98 research outputs found
Competing activities as measures of fear and vigilance
In animal behavioural research on vigilance, visual signs of alertness are usually used to estimate perceived risk (an internal “fear” state) of free-ranging animals. Different measures of vigilance and competing activities (e.g., predator vigilance, conspecific vigilance, feeding, food handling) provide clues for better understanding vigilance behaviour. How efficiently does an animal in a vigilant/non-vigilant posture devote attention to threats or invest in other activities, such as searching for or handling food? Several species regularly withdraw to a sheltered spot when feeding in an abundant food patch, spending short periods in complete safety. Frequencies of feeding interruptions or false-alarm flights provide alternative measures of fear. I review how these phenomena may relate to the human understanding of the threats animals may perceive
A fenntarthatóságra nevelési törekvések hatásának értékelése hazai középiskolákban és kapcsolódó kutatásmódszertani ajánlások
Examining environmental attitudes and pro-environmental behaviours in schools is key in assessing how the requirements regarding the improvement of students’ attitude and behaviour about sustainability towards becoming pro-environmental appears in pedagogical work. This way feedback for the development of pedagogical work is provided. In this study, we examined students’ attitudes and behaviours concerning sustainability in 14 Hungarian secondary schools, as well as the sustainability education (ESD) related efforts of their schools and teachers. Environmentalism (i.e. attitudes and behaviour) in students was mostly influenced by factors related to socio-economic background (type of settlement, county, parents’ education, school status as a proportion of successful graduations), while grade and gender had only a small effect. Our research confirmed that the ESD efforts of Hungarian secondary schools have a positive impact on students’ environmentalism. Due to the ESD efforts (e.g. facilities and programs related to sustainability) environmentalism has improved in students, indicating the effectiveness of focused pedagogical efforts. Furthermore, ESD efforts were linked to the time of participation in the eco-school program, confirming that participation in the eco-school program helps schools to make continuous progress towards the development of sustainability related knowledge, skills and competences of their students.A környezeti attitűdök Ă©s környezetbarát viselkedĂ©s mĂ©rĂ©se az iskolákban kulcsfontosságĂş annak felmĂ©rĂ©sĂ©hez, hogy az iskolákban folyĂł pedagĂłgiai munka során mennyire valĂłsulnak meg a diákok fenntarthatĂłsággal kapcsolatos attitűdjeinek Ă©s viselkedĂ©sĂ©nek környezetbarát irányba valĂł fejlesztĂ©sĂ©nek elvárásai. Ezáltal visszajelzĂ©ssel szolgálnak a pedagĂłgiai munka fejlesztĂ©sĂ©hez is. Tanulmányunkban 14 közĂ©piskola diákjainak fenntarthatĂłsággal kapcsolatos attitűdjeit Ă©s viselkedĂ©sĂ©t, valamint iskoláik Ă©s tanáraik fenntarthatĂłságra nevelĂ©ssel kapcsolatos törekvĂ©seit vizsgáltuk. A környezettudatosságot (attitűdöket Ă©s viselkedĂ©st) leginkább a diákok társadalmi-gazdasági hátterĂ©vel összefĂĽggĹ‘ tĂ©nyezĹ‘k befolyásolták (telepĂĽlĂ©stĂpus, országrĂ©sz, szĂĽlĹ‘k iskolai vĂ©gzettsĂ©ge, az iskola sikeres Ă©rettsĂ©gik arányában mĂ©rt státusza), az Ă©vfolyamnak Ă©s a nemnek csak kisebb hatása volt. A kutatás során megerĹ‘sĂtĂ©st nyert, hogy közĂ©piskoláink fenntarthatĂłsági törekvĂ©sei pozitĂvan befolyásolják a diákok környezettudatosságát. A fenntarthatĂłságra nevelĂ©si törekvĂ©sekkel (pl. fenntarthatĂłságra nevelĂ©shez kötĹ‘dĹ‘ lĂ©tesĂtmĂ©nyek Ă©s programok) összefĂĽggĂ©sben javult a diákok környezettudatossága, jelezve a fĂłkuszált nevelĂ©si törekvĂ©sek hatĂ©konyságát. Továbbá az iskolák e törekvĂ©sei összefĂĽggtek az ökoiskolai programban valĂł rĂ©szvĂ©tel idejĂ©vel, megerĹ‘sĂtve, hogy az ökosikolai programban valĂł rĂ©szvĂ©tel folyamatosan segĂti az iskolák elĹ‘rehaladását azon cĂ©ljuk megvalĂłsĂtásában, hogy egyre pozitĂvabb hatással legyenek a környezettudatossággal összefĂĽggĹ‘ tudás, kĂ©szsĂ©gek Ă©s kompetenciák fejlesztĂ©sĂ©re
