AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
Based on the solution of the research problem in connection with
our research project in the field of forest pedagogy in
pedagogical practice, we were also interested in opinions on the
use of forest pedagogy within Elementary realia subject and
opinions on the conditions for education for sustainable
development. We assumed that by observation or learning in the
natural environment - in the forest environment, we have the
opportunity to build a positive relationship to nature and to the
environment in which the pupils live. We wanted to know to
what extent is the forest pedagogy known and widespread
among primary school teachers. We were interested in whether
during their pedagogical practice they have ever encountered
forest pedagogy, what importance they attribute to it in terms of
primary education, and to what extent the pupils like the topic of
the forest. The field of forest pedagogy education is relatively
uncommon, so we assumed that teachers will not have much
experience with it. We asked if and where they dealt with forest
pedagogy. We received 11 types of answers to the question, with
the largest representation of 93 answers - was the answer that
they had not yet the opportunity to deal with it. Even if they
came across a forest pedagogy, it was in the library during a
discussion with a forester or hunter, on the Internet, in the media
or during a school trip. Some teachers also stated that the
became familiar with it while preparing for the profession. In
two cases, they stated that they met with a forester on the
occasion of Children's Day or St. Hubert' Day. Only one
participant stated that they had the opportunity to cooperate with
a forest pedagogue half the day. She evaluated this meeting very
positively because, in addition to playing games and organising
competitions on the campus, which resembles a forest
environment, there were also activities to develop students'
creativity. Pupils also appreciated the hunting exhibition of
trophies, an explanation of how ecosystems works in the forest
and life in the forest in general. The teacher pointed out, that the
didactic games strongly affected the pupils because they wanted
to return to them and build on the acquired knowledge. Among
other things, she also stated: In our primary school we cooperate
with a forest pedagogue and we meet her twice a year in
discussions, on the school premises or in the village and its
surroundings. We go to listen to the sounds of birds, collect
medicinal herbs, observe nature, surroundings, beautify the
environment near the school, forest paths, sidewalks, feed
animals, clean the stream, play and perform fun tasks in nature
and in a nearby park.
In one case, they also stated that they had responded to the
protection association's offer. We can state that the core of forest
pedagogy – didactic activities with children in the forest
environment with a specific educational goal and content
implemented by a qualified forest teacher - is not yet a stable
part of the education process in schools. The school will even
respond to the offers of conservation organizations, whose
lecturers have no education for teaching topics about the forest
and the forest environment, or even experience with the forestry
profession. Enthusiasm is definitely not enough in this case,
a certain amount of expertise is required. Sometimes only the
enthusiasm without expertise can be harmful. The above
mentioned views resulted from the discussions that were part of
our professional seminars with teachers. Including forest
pedagogy in pre-school and primary education with emphasis on
the goals of the State Education Program, in the formal and non-
formal level of education, is also one of research tasks. We have
found out that there are suitable school premises in most of the
schools and that there can also be found some trees on the
premises.
The fact that teachers are not familiar with the core of the forest
pedagogy and do not have specific experience with a forest
pedagogue in the conditions of teaching process is also proved
by their opinions. We found out that the respondents are not
determined whether some topics about the forest environment
should be taught by an expert from the external environment,
specifically a forest teacher or not. Up to 42% of all the
respondents were not able to make a decision in terms of this
subject matter. Despite the fact that they have no experience with
forest pedagogy, a relatively high percentage of 29% attaches
great importance to it, or more precisely, on a 7-point scale (7 is
the most), the values of 6 and 7 was attributed by 46% of
respondents, which is almost half of them. This means that the
forest pedagogy can definitely find its place in contents of
Elementary realia subject in primary schools. We would like to
remind that the value of 7 (means
"
very important
"
) was the
second most saturated value on the scale.
In terms of the forest pedagogy, we were interested in the
importance that teachers attach to topics of the forest and the
forest environment in the teaching of Elementary realia subject.
According to them, these topics should not stay on the periphery.
They are aware of the fact that topics related to the forest
environment are not only part of the Elementary realia subject,
but also part of other subjects – such as Reading, Art Education,
Mathematics, etc. They emphasize that these topics are not only
interesting for pupils, but also necessary for them. They stated
that children do not go to woods very often nowadays, so some
information may be new to them. Especially the conversations
about animals are always interesting for them. Other
participants expressed a similar opinion, stating that they would
consider teaching these topics in the forest or in a territory
reminiscent of the forest, to be the most effective. Their
experience also shows that several schools have at least a few
coniferous trees in the area. They stated that pupils interested in
this topic always observe, discover and ask about the growth of
cones, needles, or class and compare leaves, fruits, bark, etc.
Several respondents admitted that that it is not always possible
for a teacher to explain it to them proficiently and answer all
their questions. According to respondents, there is a need to
involve parents, volunteers and members of the Young Naturalist
club in afforestation of the school surroundings. We can see that
forest pedagogy overlaps with non-formal education. This is also
one of the ways how we can make the child to be more aware of
the importance of protecting the environment. This however
requires professional consultation or practical help.
We were also interested in pupils' interest in topics related to the
forest environment. We discovered that the scale 6 was the most
represented, followed by the scale 7, which makes up a total of
52%. A neutral attitude was expressed by up to 19% of
respondents. On a scale of 1 to 3, 14% expressed disinterest in
these topics. The remaining 15% was expressed on a scale of 5,
which we could consider positive. Based on the research
answers, we see that respondents perceive the topic of the forest
as necessary and interesting not only for students but also for
teachers.
In addition to the forest environment, we were also interested in
teachers' opinions on sustainable development and its place in
education process. Both respondents and participants agreed
unanimously that this is a topic that needs our attention. They
pointed out that this should be a cross-cutting theme of all
subjects. They reminded that there is a need to devote more time
to this topic in every thematic unit and if students have
questions, they should be discussed in depth.
In connection with the topic of sustainable development, we
wanted to find out who, in their opinion, plays a major role in
education for responsible behaviour. They expressed very
similarly to a previous question, that the matter of responsibility
should be part of all the subjects, not only of Elementary realia
subject. It is also necessary that not only teachers but also
educators or parents would focus on teaching responsibility.
Several respondents think that some of the teachers would need
it as well considering the negative behaviour of pupils during
breaks. However, they reminded that they are on the same page
with the educators in terms of their approach to education.
Teachers also appreciated and agreed on the approach of
grandparents, which is reflected in the thinking and actions of
pupils. What we consider to be a negative, however, is the fact
that there were some opinions according to which teachers
considered clean desk and responsibility for school matters or
school interior to be an example of responsible behaviour. It was
not possible to determine whether they are aware of the fact that
the responsibility for sustainability means not only to protect
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