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Methodology tools in forest school and their impact on the development of ecological identity

Journal of Applied Technical and Educational Sciences, 2019-01, Vol.9 (3), p.91-116

2019. This article is published under https://creativecommons.org/licenses/by/4.0 (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;EISSN: 2560-5429 ;DOI: 10.24368/jates.v9i3.131

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  • Title:
    Methodology tools in forest school and their impact on the development of ecological identity
  • Author: Adrien, Réka Kopasz
  • Subjects: Education ; Environmental education ; Forestry ; Forests ; Hypotheses ; National parks ; Parks & recreation areas ; Public schools ; Science education ; Teaching methods
  • Is Part Of: Journal of Applied Technical and Educational Sciences, 2019-01, Vol.9 (3), p.91-116
  • Description: The negative effects of the global environmental crisis on all people and it's coincidence with the downward slope of science education make the review of educational and educational methods relevant and timely. These underpin the development of science-based competencies as well as environmentally consciousness. In my doctoral research, I analyze the various accredited forest school programs. Total count of samples is N = 15, where I look at 5-5 types from the programs of national parks, forest authorities and other forest schools. In order to analyze the change in environmental attitudes, I study a class in a forest school program before the program and directly after the program with a questionnaire method. According to my initial hypotheses, the prevalence of environmental and nature conservation behavior among participating students is increasing as a result of forest school programs. Among the three types of forestry schools (forestry, national park, private and public education), the objectives of accredited forest school programs in forestry and national parks include specific content that fits in with the profile of the upholder, not with programs run by private companies and public education institutions. Methodological diversity is more visible in the forest school programs of public education institutions than in other cases. In my study I show if and how the measurement results support the hypotheses. The results of the tests help to identify the directions for updating the environmental education.
  • Publisher: Budapest: ST Press
  • Language: Hungarian
  • Identifier: EISSN: 2560-5429
    DOI: 10.24368/jates.v9i3.131
  • Source: ProQuest Central
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