To see the other types of publications on this topic, follow the link: Nature and forest school.
Journal articles on the topic 'Nature and forest school'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Nature and forest school.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
MacEachren, Zabe. "The Canadian Forest School Movement." LEARNing Landscapes 7, no. 1 (July 1, 2013): 219–33. http://dx.doi.org/10.36510/learnland.v7i1.639.
Full textAbstract:
This article documents the rationale and benefits of Forest Schools, while also describing why the organization Forest School Canada was formed. It is based on interviews with two people: Heather Andrachuk, a new teacher in a forest school, and Marlene Powers, a founder of two forest schools and the executive director of Forest School Canada. Narrations from these two women are used to describe the ethos and the pedagogy that results from working within Forest Schools and the origins of Forest School Canada (2013). It also briefly outlines the way Forest Schools serve as an approach to environmental education for early childhood through the development of a sense of attachment to nature.
2
Harris, Frances. "The nature of learning at forest school: practitioners' perspectives." Education 3-13 45, no. 2 (September 11, 2015): 272–91. http://dx.doi.org/10.1080/03004279.2015.1078833.
Full text
3
Bušina, F. "Natural regeneration of Douglas fir (Pseudotsuga menziesii [Mirb.] Franco) in forest stands of Hurky Training Forest District, Higher Forestry School and Secondary Forestry School in Pisek." Journal of Forest Science 53, No. 1 (January 7, 2008): 20–34. http://dx.doi.org/10.17221/2083-jfs.
Full textAbstract:
Possibilities are assessed of the natural regeneration of Douglas fir under conditions of Hůrky Training Forest District, Higher Forestry School and Secondary Forestry School in Písek, in stand 12C7, forest type 3K5. The stand is situated at an altitude of 430 m above sea level in an area with mean annual temperature 7.3-7.5°C and mean annual total precipitation 550-575 mm. Under the stand dominated by Douglas fir (65 years of age), natural regeneration of the mean density of 53,800 seedlings/ha appeared due to lateral light coming from the north. The highest density of Douglas fir natural regeneration was noticed under the stand 10-14 m from the stand margin. The light penetrating through the marginal stand wall was found to be of greater effect on the density of natural regeneration than the upper shading caused by the parent stand. With this method of regeneration, Douglas fir is less light-demanding than spruce. Height and height increment of advance regeneration were greater in places with sufficient light near the stand margin. Thus, natural regeneration of Douglas fir is successful there giving conditions for the origin of a new generation of the stand with a sufficient proportion of Douglas fir.
4
Komorowska, Anna. "Forest School - a forest playground as a remedy for nature-deficit disorder in children." e-mentor 76, no. 4 (2018): 73–78. http://dx.doi.org/10.15219/em76.1381.
Full text
5
Koller, Katalin Eve, and Kay Rasmussen. "Generative Learning and the Making of Ethical Space: Indigenizing Forest School Teacher Training in Wabanakik." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 7, no. 1 (June 2, 2021): 219–29. http://dx.doi.org/10.15402/esj.v7i1.70065.
Full textAbstract:
This reflection on community-driven research in process is written from the perspective of graduate student co-researchers collaborating with Wabanaki community co-researchers on a pilot project involving a Wabanaki and a non-Indigenous organization. Three Nations Education Group Inc. (TNEGI) represents three Wabanaki schools and communities in Northeast Turtle Island. The Child and Nature Alliance of Canada (CNAC) offers a Forest and Nature School Practitioner Course (FNSPC) for educators seeking to operate forest schools. These diverse organizations have developed a pilot FNSPC training for a group of TNEGI educators, with the purpose of Indigenizing the FNSPC. This is necessary to address the Eurocentric forest and nature school practices in Canada, which often fail to recognize the herstories, presence, rights, and diversity of Indigenous Peoples and places. TNEGI educators envision a land-based pedagogy that centers Wabanaki perspectives and merges Indigenous and Western knowledges. In the FNSPC pilot, the co-researchers generated course changes as they progressed through the pilot, decolonizing the content and format as they went. Developing this Indigenized version of the FNSPC will have far-reaching implications for the CNAC Forest School ethos and teacher training delivery. This essay maps our collaborative efforts thus far in creating an ethical research space within this Indigenous/non-Indigenous research initiative and lays out intentions for the road ahead.
6
Fauzi, Fauzi. "PEMBENTUKAN DAN TRANSFORMASI CORE VALUES DI SEKOLAH ALAM." JIV 13, no. 1 (June 28, 2018): 17–27. http://dx.doi.org/10.21009/jiv.1301.3.
Full textAbstract:
Research background by the phenomenon of the success of the School of Nature in realizing its existence as one of the alternative educational institutions in Indonesia. The success is based on its ability to form and transform its core values. This study aims to describe the process of formation and transformation of core values based on environmental peculiarities and local wisdom in the School of Nature Baturraden (SABar). The study was conducted in February - August 2017 at SABar located within the Damar forest of Baturraden campground. This research used a qualitative approach and collected data by observation, interview, and documentation technique. The data were analyzed by the interactive model of qualitative analysis technique, including data collection, data reduction, data presentation, and conclusion drawing. This research showed that all education and learning activities are conducted by the integrative holistic approach by making the forest to a place, source, and learning media in the process of awareness, enlightenment, empowerment, character and behavior building of the children. Core values developed by Baturraden Nature School are based on five SABar values that are soulful, morals, beyond, achieve, and responsible. These values become distinctive values and differentiator with other nature schools and become a brand of Baturraden nature school. In addition, the school embodies four dimensions of core values agreed upon in the national network of nature school, which are curriculum, method, environment, physical, and community.
7
Harwood, Debra. "The Blue Car in the Forest: Exploring Children’s Experiences of Sustainability in a Canadian Forest." Nordic Studies in Science Education 15, no. 4 (November 26, 2019): 403–17. http://dx.doi.org/10.5617/nordina.6169.
Full textAbstract:
An abandoned blue car from 1958 is a central figure of the qualitative exploration of sustainability pedagogies within a Canadian nature school. The mystery of the car and its entanglement within a densely-forested area where the preschool children play and learn is provocative. As part of a larger ethnographic case study of the nature school, eight young children (3-5-year-olds) and their two nature teachers’ critical engagement with the car is examined over the course of a year. The research approach for the data collection and analysis included photos, videos, participant-observations, educator journals, and children’s oral and written expressions of their ideas related to the project and sustainability. This small scale study offers a glimpse into the possibilities that emerge when we include children’s thinking, decisions, and actions within the more-than-human world to foster sustainability.
8
Smith, Michelle A., Ally Dunhill, and Graham W. Scott. "Fostering children’s relationship with nature: exploring the potential of Forest School." Education 3-13 46, no. 5 (March 8, 2017): 525–34. http://dx.doi.org/10.1080/03004279.2017.1298644.
Full text
9
Cudworth, Dave, and Ryan Lumber. "The importance of Forest School and the pathways to nature connection." Journal of Outdoor and Environmental Education 24, no. 1 (February 18, 2021): 71–85. http://dx.doi.org/10.1007/s42322-021-00074-x.
Full text
10
Gullion, Margaret E., and Taylor Stein. "Opening the Door to Nature: Accounting for People’s Constraints to Nature-based Recreation." EDIS 2019, no. 4 (August 1, 2019): 6. http://dx.doi.org/10.32473/edis-fr415-2019.