Comparing environmental awareness of Hungarian students in high-schools with different socio-economical background
The importance of education for sustainable development and environmental sustainability (ESD) was
acknowledged decades ago. Many studies investigated students' environmental awareness, but the majority
are simple descriptive ones. Only few studies try to
investigate efficiency of ESD in schools and the causal
background that shapes students' environmental awareness. By means of questionnaires, environmental
awareness of 845 students and their
socio
-
economical background
was measured in 13 Hungarian
seconda
ry schools. A pragmatic analysis was performed in order to explore which are the main factors,
either student's background or school's background related factors, responsible for the huge variation
observed in the environmental awareness of students. Diffe
rent aspects of environmental awareness were
investigated, such as self
-
declared behaviours (consumer habits, healthy food habits, thrifty habits, waste
management) and environmental attitudes. In a preliminary study, teachers were also asked in detail on
environmental education principles and the related infrastructural background in the schools. We found that
aspects of environmental awareness are strongly determined by the students’ socio
-
economic background.
Elaborated further analyses of schools’ envir
onmental education principles (including eco
-
school title and
practice) are needed to ascertain the effect of ESD on students’ attitudes and behaviours
Forest schools in the teacher training programs of the University of NyĂregyháza – proposals to the research of forest schools’ programs
Forest school programs are excellent but not widespread tools in environmental education that scould be incorporated into teacher training programs. Its usefulness in teacher training practice is presented here at the example of the University of NyĂregyháza. We are convinced and we show it using some examples that forest school programs improve environmental consciousness, holistic world-view and pedagogical competencies of students. We hope the advantages presented here contribute to the increase of the role of forest school programs in teacher training practice. Some proposal to the further research in relation to forest school programs is also presented.A környezeti nevelĂ©s egy jĂłl használhatĂł, de nem elĂ©g szĂ©les körűen használt eszköze az erdei iskolai programokban valĂł rĂ©szvĂ©tel. Az erdei iskolai programok szerepeltetĂ©se a pedagĂłgus hallgatĂłk kĂ©pzĂ©sĂ©ben több tekintetben is hasznos lehetĹ‘sĂ©gekkel kecsegtet. Ezen lehetĹ‘sĂ©geket vesszĂĽk sorra, továbbá bemutatjuk, hogy a NyĂregyházi Egyetem hogyan Ă©l ezekkel pedagĂłgus kĂ©pzĂ©seinek gyakorlatában. Rámutatunk, hogy a pedagĂłgus szakok hallgatĂłinál hogyan járulhatnak hozzá az erdei iskolai foglalkozások a környezettudatos szemlĂ©let formálásához, illetve a hallgatĂłk mely kĂ©szsĂ©geik, pedagĂłgiai kompetenciáik fejlesztĂ©sĂ©ben lehet e foglalkozásoknak jelentĹ‘s szerepe. RemĂ©ljĂĽk, hogy az általunk bemutatott elĹ‘nyök hozzájárulnak ahhoz, hogy az erdei iskolai programokon valĂł rĂ©szvĂ©tel minden pedagĂłgus szak kĂ©pzĂ©sĂ©ben nagyobb szerepet kapjon a jövĹ‘ben. VĂ©gĂĽl nĂ©hány javaslatot vetĂĽnk fel, amelyek jĂł kiindulási alapot kĂ©pezhetnek az erdei iskolai programok további kutatási irányainak, kutatási kĂ©rdĂ©seinek tervezĂ©se során
Digitális könyvtárak a nagyvilágban
Hazai és külföldi digitális könyvtárak bemutatásarégi képzésinformatikus könyvtáro
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