness to Nature Scale” in samples of Croatian and Slovenian schoolchildren, parents, and teachers, as well as the “Attitudes Toward the Environment Scale” in samples of schoolchildren. The second objective of the research was to examine the relationship between the level of connectedness to nature of pupils, teachers, and parents, pupils’ attitudes towards the environment, and their socio-demographic variables. The research sample consisted of a total of 1345 participants, pupils (N=762), their parents (N=568), and teachers (N=115) in primary schools in Croatia and Slovenia. The measurement indicators were determined for both scales in all three participant samples. Bivariate correlation analysis, non-parametric tests to determine differences between groups of participants, and multiple regression analysis were performed. Both scales yielded satisfactory measures of content validity and reliability. High arithmetic estimates for the degree of connectedness to nature were determined for all three samples. The results of the regression analysis indicate that the level of connectedness to nature of parents and teachers, as well as pupils’ attitudes towards the environment, help to explain pupils’ connectedness to nature, but also that the level of connectedness to nature “decreases” in relation to male gender and classroom teaching. The results of this study confirm previous research and have important implications, not only as a stimulus for future research, but also for future educational efforts in schools.
Aktualna interdisciplinarna istraživanja ukazuju na vezu između emocionalnog odnosa prema prirodi i čimbenika koji su rezultat suvremenih načina života poput nedostatnog kretanja i boravka u prirodi ...i pretjerane uporabe informacijsko-komunikacijskih tehnologija. Ti se čimbenici često dovode i u svezu sa zdravim razvojem djece školske dobi. U literaturi ‘povezanost s prirodom’ najčešće se opisuje kao pojam kojim se mjeri emocionalni i afirmativni odnos čovjeka i prirode. Istraživanje je provedeno na uzorku ispitanika koje su činili učenici osnovne škole, njihovi roditelji i učitelji u osnovnim školama Hrvatske i Slovenije (N=1345). U istraživanju je kao mjerni instrument korištena adaptirana skala Mjera povezanosti s prirodom (Chang i Monroe, 2012). Utvrđeno je da se povezanost s prirodom procjenjuje visokim rezultatima, ali i da ne postoji statistički značajna korelacija procjena povezanosti s prirodom učenika, roditelja i učitelja u Hrvatskoj, već samo kod slovenskih ispitanika. Implikacije rezultata istraživanja ogledaju se u promišljanju ove problematike za daljnja istraživanja u odgoju i obrazovanju.
Current interdisciplinary research points to a connection between the emotional relationship with nature and factors resulting from modern lifestyles, such as insufficient exercise and time spent in nature, and excessive use of information and communication technologies. These factors are often associated with the healthy development of school-age children. In the literature, ‘connectedness to nature’ is usually described as a term that measures the emotional and positive relationship between people and nature. The research was conducted on a sample of respondents consisting of primary school pupils, their parents and teachers in primary schools in Croatia and Slovenia (N=1345). In the research, the adapted scale of the Connectedness to Nature Index (Chang and Monroe, 2012) was used as a measurement tool. It was found that connection with nature is rated with high scores, but also that there is no statistically significant correlation of the rating of connectedness to nature among pupils, parents and teachers in Croatia, but only among Slovenian respondents. The implications of the research results are reflected in the consideration of this topic for further research in the field of education.
Working in the school environment contributes to the overall development of students, directly affects the academic performance of students and improves the quality of work in schools. The aim of the ...study was to determine the practice of teachers in the school environment. This is a preliminary study conducted on a sample of 50 participants, primary school teachers in schools. On the three scales used for measuring the importance, activities and obstacles in the teacher's work in school environment and in the practice of education for sustainable development, exploratory factor analysis have been conducted, which are provided in detail. Results indicate that teachers evaluate the school environment a significant place in teaching and are moderately satisfied with the school environment school in which they work. The biggest obstacle in the implementation of education for sustainable development in the school environment are funding. Results of this study, not only indicate the possibility of further development of the methodology of work in testing practices of the teachers in the field of education for sustainable development in the school environment, with some limitations, but also the various possibilities of improving work in the school environment, and thus the quality of educational practices in schools.