Full textAbstract:
Although millions of people recreate in parks, forests, and other conservation areas in the United States every year, research shows that some are left out; not everyone takes advantage of natural areas for the numerous benefits nature-based recreation provides. Results show that many people who do not participate in nature-based recreation feel constrained by their quality of time, not the quantity of time. In other words, they're saying, "Prove to me that it's worth my time to go out in nature. Show me something cool!" Based on research conducted in Hillsborough County, Florida and similar studies, this 6-page fact sheet written by Margaret E. Gullion and Taylor Stein and published by the UF/IFAS School of Forest Resources and Conservation addresses identifies strategies to improve the opportunities natural areas can provide a diverse public. https://edis.ifas.ufl.edu/fr415
11
Trapasso, Emilia, Zoe Knowles, Lynne Boddy, Lisa Newson, Jo Sayers, and Clare Austin. "Exploring Gender Differences within Forest Schools as a Physical Activity Intervention." Children 5, no. 10 (September 26, 2018): 138. http://dx.doi.org/10.3390/children5100138.
Full textAbstract:
This study investigated whether children engaged in more physical activity (PA) on school days that included Forest School (FS) sessions than a regular school day or a school day with a Physical Education (PE) lesson. How FS sessions influenced children’s general levels of PA and wellbeing was also explored across gender. A mixed-methods study followed a sample of 59 child participants aged 7 to 9 years old, from four primary schools, whilst taking part in twelve weekly FS sessions. Measures included the PA Questionnaire for Older Children and accelerometry data together with an individual Write and Draw task to inform focus groups. Children had significantly greater levels of light PA on a FS day and a PE school day compared to a regular school day and children reported feeling both happier and relaxed as a consequence of the intervention. From the qualitative data, boys and girls reported different likes of the FS interventions, whereas their dislikes of FS were comparable. Findings from this research provide evidence for such outdoor, nature-based learning within the school curriculum contributing to daily PA in children.
12
Hoyland, Toni, and Enid Elliot. "Nature Kindergarten in Sooke: A Unique Collaboration." Journal of Childhood Studies 39, no. 2 (April 30, 2014): 39–44. http://dx.doi.org/10.18357/jcs.v39i2.15224.
Full textAbstract:
This article focuses on a nature kindergarten pilot project in Sooke, BC, about an hour outside of Victoria on Vancouver Island. Toni Hoyland and Enid Elliot highlight the partnership between the kindergarten teacher, Lisa Lockerbie, and the early childhood educator, Erin Van Stone, as they work together to weave emergent play-based approaches with academic literacy and numeracy opportunities. The program takes place in the forest of Royal Roads University adjacent to Sangster Elementary School.
13
Nayeem, FMH, MN Hoque, M. Ali, MM Islam, and S. Haque. "Nature and extent of forest resource extraction from Modhupur Sal forest by the community." Progressive Agriculture 28, no. 2 (August 9, 2017): 148–55. http://dx.doi.org/10.3329/pa.v28i2.33476.
Full textAbstract:
The study was undertaken to document the nature and extent of forest resource extraction from the Modhupur Sal forest by the community people. It was conducted at Rosulpur village in Muktagachha Upazila which is adjacent to Modhupur Upazila of Tangail district. A total of 60 households were selected for data collection using purposive sampling technique. The collected data through field survey method were analyzed using descriptive statistics. The majority of the forest users was aged between 25 to 34 years and had a literacy status of below secondary school certificate level. Around 30% of the forest users depend on agriculture but forest resource extraction was the subsidiary occupation for most of the households that was done by mostly female members of the respondents family. Forty percent of the forest users income varies from Tk. 10000 to Tk. 15000 per month. Besides these, majority of them had 0.51 to 1.0 acre of cultivable lands. Though different resources are extracted from Modhupur Sal forest such as timber, fuel wood, medicinal plants, etc, but timber is collected by 100% of the respondents. Number of livestock, level of landholding and labor time spent for forest resources collection were the influencing factors for households forest resources collection. The majority of the forest users suggested that government need to invest in awareness building program and enforce rules and regulations so that community people can contribute and participate to conserve the forest.Progressive Agriculture 28 (2): 148-155, 2017
14
Elliot, Enid, and Frances Krusekopf. "Growing a Nature Kindergarten That Can Flourish." Australian Journal of Environmental Education 34, no. 2 (July 2018): 115–26. http://dx.doi.org/10.1017/aee.2018.27.
Full textAbstract:
AbstractGrowing a nature kindergarten that can flourish takes a community, careful planning, and sustained support. In 2011, the Sooke School District in British Columbia, Canada undertook the project of creating a nature kindergarten when outdoor programs of this kind did not exist in the Canadian public school system. Inspired by the well-established forest school and nature preschool models in northern Europe, a program to take 22 kindergarten students outside into nature every morning, regardless of the weather, was developed. This article explores how a unique framework and set of guiding principles were co-created by a diverse advisory committee. It also describes how the hiring, education, and ongoing support of the program's two educators — a kindergarten teacher and an early childhood educator — became critical to its success. The article offers an overview on steps taken, including how the idea was born, working within the public school system, building a framework and principles, hiring and education, preparing the educators, learning from our first year, ongoing support, and remaining questions. The authors’ intention is not to articulate best practices, but to share key aspects of the program's development and implementation phases that allowed the nature kindergarten to thrive over the last 5 years.
15
Nitecka-Walerych, Anna. "Forest kindergartens – education response to children’s needs." Pedagogika. Studia i Rozprawy 28 (2019): 229–39. http://dx.doi.org/10.16926/p.2019.28.18.
Full textAbstract:
Forest kindergartens in Poland are a relatively new, alternative concept of pre-school education functioning in the form of educational projects. The aim of this article is to present the health and educational values of forest kindergartens in the context of life in the technology-grounded reality of the 21st century. In the text I pay special attention to two phenomena: physical activity deficit syndrome and nature deficit syndrome.
16
Tseng1, Tzuhui Angie, and Ching-Cheng Shen. "The Health Benefits of Children by Different Natural Landscape Contacting Level." Environment-Behaviour Proceedings Journal 1, no. 3 (August 3, 2016): 168. http://dx.doi.org/10.21834/e-bpj.v1i3.362.
Full textAbstract:
Previous studies seldom explore the health benefits of different levels of nature exposure on children. 241 valid samples from five primary schools in Hsinchu, Taiwan were investigated. Results showed that comparing to being on school campuses, children would have higher levels of physical activity when visiting neighborhood parks and forest. Only the forest level natural landscape experiences have significant positive impact on enjoying nature, preferences and empathy and sense of belonging. Forest level natural landscape experiences would also positively affect mental health, and physical health is built up through physical activity. Therefore, rural natural settings would be more beneficial to children. © 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: Natural experience, The Connection to Nature Index (CNI) for children; Children's Physical Activity Scale (PAQ-C); Pediatric quality of life questionnaire (PedsQL ™)
17
Sung, Rebecca. "Claire Warden, Nature Kindergartens and Forest Schools. Reviewed by." Journal of Childhood Studies 39, no. 2 (April 30, 2014): 47. http://dx.doi.org/10.18357/jcs.v39i2.15226.
Full text
18
Piersol, Laura, Sean Blenkinsop, and Amy Cutter-Mackenzie-Knowles. "AJEE Special Issue Ecologising Education: Storying, Philosophising and Disrupting." Australian Journal of Environmental Education 34, no. 2 (July 2018): iii—vi. http://dx.doi.org/10.1017/aee.2018.36.
