AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
Table 1: Measure of impact – Location
Table 2: Measure of impact - Target group and its
predispositions
Table 3: Measure of impact - Parents / family environment
Table 4: Measure of impact - Kindergarten teacher
AREA
IMPACT SCALE -
M
ean
M
edi
an
1 least impact .........
greatest impact 5
1
2 3 4
5
KINDERGARTEN TEACHER
No. of votes from
panelists
Absolute number -
Teacher's didactic ability (teacher's ability to
engage, motivate, explain, listen, manage
children's work, use appropriate experiential
activities, games in the forest
0
0 0 5
7
4,
5
Teacher 's relation to environmental
education, forest, forestry, forester' s work
0
0 2 3
7
4,
5
Personal involvement of the teacher beyond
his or her duties
0
0 2 4
6
4,
4,
Teacher's erudition in the field of
environmental education, knowledge of
natural processes of the forest environment
0
0 3 6
3
4
4
Teacher awareness of forest pedagogy
programs
0
0 6 2
4
3,
3,
Table 5: Measure of impact - Environmental education, its goal
and content
AREA
IMPACT SCALE -
M
ean
M
edi
an
1 least impact .........
greatest impact 5
1
2
3
4
5
ENVIRONMENTAL EDUCATION, ITS
GOAL AND CONTENT
No. of votes from
panelists
Absolute number -
Forming the foundations for building a
positive relationship with nature (in the
cognitive, affective and psychomotor areas)
and the perception of oneself as its active part
(learning to live in nature, with nature and for
nature)
0
0
1
5
6
4,
42
4
,
5
Linking non-formal education in the forest
environment to the already learned subject
matters and subject matters that are currently
being studied
within formal education
0
0
0
8
4
4,
33
4
Forming the foundations of the perception of
the relationship between nature and its positive
impact on human health
0
1
1
6
4
4,
08
4
A balanced ratio of educational and training
goals appropriate to the age and individual
predispositions of children
0
1
2
4
5
4,
08
4
Systematic approach to information provision
(logical structure, logical order)
0
0
4
4
4
4
4
Basics of developing key competencies
0
0
5
3
4
3,
92
4
Forming the foundations of environmental
protection and creation
0
0
5
3
4
3,
92
4
Table 6: Measure of impact - Environmental education -
methods and forms
AREA
IMPACT SCALE -
M
ean
M
edi
an
1 least impact .........
greatest impact 5
1
2
3
4
5
METHODS AND FORMS
No. of votes from
panelists
Absolute number -
Natural activity and creativity of children,
joy of games and movement in nature
0
0
0
3
9
4,75
5
Mediation of a personal experience with
nature by using all the senses
0
0
2
0
10
4,67
5
Experiential nature of activities
0
0
0
4
8
4,67
5
The right choice of teaching methods and
forms of teaching
0
0
1
5
6
4,42
4,
5
The possibility of using forest as a source
of ideas and source of raw materials for
creative activities (use of leaves, fruits,
moss, flowers to create works of art -
contact with nature through natural
materials)
0
0
2
6
4
4,17
4
Opportunity to observe some professionals
while working. / loading and unloading of
wood, planting tree seedlings, taking care
of animals, etc./
0
1
1
8
2
3,92
4
Possibility to connect it with sport
activities, culture, social phenomena
0
0
6
4
2
3,67
3,
5
Effective involvement and enough
teaching aids
0
1
5
4
2
3,58
3,
5
The potential of modern technologies and
their effective use in educational activities
0
1
6
5
0
3,33
3
Table 7: Measure of impact - Educator of environmental
education (EE) from the external environment
AREA
IMPACT SCALE -
M
ean
M
edi
an
1 least impact .........
greatest impact 5
EDUCATOR OF ENVIRONMENTAL
EDUCATION (EE) FROM EXTERNAL
ENVIRONMENT
1
2
3
4
5
No. of votes from
panelists
Absolute number -
Lecturer training, his erudition in pedagogical
0
0
1
2
9
4,
5
AREA
IMPACT SCALE -
M
ean
M
edi
an
1 least impact .........
greatest impact 5
1
2
3
4
5
LOCATION
No. of votes from
panelists
Absolute number -
It is important to choose a suitable route in
terms of terrain and relief
0
1
2
3
6
4,1
7
4,
5
Attractiveness of the forest environment
with the possibility of direct observation, the
presence of various objects (feeder, tree
stand, nest, anthill)
0
0
2
6
4
4,1
7
4
Use of the kindergarten environment itself
(kindergartens should be a real example of a
positive attitude towards nature in their own
processes)
0
0
3
6
3
4
4
Children's residence (city, town, village,
dispersed settlement)
0
1
5
3
3
3,6
7
3,
5
Visiting other places or events focused on
environmental education (e.g. The Museum
of Forestry and Wood Technology, Forestry
Days, Forestry Open-Air Museum in
Vydrovská
dolina,
etc.)
0
3
6
1
2
3,1
7
3
Type of forest (old forests, thicket stands,
monoculture forests, mixed stands,
commercial forests, protection forests,
special purpose forests)
3
2
5
1
1
2,5
8
3
AREA
IMPACT SCALE -
M
ean
M
edi
an
1 least impact .........
greatest impact 5
1
2
3
4
5
TARGET GROUP AND ITS
PREDISPOSITIONS
No. of votes from
panelists
Absolute number -
Adequate
length of stay in the forest according
to the age of children
0
0
2
5
5
4,
25
4
Alternation of short attention spans
0
1
4
4
3
3,
75
4
AREA
IMPACT SCALE -
M
ean
M
edi
an
1 least impact .........
greatest impact 5
1
2
3
4
5
PARENTS / FAMILY ENVIRONMENT
No. of votes from
panelists
Absolute number -
Supportive family environment (children go
to nature with their parents from an early age,
parents build children's relationship to
responsible behaviour towards nature)
0
0
0
3
9
4,
7
5
5
Parental support, involvement of parents in
kindergarten activities, parental involvement
0
2
2
5
3
3,
7
5
4
- 154 -