The aim of this article is to promote the use of a portfolio as an evaluation tool for the cross-cutting theme of environmental education in curricula. This instrument represents an alternative form of evaluation in pedagogical praxis – and it offers a simple, effective and unbiased tool, compared with examination and testing. On the other hand, in the Czech Republic it is often understood as a collection of marked tests over a long time period. For this reason, a recommendation from the SKAV roundtable suggested using the term “student’s portfolio”.
Full text available only in Czech - Žákovské portfolio – vhodná forma hodnocení environmentální výchovy (Recenzovaná verze, 3/2007)
The aim of this text is to examine some basic characteristics of Arne Neass’ philosophical concept, examines their connection with the authors’ personality and selected outlines of historical development of European culture in the first half of 20th century and prove the philosophical grounds upon which Arne Neass’ deep ecology stands preexisted independently of Neass. It endeavors to refer to certain inconsistent tendencies of Neasses´ ecosophy T. Therefore the text is a direct polemic with the Neass’ interpretation of deep ecology in the writings of leading Czech environmentalists professor Hana Librová and professor Erazim Kohák. After the historic-psychological discussion of the genealogy of Arne Neass’ philosophical opinions, the focal point of argumentation shifts to the analysis of a selection of Neass’ texts. In total three studies of the ontological recourses and mental maps of Neass’ texts prove his deep ecology consists of two very contradictory tendencies: a humanistic and enlightenment tendency and the tendency of the emotionally and religiously antirational.
Full text available only in Czech - Rozporuplný Arne Naess – několik poznámek k zakladateli hlubinné ekologie II
Environmental problems – in the context of global climate change, reduction in the capacity of the landscape to support life, resource exhaustion or lifestyle changes – have become an important political theme. At the same time, the fundamental social and economical function of universities has start to prevail. On top of this, demands on the high quality of its “outcomes” as a basic level of reliability for decision making processes grow. Universities are thus being differentiated according to their research performance (as research universities/polytechnics) – a process is especially visible in the Czech context. All stakeholders including NGOs will more require yet more “hard data” and information verified by standard procedures of science, and the need for high-level experts in all fields will grow.
Full text available only in Czech - Univerzity, věda, výchova a globální vývoj
The article summarizes findings of research on assessing the level of pro-environmental attitudes and behaviour of high school students from environmentally oriented schools. It introduces findings of a small research study focused on the measurement of pro-environmental attitudes and behaviour of students from environmentally oriented secondary schools. The experimental group consisted of 89 students from the fourth year of study from two secondary schools. Both schools in the experimental group declare their orientation towards environmental topics and environmental education is mandatory in their curricula. The control group consisted of 112 final year students from non-environmentally profiled schools. The research showed very small differences in both attitudes and behaviour between the groups and did not support the hypothesis about the higher level of pro-environmental behaviour and attitudes of students attending environmentally oriented schools.
Full text available only in Czech - Vliv environmentální profilace středních škol na proenvironmentální postoje a jednání studentů
The article is concerned with an evaluation of learning programs of environmental education. Through a concrete example it shows the possibility of assessing and quantifying students’ change in attitude towards the environment during participation in the created learning program, which was based on Earth Education.
It builds on the work of the Institute for Earth Education which is working both on creating learning programs and evaluation methodology for achieving defined outcomes. The review of the Institute’s research describes the positive influence on knowledge, attitudes and behaviour of participants in their programs (Sunship Earth, Earthkeepers), but methodology used has not yet been published.
This paper surveys the evaluation of the learning program Earth Guardians created by the author and based on ideas of Earth Education. The target group comprises secondary school students (11-13 years old). In more detail it is focused on evaluation of changes in values and attitudes of participating students. For the research, the modified instrument for measurement of environmental attitudes – The New Environment Paradigm scale – was used.
The students who participated in the program accomplished better results in awareness of environmental issues, but a significant difference was only in the statement “Me and my damage to the environment” It is necessary to continue with the research, by finding a representative sample control group. Only then we can decide if our methodology will be useful for the evaluation of learning programs of environmental education.
Full text available only in Czech - Evaluace výukového programu environmentální výchovy