Full textAbstract:
Over the last decade there has been a discernable global upsurge of nature kindergartens, forest schools, bush schools and nature-based primary schools; all with varying degrees of intent focused on (re)connecting children and young people in/with/as nature. Yet, not all of these educational endeavours are the same. The understanding of the role the natural world might play in pedagogy varies, the desire to work within the system or radically change it shifts according to commitments and philosophies, and the perceived divide, or lack thereof, between child and nature also has significant effects on curriculum and content. Still, there is a shared commitment among these educational movements to change existing relationships with nature and education. There is a desire and much work being done to ecologise education. In this Special Issue, with its primary focus on the west coast of Canada, we offer a pause to story, philosophise, expand, and disrupt as this ‘type’ of education presents a significant shift and fundamentally questions what school is and what education is for.
19
Timilsina, Nilesh, Francisco J. Escobedo, Alison E. Adams, and Damian C. Adams. "Carbon Stocks on Forest Stewardship Program and Adjacent Lands." EDIS 2017, no. 3 (May 9, 2017): 7. http://dx.doi.org/10.32473/edis-fr384-2017.
Full textAbstract:
Nonindustrial private forestlands in Florida provide many environmental benefits, or ecosystem services. Ecosystem services are benefits from nature that are directly enjoyed, consumed, or used by humans, such as water quality improvement or protection, recreation, biodiversity, and even timber. Another benefit from forests that is gaining interest is their ability to store carbon through the photosynthetic capture of carbon dioxide, a greenhouse gas, in tree, plant, and soil biomass. The carbon dioxide that is stored over the life of a forest, called carbon stocks, is not only important for mitigating greenhouse gas contributions to climate change, but it can also be valued in several markets and incorporated into environmental policy instruments. This 5-page fact sheet was written by Nilesh Timilsina, Francisco J. Escobedo, Alison E. Adams, and Damian C. Adams and published by the UF Department of School of Forest Resources and Conservation April 2017.
Original publication date October 2013; revised March2017. Archived 9/18/2020.
20
Asah, Stanley T., David N. Bengston, Lynne M. Westphal, and Catherine H. Gowan. "Mechanisms of Children’s Exposure to Nature: Predicting Adulthood Environmental Citizenship and Commitment to Nature-Based Activities." Environment and Behavior 50, no. 7 (July 1, 2017): 807–36. http://dx.doi.org/10.1177/0013916517718021.
Full textAbstract:
Childhood-nature experiences have lifelong effects on environmental citizenship and commitment to nature-based activities. But, it is unclear whether, and to what extent, the different mechanisms through which children and youth experience nature are associated with these outcomes. To test these associations, an online questionnaire assessing mechanisms of childhood exposure to nature, adulthood environmental citizenship and commitment to nature-based activities, and demographic variables was sent to the email addresses of 509 employees of the United States Department of Agriculture, Forest Service, Northern Research Station. The 236 completed surveys indicated four mechanisms of children’s exposure to nature. Children’s self-exposure to nature was the strongest predictor of a number of aspects of adulthood environmental citizenship and of behavioral and attitudinal commitments to nature-based activities. Exposure through school-related programs had less predictive value for these outcomes. Implications for pathways to enhance the benefits of childhood-nature experiences are discussed.
21
Sholihah, Hidayatus, and Lum’atun Nadzifah. "APLIKASI PENDIDIKAN LINGKUNGAN HIDUP BAGI ANAK TINGKAT SEKOLAH DASAR DALAM MEMBENTUK KEPEDULIAN ANAK TERHADAP LINGKUNGAN." Islamic Review : Jurnal Riset dan Kajian Keislaman 7, no. 2 (November 27, 2018): 174–90. http://dx.doi.org/10.35878/islamicreview.v7i2.144.
Full textAbstract:
Children’s Forest Program is education program for live environmentally through sound involve primary school children in five school at the Pati regency. In order to provide generation who are care about long lasting nature OISCA as Institution on a self supporting community like support material education environment in CFP program than collaboration with primary school in the Pati regency. This research intent on detect implementation and implication Children’s Forest Program at the mitra school OISCA Pati toward enhancement factor children care in the school area with applying for field research as reference to have data and description about OISCA Pati contribute in the made way for young generation to care concerning about conservation live environmentally. With this research extend expectable to new input at all parties which plunge into an activity in the program education environment in a general manner and particularry OISCA Pati as location have been this researched.
22
Faujiah, Faujiah, and Marzuki Marzuki. "Nature-Based Learning Models for Ecological Citizension Formation in Schools." Humaniora 12, no. 1 (March 30, 2021): 69–74. http://dx.doi.org/10.21512/humaniora.v12i1.6886.
Full textAbstract:
The aim of research was to form students’ ecological citizenship by using a nature-based learning model. Some problems of natural damage such as forest fires, landslides, and floods must be everyone’s concern and responsibility. Therefore, schools needed to prepare a generation who had a responsibility towards nature. The method applied in the research was a descriptive method, while data collection technique was done by means of literature study. Data analysis techniques were in-depth reading to find more accurate data. They were compiled using logical arguments based on the results of analysis. The results of research indicate that forming ecological citizenship in a school environment can be done with environmental knowledge, environmental skills, and environmental ethics. These three aspects can be obtained using a learning model that is in accordance with the basic competencies to be achieved. The learning model that brings students closer to nature is a nature-based learning model outside the classroom that is also adjusted to the basic competencies contained in the Pancasila and Citizenship Education subject. The three aspects of ecological citizenship formation in these schools can be implemented properly if they are socialized to teachers and students. The purpose of this socialization is that teachers can integrate environmental problems into lessons. In contrast, socialization to students is carried out in the hope that an attitude of loving the environment is formed.
23
Golovina, Ol'ga, and I. Filatova. "Naturalists’ Hike As a New Form of Environmental Education for Children." Primary Education 9, no. 4 (September 2, 2021): 10–14. http://dx.doi.org/10.12737/1998-0728-2021-9-4-10-14.
Full textAbstract:
The article highlights the experience of conducting a naturalist hike - a new form of organizing environmental education for preschoolers and
primary schoolchildren. The purpose of the trip, carried out in the form of a travel game, meets the requirements for the formation of environmental literacy in children of this age group, which are stated in the standards of preschool and primary school education. Game “What can you see in a pine forest?” is intended to enrich the sensory experience of children in the process of observing plants and animals of the forest, to acquaint them with observation as a method of studying natural communities, to develop a cognitive interest in the flora and fauna of their native land, to foster a desire to protect the forest and its inhabitants by participating in nature conservation activities. The article is intended for preschool teachers, primary school teachers, and additional education specialists.
24
Saladžiuvienė, Daiva, and Vaida Bureikienė. "ENVIRONMENTAL EDUCATION AT PRE-SCHOOL LEVEL." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 11, no. 2 (August 25, 2014): 17–22. http://dx.doi.org/10.48127/gu-nse/14.11.17a.