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Today?s children spend less and less time on free, unstructured play,
especially outdoor play, due to their numerous commitments and lack of free
time. Many interdisciplinary studies indicate that ...the lack of outdoor play
and the quality of leisure time are closely linked to the negative effects
of digital technology. The inappropriate and excessive frequency of digital
technology use has a significant impact on the well-being, i.e. healthy
growth, and development, of early school-age children. The study involved
third to sixth grade students (N=155) from a primary school in the city of
Rijeka (Croatia). Data was collected using a questionnaire. Descriptive
analyses, factor and correlation analyses as well as the Kruskal-Wallis?s
test and hierarchical multiregression analysis were conducted. The Attitudes
Toward Outdoor Play Scale (ATOP scale), i.e. an adapted version of the
scale, was used as the measuring instrument. The results of the study
confirmed the reliability and validity of the instrument used. Two subscales
of the ATOP scale named ?Benefits? and ?Fears? were identified with
acceptable measurement properties and model fit indices. The results of the
study show that time spent using digital technologies increases while time
spent playing outdoors and assessments of the benefits of outdoor play
decrease with children?s age and grade.
AbstractOne of the fundamental tasks of the kindergarten/ preschool teacher is to familiarize the child with its environment and optimal stimulation of its growth and development, including the ...development of the fundamental rights of children to an environment, clean air, drinking water, healthy living, and quality of childhood. The sensitization of children is of essential importance for the future of education for sustainable development, which needs to be developed from early childhood. The problem of the curriculum and work practices of kindergarten/preschool teachers includes questioning the competence for the successful practice of working with children in education for sustainable development. In this paper, we present some of the existing models of evaluation of the competence for lifelong education for sustainable development. We developed a measuring instrument, which measures particular characteristics explored in this paper, and we present the results of this preliminary research. The research was conducted on a sample of 65 teachers in five kindergartens/preschools. The constructed scale explains 48% of the total variance and can be used as an important base for future further questioning and development of competence model of kindergarten/preschool teachers. In this way, it represents a good foundation for reflection on the content of the curriculum of future initial education and professional development of kindergarten/preschool teachers in the field of lifelong education.Key words: competence; environmental education/education for sustainable development; kindergarten/preschool teachers; kindergartens/preschools; lifelong learning; sustainable society.---SažetakJedna od temeljnih zadaća odgojitelja jest upoznavanje djeteta s njegovim okruženjem i optimalno poticanje njegova rasta i razvoja, uključujući i razvoj temeljnih prava djece na okoliš, čist zrak, pitku vodu, zdrav život i kvalitetno djetinjstvo. Razvoj osjetljivosti djece iznimno je važno za budućnost odgoja i obrazovanja za održivi razvoj, a treba ga početi razvijati još od ranog djetinjstva. Problematika kurikula i prakse rada odgojitelja uključuje i propitivanje kompetencija za uspješnu praksu rada s djecom u odgoju i obrazovanja za održivi razvoj. U radu se prikazuju neki od razvijenih postojećih modela procjene kompetencija za cjeloživotni odgoj i obrazovanje za održivi razvoj. Razvijen je mjerni instrument čije su mjerne karakteristike ispitane, a u radu su predstavljeni rezultati toga preliminarnog istraživanja. Istraživanje je provedeno na uzorku od 65 odgojitelja u pet dječjih vrtića. Konstruirana skala objašnjava 48 % zajedničke varijance i može biti značajna osnovica za daljnje propitivanje i razvoj modela kompetencija odgojitelja. Na taj način predstavlja i dobar temelj za promišljanje sadržaja kurikula budućega inicijalnog obrazovanja, ali i stručnog usavršavanja odgojitelja u području cjeloživotnog odgoja i obrazovanja.Ključne riječi: cjeloživotno obrazovanje, kompetencije, odgoj i obrazovanje za okoliš/održivi razvoj, odgojitelj, održivo društvo, predškolske ustanove.
The research approach in teaching Nature and Society is considered a new approach in learning and teaching in primary school. However, we wonder if this is really so? For this reason, research was ...conducted with the aim of examining the educational practice of early primary school teachers in the implementation of the research approach in teaching Nature and Society. The research was conducted using a qualitative methodology on a sample of 24 primary school teachers. For the purposes of the research, a semi-structured interview was constructed. The results of the research indicate the teachers' familiarity with the research approach and their motivation for its implementation in teaching Nature and Society. The obtained results also indicate that teachers largely believe that they have certain competencies for its implementation, while in the implementation they use teaching methods and teaching forms that allow greater pupil activity. It is concluded that it is necessary to further educate teachers, because, although this is a modern approach, its implementation is still not at the expected satisfactory level and is, therefore, only the first step towards more modern teaching in schools.
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