Full textAbstract:
Does learning more about trees teaches a child to preserve them better? Lithuania is a land of forests. We simply cannot imagine our lives without trees and grasslands. They play a huge role in our lives and they are vital to nature in general. The experience of an educator, being able to observe children‘s day-to-day activities, has proven that the relationship beetween a nowadays child and nature is quite problematic. Not only do they not know much about it, sometimes they can become harmful to nature. Children like to play in a meadow, pick flowers, but sometimes they also like to violate trees and litter. Parents don‘t always have time to tell their children about environment protection, so they leave it to the teachers. The main goal of this project was to give children knowledge about nature, the damage people can cause upon it and, most importantly, induce children‘s love towards the world around them and a desire to cherish nature. The project continued for 4 weeks in a pre-school group (age 6-7). In the course of this project we conversed, read children literature about nature, children made rules, created little books about trees, solved crosswords, searched encyclopedias, performed experiments and took photographs of various objects outdoors. We also visited a museum of Vilnius forests and an oak grove in Dūkštai, where children picked garbage, planted seeds and had a chance to create freely. The theme of our project proved itself to be quite relevant – children gained more knowledge about nature and understood the harm people can cause on our environment. Keywords: experiment, observation, nature, environment protection.
25
Ivanova, Elena, Mikhail Evdokimov, and Elena Evdokimova. "Development and implementation of extracurricilar environmental event for secondary school students." E3S Web of Conferences 210 (2020): 18122. http://dx.doi.org/10.1051/e3sconf/202021018122.
Full textAbstract:
The results of the phased development and implementation of the educational environmental event "Elk Island - Clean Forest" are given as part of the environmental education of middle school students in garbage collection within the boundaries of a specially protected natural area, including legal, methodological and organizational stages, the implementation of which allowed for an extracurricular environmental event, identify problems of a methodological and organizational nature that require more detailed study, identify the effectiveness of individual components, and formulate some recommendations for similar events. The methodology of the ecological campaign "Clean Games", adapted for participants of secondary school age (12-16 years), as well as the development and results of an extracurricular environmental event "Elk Island - Clean Forest" are presented. The results obtained make it possible to assess the possibility of using the existing methodology and the need for its adjustment, taking into account the age characteristics of students, as well as the quality of learning material and the presence of increased interest of students in this problem.
26
Bang, Kyung-Sook, Sungjae Kim, Min Song, Kyung Kang, and Yeaseul Jeong. "The Effects of a Health Promotion Program Using Urban Forests and Nursing Student Mentors on the Perceived and Psychological Health of Elementary School Children in Vulnerable Populations." International Journal of Environmental Research and Public Health 15, no. 9 (September 11, 2018): 1977. http://dx.doi.org/10.3390/ijerph15091977.
Full textAbstract:
As problems relating to children’s health increase, forest therapy has been proposed as an alternative. This study examined the effects of a combined health promotion program, using urban forests and nursing student mentors, on the perceived and psychosocial health of upper-grade elementary students. The quasi-experimental study ran from June to August 2017, with 52 upper-grade elementary students from five community after-school centers. With a purposive sampling, they were assigned to either an experimental group (n = 24), who received a 10-session health promotion program, or to a control group (n = 28). Seven undergraduate nursing students participated as mentors. Running over 10 weeks, each weekly session consisted of 30 min of health education and 60 min of urban forest activities. Data were analyzed by independent t-test, Mann-Whitney U-test, paired t-test, or Wilcoxon signed rank test. General characteristics and outcome variables of both groups were homogeneous. The experimental group showed significant improvement in self-esteem (p = 0.030) and a significant decrease in depressive symptoms (p = 0.020) after the intervention, compared to the control group. These results suggest that forest healing programs may contribute to the spread of health promotion programs that make use of nature.
27
Mello, A. J., P. A. Townsend, and K. Filardo. "Reforestation and Restoration at the Cloud Forest School in Monteverde, Costa Rica: Learning by Doing." Ecological Restoration 28, no. 2 (May 7, 2010): 148–50. http://dx.doi.org/10.3368/er.28.2.148.
Full text
28
Gambino, Agatha, Julie Davis, and Noeleen Rowntree. "Young Children Learning for the Environment: Researching a Forest Adventure." Australian Journal of Environmental Education 25 (2009): 83–94. http://dx.doi.org/10.1017/s0814062600000422.
Full textAbstract:
AbstractField experiences for young children are an ideal medium for environmental education/education for sustainability because of opportunities for direct experience in nature, integrated learning, and high community involvement. This research documented the development - in 4-5 year old Prep children - of knowledge, attitudes and actions/advocacy in support of an endangered native Australian animal, the Greater Bilby. Data indicated that children gained new knowledge, changed attitudes and built a repertoire of action/advocacy strategies in native animal conservation as a result of participating in a forest field adventure. The curriculum and pedagogical features that supported these young children's learning include: active engagement in a natural environment, learning through curriculum integration at home and at school, anthropomorphic representations of natural elements, making connections with cultural practices, and intergenerational learning. The paper also highlights research strategies that can be usefully and ethically applied when conducting studies involving young children.
29
Padua, Suzana M. "Conservation Awareness through an Environmental Education Programme in the Atlantic Forest of Brazil." Environmental Conservation 21, no. 2 (1994): 145–51. http://dx.doi.org/10.1017/s0376892900024577.
Full textAbstract:
Few environmental education programmes established in parks in Brazil have been formally evaluated. This paper describes the study of a school programme that was established to use formative evaluation to select and improve programme strategies, and employs summative evaluation to assess the effectiveness of the programme as a whole. The programme consisted of pre-visit strategies, such as a slide show and information given to teachers; on-site activities, which comprised Nature trails and a visitor centre; and post-visit materials furnished to the students at their schools. For the evaluation procedure, child students (N=144) from fifth to eighth grades were randomly assigned to treatment or control groups and answered a written questionnaire on three different occasions — pre-test, post-test, and memory-retention test. The results were statistically analysed and significant differences were assessed between the two groups (F=98.29, p≤0.05). A Scheffé Test demonstrated correlations and located significant differences among the variables. A reliability test was done on the written questionnaire (r=.77). Informally, the programme contributed to the conservation of the Park as it encouraged community involvement in helping to solve specific problems.The results of the Black Lion-tamarin environmental education programme suggest that such programmes in Nature parks and reserves can be effective and should be established far more widely. Awareness education programmes should be encouraged, especially in underdeveloped countries which still hold great portions of the planet's biodiversity. This education programme was beneficial to both students and members of the local community, who learned about the Park and became proud of it as their natural legacy, as well as to the Park itself of which the protection became enhanced through awareness and community involvement. The Black Liontamarin programme serves as an effective example to other sites with similar contexts and constraints.
30
Harper, Nevin J. "Outdoor risky play and healthy child development in the shadow of the “risk society”: A forest and nature school perspective." Child & Youth Services 38, no. 4 (October 2, 2017): 318–34. http://dx.doi.org/10.1080/0145935x.2017.1412825.
Full text
31
Montero, Aracely C., Nina S. Roberts, Jackson Wilson, and Lynn Fonfa. "Every Kid in the Woods: The Outdoor Education Experience of Diverse Youth." Journal of Interpretation Research 23, no. 1 (April 2018): 5–25. http://dx.doi.org/10.1177/109258721802300102.
Full textAbstract:
The purpose of this qualitative study was to evaluate the experience of underserved fourth-grade students participating in the National Park Service's Every Kid in a Park (EKIP) initiative through the Into the Redwood Forest (IRF) education program at Muir Woods National Monument. The project's aim was to understand the experience of underserved diverse students (i.e., race and ethnicity, gender, and Title I schools) participating during the 2015–2016 school year. The study included six teacher interviews and document review procedure of 60 student journals. The findings reveal that the EKIP exposed students to parks, the inquiry-based learning proved effective for outdoor learning, and the impact of the nature experience encouraged environmental stewardship. Implications and recommendations for further implementation of both the EKIP initiative and IRF at Muir Woods are discussed.
32
SANZ, JOSU, Maialen Sistiaga, Pello Urkidi, Irati Andoño, and Kakun Orbegozo. "Baso-eskola proiektu pilotuko haurren ebaluazio hezigarria burutzeko adierazleen definizioa." Tantak 30, no. 2 (March 8, 2019): 63–78. http://dx.doi.org/10.1387/tantak.19322.
Full textAbstract:
ABSTRACTThree early childhood schools (Langile Ikastola from Hernani, Amara Berri from Donostia and the school from Alkiza) will develop their 2017-2018 school year as a pilot project in basoeskola from Ekogunea (Fundación Kutxa). The main objective of this work is to present is to present the evaluation model developed for measuring the potential benefits of the participant children in their continous contact with nature. Among the developed or adapted indicators, it can be mentioned the measurement of the cognitive and affective development of the participant children, the suitability of the environment as an educative facility, free play or their environmental attitudes. As a result nine indicators have been developed, which will be validated in this year’s experience, but are easily applicable by other educative centers. Also, this proposal aims to generate scientific knowledge of the benefits of children’s nature education, an area with scarce development.KEYWORDS: early childhood education, natural environment, evaluation, forest school. LABURPENA2017ko urritik Haur Hezkuntzako hiru ikasketa zentroek (Hernaniko Langile Ikastolak, Donostiako Amara Berri eskolak eta Alkizako eskola txikiak) Kutxa Ekoguneko baso-eskola proiektua pilotatzen dute. Etorkizunean baso-eskola proiektua beste ikasketa zentroetara zabaldu nahi dela-eta, Euskal Herriko Unibertsitateak (UPV/EHU) proiektu honetako arlo desberdinak sistematizatu eta ebaluatzea du helburu. Besteak beste, haurren garapen kognitibo zein afektiboa, ingurune naturalaren egokitasuna eta proiektuan parte hartuko duten tutoreen jarraipena. Honen bidez, arlo hauen inguruko ezagutza zientifikoa eta proiektu pilotuaren zilegitasuna lortzea espero da baina ez hori bakarrik, baita unibertsitate mailako ikasketak aberasteko aukera ere, gure ikaslegoaren parte hartze potentzialaren bidez.HITZ GAKOAK: Haur Hezkuntza, ingurune naturala, ebaluazioa, baso-eskola.
33
Nazaruk, Stanisława Katarzyna, and Anna Klim-Klimaszewska. "DIRECT LEARNING ABOUT NATURE IN 6-YEAR-OLD CHILDREN LIVING IN URBAN AND RURAL ENVIRONMENTS AND THE LEVEL OF THEIR KNOWLEDGE AND SKILLS." Journal of Baltic Science Education 16, no. 4 (August 25, 2017): 524–32. http://dx.doi.org/10.33225/jbse/17.16.524.
Full textAbstract:
The contemporary theory of learning treats pre-school instruction as the first level of early child education. The pre-school age is seen as a very important period of life. A pre-school child grasps knowledge spontaneously, naturally, in all circumstances, thus, direct learning seems to be of particular importance. It may therefore seem that children living in the village have more stimuli for direct learning about nature, developing their knowledge and skills. However, children living in the city have more access to different amenities and financial resources to develop their talents and interests. The following studies have been conducted to determine whether there is a difference in the knowledge and skills about nature in 6-year-old children regarding the place of residence. The research covered 50 children in the city and 40 children in the village. The examination consisted of two stages: the pre-test and post-test. There were used age-appropriate flash cards. During 6 months, teachers systematically introduced a direct learning project on nature in four ecosystems: a meadow, a park, a forest, a zoo. The analysis of the data gathered in the research showed that direct cognition has an impact on increasing children's knowledge and skills. Key words: direct learning, children in 6-year-old, urban and rural environments, developing knowledge and skills.
34
Naceur, Khadidja, Mhamed Maatoug, Lazreg Benaichata, S. А. Stankevich, O. V. Titarenko, and M. М. Kharytonov. "Spatial Assessment of Seasonal Changes in Pollution of the Air Ground Layer with Aerosol Particles in School Yards of Tiaret city (Algeria)." Journal of Geology, Geography and Geoecology 28, no. 1 (April 21, 2019): 140–47. http://dx.doi.org/10.15421/111915.
Full textAbstract:
According to the data obtained in the autumn-winter period, the excess of PM2.5 in air during the schoolday after a short stay by pupils in the school yards was 1.5 –2 times. The PM2.5 concentration in the autumn - winter period was up to 1.5 times higher than that of the spring – summer time. High concentrations of dust particles are observed in areas close to heavy traffic in winter in the South-Eastern part of the city. Low concentrations were recorded in the autumn-winter time in areas adjacent to forests in the North –Western part of the city of Tiaret. However, the protective function of forest stands in the spring – summer period in the North-Western part of the city of Tiaret is less evident. The need for introduction of several nature protection measures in the city is obvious. Among them: fuel quality control and fines for the use of low-grade fuel, increasing the density of trees and shrubs in the city in the areas uncovered by vegetation.
35
Katz, Wendy J. "Robert S. Duncanson: City and Hinterland." Prospects 25 (October 2000): 311–37. http://dx.doi.org/10.1017/s0361233300000685.
Full textAbstract:
Robert Scott Duncanson, who lived and worked primarily in Cincinnati, Ohio, but also in Michigan, Canada, and Europe, was one of only a few known African-American landscape painters in the 19th century, and one of even fewer to gain a regional, national, and international reputation. His Blue Hole, Flood Waters, Little Miami River (1851) is painted in a style typical of the Hudson River school: a panoramic view of a quiet and apparently pristine wilderness, known then as a popular beauty spot near Cincinnati (Figure 1). The dense forest that encloses the pool, with broken timber around the edges and two drowned branches projecting above the surface of the water, implies isolation and ruggedness. The small, slightly ragged youths fishing in the foreground, though, are more than generic props; they are an image of the desired effect of nature on the often socially mixed residents of the river bottoms, and of Cincinnati in general. The rustic fisherman absorbed and at ease amid a rugged Western landscape loses himself in nature, but instead of making him wild, the experience refines as it acts “But to bind him to his native mountains more.” The image of the two men – as, for example, opposed to figures of genteel tourists – embedded in their native lakes and forests offered reassurance and evidence to local boosters of the positive impact of nature. Nature, in this concept, exerted a softening, soothing influence on those who experienced it, akin to women's moral influence on those within the domestic sphere.
36
Schütz, Jean-Philippe. "Naturnaher Waldbau: gestern, heute, morgen | Near-Natural Silviculture: Past, Present and Future." Schweizerische Zeitschrift fur Forstwesen 150, no. 12 (December 1, 1999): 478–83. http://dx.doi.org/10.3188/szf.1999.0478.
Full textAbstract:
Semantically speaking, the term «near-natural» has found its way into the language because of a humanist approach to nature, namely, how nature relates to culture and mankind; this is in contrast to more fundamental ideologies where nature alone is the central focus. The Swiss approach to this kind of silviculture, expounded by Schädelin and Leibundgut, has been a recognised school of thought in Switzerland for over 70 years. It advocates an all-encompassing outlook on forest management, and is a more comprehensive method than being restricted by one particular silvicultural technique. It is a liberal, pragmatic form of forest utilisation, which promotes not only renewal on a tree-by-tree basis (plentering), but also the renewal and growth of trees in discrete generations using progressive group felling; all this with the same goal in mind, that is, the creation of structured mixed forest. The following six principles characterise this approach: use of local yield potential; silvicultural intervention combining timber use and tending goals; continual renewal; maximising the use of mixed tree populations; use of natural regeneration; and a liberal felling policy. The procedure is characterised by the liberal felling policy, which can be used on a per-situation basis to decide which felling technique should be used. Near-natural silviculture is a direct response to new demands which consider the forest as having its own living space. However,the main challenge for Swiss forestry today lies more in resolving its economic problems rather than improving its proximity to nature. Liberalisation of trade has placed the viability of wood production in a precarious situation. Future silviculture must be more cost-efficient, and must be based on biological rationalisation. This requires a fundamental shift in silviculture towards a less intrusive policy which relies more on natural automation than in the past. It must also focus on individual trees and situative interventions, rather than focusing on a stand scale; this allows varying development potential of individual trees to be taken into consideration. In summary, real multipurpose use calls for flexible solutions, which can integrate silvicultural interventions on a much more varied scale than in the past.
37
Mariaty, Mariaty, and Ise Afitah. "Peningkatan Pengetahuan Pendidikan Lingkungan dan Konservasi Siswa/Siswi SDN Tumbang Nusa 2 di Desa Taruna Jaya." PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat 6, no. 2 (February 28, 2021): 105–12. http://dx.doi.org/10.33084/pengabdianmu.v6i2.2038.
Full textAbstract:
This program's main objective is to instill character education in loving the environment in children, improve thinking skills, and increase children's creativity. The relationship between children and their surroundings is an important foundation for building a good relationship between humans and nature. Community service activities at SDN Tumbang Nusa 2, located in Taruna Jaya Village, Jabiren Raya, Pulang Pisau, Central Kalimantan, were held from July to August 2019. Activities carried out included counseling on environmental education and film screenings. It provides education to school-age children in knowing the environment, managing the environment, and increasing children's creativity in environmental conservation and forest conservation efforts. The implementation of the activity is the introduction of several types of plants that function as cover crops and good tree planting practices and provide training in making goods from used materials. The methods used are counseling, demonstrations, and mentoring. In this case, partners are school children who will have an understanding of environmental education and conservation, starting from the understanding of the environment, the causes of environmental damage, how to manage the environment around schools, and how to anticipate environmental damage. Besides, partners were also given knowledge of planting and caring for trees properly in the school environment. Partners were also given skills to make crafts from used goods, such as making flowers and leaves from plastic bags, making flower pots from used plastic drink bottles, and make a bicycle from cardboard.
38
Raut, Ninad B., and Anand Pendharkar. "Butterfly (Rhopalocera) fauna of Maharashtra Nature Park, Mumbai, Maharashtra, India." Check List 6, no. 1 (February 1, 2009): 022. http://dx.doi.org/10.15560/6.1.022.
Full textAbstract:
Mumbai, one of the largest metro cities in the world, holds rich biodiversity in few green fragmented natural or manmade habitats. One such habitat is the Maharashtra Nature Park (MNP). MNP is located in a highly polluted area of Mumbai; this was a dumping ground for nearly 26 years. In 1983, it was restored into a semi-natural forest with the initial technical inputs from World Wide Fund for Nature-India (WWF-India). Presently, this nature park supports a rich biodiversity but lacks proper documentation. Such information is essential as the park serves as an important study area for many schools, college students and for many nature lovers. Previous documentation has reported 38 butterfly species from the park. The present study carried out from June 2005 to November 2005 has documented 53 species belonging to five families from MNP.
39
Harwood, Debra, and Diane R. Collier. "The matter of the stick: Storying/(re)storying children’s literacies in the forest." Journal of Early Childhood Literacy 17, no. 3 (August 12, 2017): 336–52. http://dx.doi.org/10.1177/1468798417712340.
Full textAbstract:
Children's intra-actions with the natural world offer an important lens to revisit notions of literacies. They allow for a decentring of humans – here children – as actors. Also, forest schools and nature-based learning programmes are increasingly erupting across North America, although more commonplace in Europe for a longer period. In this presentation of our research, we feature a storying/(re)storying of data from a yearlong research study of children's entanglements with the forest as a more-than-human world. We ask what we might learn if educators, children and researchers think with sticks, not separate from, but in relation to sticks? Eight preschool children, two educators and two researchers ventured into the forest twice a week over the course of a year, documenting their interactions with a mosaic of data generation tools, such as notebooks, iPads, Go-Pro cameras. The forest offered diverse materials that provoked “thing-matter-energy- child-assemblages” that were significant for the children's play and literacy framing. Through post-humanist theorizing, we have paid particular attention to the stick within the children's forest play and illustrate the ways in which the stick was entangled with children’s bodies, relations, identities and discourses. The stick was a catalyst, a friend, a momentary and changing text, an agentic force acting relationally with children's play and stories. The post humanism storying/(re)storying of the children's encounters in the forest with sticks invites infinite possibilities for literacy teaching and learning. How might educators foster such relations, enquiring with and alongside children with an openness toward what the sticks (forests) might teach us?
40
Hammond, Maame Esi, Radek Pokorny, Lumír Dobrovolný, Michal Friedl, and Nina Hiitola. "Effect of gap size on tree species diversity of natural regeneration – case study from Masaryk Training Forest Enterprise Křtiny." Journal of Forest Science 66, No. 10 (October 29, 2020): 407–19. http://dx.doi.org/10.17221/78/2020-jfs.
Full textAbstract:
Forest gaps remain the optimal forest management practice in modern forestry. Upon all the physical properties of forest gaps, the ‘gap size’ feature stands out as an essential property. The effect of gap size on tree species composition and diversity of natural regeneration in forest gaps of different sizes was investigated. Eight research forest gaps were selected from the Training Forest School Enterprise, also called Masaryk Forest in Křtiny, a temperate mixed forest in the Czech Republic. By given gap sizes, small (< 700 m<sup>2</sup>) and large gaps (≥ 700 m<sup>2</sup>) were defined. Forty-one (41) regeneration microsites (RSs) of 1 m<sup>2</sup> circular area at 2 m intervals were demarcated within each forest gap. These RSs served as data collection points. From the total of eleven (11) species enumerated, large gaps obtained higher species composition (10) and diversity (Simpson = 0.5 1-D; Shannon = 1.0 H and Pielou’s evenness = 0.5 J indices) records, yet, small gaps presented favourable conditions for prolific natural regeneration significantly. Light-adapted species demonstrated no significant difference (P > 0.05) between small and large gaps, however, intermediate and shade-tolerant species were significantly higher (P < 0.05) in small gaps. There were progressive declines in height growth of natural regeneration from 0–20 cm to 21–50 cm and 51+ cm in small and large gaps at R<sup>2 </sup>= 99% and 88%, respectively. <br /> The development of herbaceous vegetation in small and large gaps had positive and negative effects on the natural regeneration of Fagus sylvatica and Abies alba species, respectively.
41
Asimakopoulou, Panagiota, Panagiotis Nastos, Emmanuel Vassilakis, Maria Hatzaki, and Assimina Antonarakou. "Earth Observation as a Facilitator of Climate Change Education in Schools: The Teachers’ Perspectives." Remote Sensing 13, no. 8 (April 20, 2021): 1587. http://dx.doi.org/10.3390/rs13081587.
Full textAbstract:
Climate change education (CCE) fosters the skills and behavioral patterns of students in regards to climate-related challenges and risks. Despite its importance, the integration of CCE in schools is challenging due to the interdisciplinary nature of climate science and the obstacles and demands of everyday school reality. Here, we examine the case of satellite Remote Sensing (RS) for Earth Observation (EO) as an innovative tool for facilitating CCE. We focus on Greece, a country that, despite being a hot spot for climate change, shows a low level of CCE integration in schools and awareness for EO-based educational resources. Based on interviews with in-service teachers, our research reveals the following: (a) there is a high interest in how satellites depict environmental phenomena; (b) EO is considered an efficient vehicle for promoting CCE in schools because it illustrates climate change impacts most effectively; (c) local natural disasters, such as intense forest fires and floods, are more familiar to students and, thus, preferable for teaching when compared to global issues, such as the greenhouse effect and sea level rise; and (d) educators are in favor of short, hands-on, EO-based activities (also known as “activity-shots”), as the most useful material format for integrating climate change topics in their everyday teaching practice.
42
Travleyev, A. P., and N. A. Bilova. "The book, dedicated to the plants of grass and subshrub layer – Kovalenko I. M. Ecology of the lower layer plants of forest ecosystems. – Sumy : University Book, 2015. – 360 p." Ecology and Noospherology 26, no. 3-4 (September 28, 2015): 141–45. http://dx.doi.org/10.15421/031528.
Full textAbstract:
A large array of information regarding the study of forest vegetation, represented by a great number of scientists, demonstrates the relevance of this direction and at the same time the gaps of existing research on this field. The author of the book is Ihor Mykolayovych Kovalenko, a representative of Sumy ecologists and botanists, a native of the scientific school of the well-known biogeocenologist and ecologist Julian A. Zlobin. The monograph is structured into 8 chapters, conclusions and a list of references. It is worth noting the presence of numerous diagrams, tables and figures which appropriately complement the text material. The peculiarity of the work is that the author, focusing on the lower layer plants of forest ecosystems, has also shown and analyzed the impact of various components of forest ecosystems on each other. This approach is characterized by a complexity which certainly enhances the practical value of the publication and the results it provides. The book is a comprehensive study of the plants of grass and subshrub layer of forest ecosystems. However, the author focuses on the need to conduct the constant monitoring of individual components and ecosystems in general, limited to the nature reserve areas. This publication may be recommended as a methodological manual while conducting such research. Outline of the book sections presented above clearly demonstrates a comprehensive and in-depth study of the lower layer plants of forest ecosystems in the north-east of Ukraine. In general, we believe that the reviewed scientific work of I. M. Kovalenko «Ecology of the lower layer plants of forest ecosystem» is a major contribution to the scientific literature on ecology and sozology. It will undoubtedly find a positive response in the wide circles of ecologists, geobotanists and phytosozologs.
43
Bølling, Mads, Erik Mygind, Lærke Mygind, Peter Bentsen, and Peter Elsborg. "The Association between Education Outside the Classroom and Physical Activity: Differences Attributable to the Type of Space?" Children 8, no. 6 (June 7, 2021): 486. http://dx.doi.org/10.3390/children8060486.
Full textAbstract:
Education outside the classroom (EOtC) has become an attractive approach, not only for learning but also for health. This explorative, cross-sectional study investigated children’s sedentary behaviours (SED), light physical activity (LPA) and moderate-to-vigorous PA (MVPA) on school days with an EOtC session in green space compared to school days with EOtC in other environments and without EOtC. Teachers from 17 Danish school classes practised EOtC for one school year on a weekly basis and self-reported the characteristics of the EOtC environment. The pupils’ PA was device-measured for seven consecutive days in a random period during the school year with AX3 accelerometers. Across 617 pupils (age 9–13 years), PA intensity cases (N = 2264) on school days (8:10–14:00 h) with (n = 317) or without (n = 1947) EOtC were included in a mixed-effects regression analysis. Mean exposure to EOtC was 262 min per session. School days with green EOtC (e.g., parks, forests and nature schools) were associated with (mean, [95% CI]) −24.3 [−41.8, −7.7] min SED and +21.3 [7.7, 36.4] min LPA compared to school days with non-green EOtC (e.g., cultural and societal institutions or companies) and with +6.2 [−0.11, 11.48] min MVPA compared to school days with a school-ground EOtC. No sex differences were found. In conclusion, school days with green EOtC must be considered promising to counteract children’s sedentary behaviours during school hours.
44
Som, Reba. "Significance of the environment in the songs of Rabindranath Tagore." Gitanjali & Beyond 2, no. 1 (November 24, 2018): 41–50. http://dx.doi.org/10.14297/gnb.2.1.41-50.
Full textAbstract:
Born in a family of fourteen siblings Rabindranath Tagore spent a lot of time alone though not lonely. From his childhood he had been a lover of nature. The large expanse of meadows in Santiniketan, the wide stretches of the river Padma at Shelidah skirted by the murmuring rows of coconut palms made him feel that he was part of a universal oneness. Tagore’s philosophy behind his school in Santiniketan was to enable his students to relate to the environment. With an unorthodox approach to education he encouraged them to walk bare footed to feel the dust under their feet and experience the touch and feel of trees which they could climb. Rabindranath’s model was the forest dwellings of ancient times – the tapoban – which Kalidasa had immortalised in his epic works. Most of Tagore’s Gitanjali songs were composed in Santiniketan and spoke of a deep spiritual presence in nature’s harmony amidst the diverse moods of the seasons. To celebrate the environment Tagore organised several festivals in Santiniketan and composed songs especially for them such as Basant Utsav (for spring), Barsha Mangal (for the monsoons), Sharad Utsav (for autumn) and Ritu Ranga (for all the seasons). He also introduced the colourful festival of tree planting (Briksha ropan) from a Bali dance tradition. Harvest was celebrated with Halakarshan when agricultural fields were symbolically ploughed. In the school song ‘Santiniketan’, students sang of their communion with nature, nurtured by groves and protected by an embracing sky.
45
Yamada, Ryo, Chihori Shiraoka, and Ayumu Nojo. "The Effect of a Nature Experience Activity with a Forest Experience on Ikiru Chikara (Zest for Living) and Symbiotic Values with Nature on Elementary and Junior-high School Students Living in Fukushima." Journal of the Japanese Forest Society 102, no. 1 (February 1, 2020): 69–76. http://dx.doi.org/10.4005/jjfs.102.69.
Full text
46
Lin, Hui, and Zhi Yong Bai. "The Plant Vitality and Air Anion Generator with its Use in Urban." Advanced Materials Research 479-481 (February 2012): 41–44. http://dx.doi.org/10.4028/www.scientific.net/amr.479-481.41.
Full textAbstract:
Air anion and Plant Vitality is the main component of the forest environment; they play a positive role within human and nature. The Plant Vitality and Air Anion Generator which based on Lenard effects can be diffused simultaneously refined gas plants and air negative ions. Furthermore, indoor and outdoor environment can be also improved by Plant Vitality and Air Anion Generator, it has a broad application prospects on hospitals, nursing homes, urban residential areas, parks, schools, and other places.
47
Anić, Igor. "Važnost šumarske nastave i znanosti na Sveučilištu u Zagrebu za razvoj hrvatskog šumarstva." Šumarski list 143, no. 1-2 (February 28, 2019): 59–71. http://dx.doi.org/10.31298/sl.143.1-2.7.
Full textAbstract:
This paper explores the influence of higher forestry education and forestry science at the Faculty of Forestry of the University of Zagreb on the formation and preservation of forest wealth in the Republic of Croatia during the past 120 years as the basic, authentic, self-renewable, biologically diverse and distinctly natural element. In order to do so, we shall provide a survey of some significant achievements of the faculty and its distinguished professors by citing examples of important textbooks and scientific papers. In the year 2018, the Faculty of Forestry in Zagreb marked the 120th anniversary of its establishment. It was on October 20th, 1898, that the Academy of Forestry was founded within the University of Zagreb as the first higher forestry institution in Croatia and in the south-east of Europe. The continuity of higher forestry education at the University of Zagreb has been retained to date through the periods of activity of the Academy of Forestry (1898 - 1919), the Faculty of Agriculture and Forestry (1919-1946), the Agricultural-Forestry Faculty (1946 - 1960) and the Faculty of Forestry (1960 - to date). Three characteristic periods can be singled out in the development of forestry education and science at the Faculty of Forestry in Zagreb in the course of 120 years: the first half of the 20th century, the second half of the 20th century and the first half of the 21st century. The first half of the 20th century witnessed a surge in the Croatian forestry, which can primarily be attributed to the development of higher forestry education and science at the Academy of Forestry and the Faculty of Agriculture and Forestry of the University of Zagreb. Among the most important contributions of university forestry education and science in Croatia are the establishment of the Zagreb School of Silviculture and the beginnings of organized and systematic scientific research in forestry. The second half of the 20th century is characterized by the blossoming of higher forestry education and science in Croatia, which had a direct impact on the condition of forests and the development of practical forestry. During this period, the Croatian forestry, science and practice became an outstanding example of mutual cooperation and powerful development, which brought about an improvement in the condition of forests in Croatia as a whole. The forestry practice firmly adhered to the principles of the Zagreb School of Silviculture, an orientation towards natural regeneration, natural stand structure, and natural, diverse and stable forests. This trend has continued in the 21st century. The new age has given rise to vast changes and challenges in higher forestry education and science. The crisis of forestry, which has gradually been evolving over the past fifteen years, has had its repercussions on the basic activity of the Faculty: higher education and science. Today, the Faculty of Forestry is confronted with two serious challenges: lesser interest of young people in studying and a reduced intensity and scope of scientific research in forest ecosystems. There are no objective reasons for either of the above, however. Forests are the most widespread and the most important natural wealth in the continental part of the Republic of Croatia. There are currently a large number of job openings in forestry and urban forestry, as well as in nature and environment protection, and this trend will continue to rise in the future. The Croatian forest ecosystems are facing growing numbers of challenges and problems. On the other hand, there are fewer and fewer workers in forestry. In view of this, there is no reason for crisis in one of the most natural and oldest studies at the University of Zagreb. On the contrary, forestry experts have splendid prospects in today’s ecological, economic and social conditions. The task of the Faculty is to adjust itself and its basic products, experts in the management of forest ecosystems of the Republic of Croatia, to new challenges. Forestry practice and forestry science must work together, just as they have done throughout the long forestry history. Only be doing so will their development be ensured in accordance with the definition: forestry is a science, profession and art of managing and preserving forest ecosystems for the permanent benefit of man, society, environment and economy.
48
Eloranta, Varpu, and Eija Yli-Panula. "Animals in the landscape drawings of Finnish and Russian young people – in the landscape they want to conserve." Nordic Studies in Science Education 1, no. 2 (December 7, 2012): 5–17. http://dx.doi.org/10.5617/nordina.479.
Full textAbstract:
This research was carried out in connection with “The Finnish-Russian Country School Project”. The aim is to compare Finnish and Russian pupils’ values in their drawings of the landscape (n=946) they want to conserve, and to pay attention to the animals they draw. The pupils were 7–15 years old. The landscapes were classified by the variables (country, age, sex), and analysed according to landscape type. The most prevailing landscape was nature (82%). The existence of animals was few in species; but there were more animals in the Russian drawings. The most frequently drawn groups were the“wave birds” and mammals. The Russians often presented the forest animals whereas the Finns drew the domestic species. With increasing age, the frequency of the animals decreased clearly in the Russian landscapes. A similar age distribution was not seen in the Finnish drawings. In conclusion, the animals were well placed in their ecological environment, indicating children’s good understanding of the natural habitat they were drawing.
49
Schneiderhan-Opel, Jennifer, and Franz X. Bogner. "Cannot See the Forest for the Trees? Comparing Learning Outcomes of a Field Trip vs. a Classroom Approach." Forests 12, no. 9 (September 16, 2021): 1265. http://dx.doi.org/10.3390/f12091265.
Full textAbstract:
Anthropogenically induced environmental changes, such as the persistent loss of biodiversity and decline in global forest stocks, require comprehensive, societal change towards sustainable behavior. Education is considered the key to empowering sustainable decision-making, cooperative participation, high levels of commitment, and motivation to support environmental protection. Holistic Education for Sustainable Development (ESD) approaches aim to foster eco-friendly behavior by combining knowledge acquisition with the promotion of affective drivers. The present study focuses on monitoring the individual interplay between ecological knowledge and environmental values. We compared learning outcomes within two environments: a nature-based, out-of-school setting at a local forest (study 1) and a classroom setting (study 2). Overall, 444 German 7th grade students participated in learner-centered activities on the topic of the forest ecosystem under anthropogenic influences. Following a quasi-experimental study design, we monitored pro-environmental and anthropogenic values (Preservation and Utilization) and knowledge at three test times: before (T1), directly after (T1) and six weeks after (T2) participation in the learning program. Students in both treatments acquired short- and long-term environmental knowledge regardless of the learning environment but in neither case did the learning activities intervene with individual environmental values. However, Preservation showed a positive correlation with the mean knowledge scores in both studies, while for Utilization, this relationship was reversed. A comparison of extreme groups revealed that, in both treatment groups, students with high pro-environmental values and low anthropogenic values showed a significantly better performance than their counterparts. Our findings highlight the importance of monitoring pro-environmental values when preparing educational modules for student groups independent from the learning environment.
50
Afanasyeva, N. A., and L. P. Afanasyeva. "Formation of the Cultural Code of a Generation: Keywords of Poetic Texts in Elementary School (Russian Empire — USSR)." Nauchnyi dialog, no. 12 (December 31, 2020): 26–38. http://dx.doi.org/10.24224/2227-1295-2020-12-26-38.
Full textAbstract:
The question of the possibility of analyzing texts to identify their axiological content based on keywords is considered. It is argued that linguistic units characterized by high frequency denote axiologically important concepts and form cultural attitudes in the reader. The characteristic features of the common cultural code for the nation and its unique features in a particular era are determined. The poetic texts of anthologies on literature of the 19th — early 20th centuries that have survived many editions, as well as textbooks of the 1930 — 1940s and 1970-1980s for primary school are analyzed. The research showed that the keywords of the lexical-semantic groups “Nature” (forest, land, field, sea) became common for the poetic texts studied in the elementary grades; “Light” (light, sun, day), “People” (person, child, people, country); that is, these are the words that are leading in the formation of the cultural code of the Russian people of the XIX—XX centuries. The “key words of the era” for the Russian Empire are the words soul, tsar, god; for the 1920s — labor; 1930s — song, Stalin; 1970s — mother, spring. The relevance of the study lies in its focus on identifying the basic concepts, meanings and values that form the cultural code of the nation, as well as on describing the dynamics of the cultural code in different historical eras.