@article {1300, title = {THE IMPORTANCE OF ENVIRONMENTAL EDUCATION AT AN EARLY AGE}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {August/2023}, pages = {Continuous}, type = {Editorial}, chapter = {564-567}, abstract = {There is no doubt that environmental education at an early age is significant for human development. When we refer to an early age, we mean the preschool and the primary stage of education (preschool education institution and primary school). It is obvious that the foundations of personality are formed at this stage, primarily a positive attitude towards nature and the surrounding world. At this stage, the child begins to distinguish himself from the environment, an emotional and value attitude towards the environment, nature, himself, and other people, etc., is formed. On the other hand, knowledge corresponding to a certain age of a personality (e.g., ecological), norms and rules of interaction with nature are required, on the other hand, it is extremely important to develop empathy for nature through various activities (e.g., actively solving certain environmental problems). It can be reasonably stated that the formation of values, nature cognition and a sustainable lifestyle are three essential factors determining (describing) the importance of environmental education. Thus, environmental education at an early age not only helps to develop environmental awareness but also promotes abilities and the attitude, which can determine a sustainable and responsible lifestyle in the future. From this point of view, the continuity and sustainability of this education is extremely significant. Environmental education in primary school can have a long-term effect on children{\textquoteright}s moral and worldview behaviour and contribute to sustainable development and global well-being. The period of primary education is a suitable and favourable environment for the formation of children{\textquoteright}s positive and rational attitude towards the environment, promoting environmental awareness and developing a sustainable lifestyle. }, keywords = {environmental awareness, environmental education, interaction with nature, preschool education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.564}, url = {https://oaji.net/articles/2023/987-1693507387.pdf}, author = {Vincentas Lamanauskas} } @article {876, title = {THE INFLUENCE OF INTERACTION WITH NATURE IN CHILDHOOD ON FUTURE PRO-ENVIRONMENTAL BEHAVIOR}, journal = {Journal of Baltic Science Education}, volume = {19}, year = {2020}, month = {August/2020}, pages = {Continuous}, type = {Original article}, chapter = {536-550}, abstract = {Pro-environmental behavior is a key to environmental sustainability. It is important to know which variables influence the development of pro-environmental behavior and how important direct interaction with nature is for future environmental engagement. The aim of the research was to examine the correlation between childhood interaction with nature and pro-environmental behavior as an adult and the mediators influencing this correlation. The respondents (N = 370) were selected by the snowball method and completed an on-line questionnaire. Bivariate correlation and parallel mediation analysis were done. Previous research studies focused mainly on one type of influence, and this research brought a comparison of three mediators. The results confirmed that interaction with nature in childhood affects future pro-environmental behavior. The main mediator seems to be the affective mediator. The cognitive mediator and interaction with nature in adulthood had only a small mediation effect. Children{\textquoteright}s emotional bonding with nature is the important element for the development of pro-environmental behavior. This appears to be a more effective way of ensuring stronger pro-environmental behavior in the future than building environmental knowledge or relying on sufficient interaction with nature in adulthood. }, keywords = {affective mediator, interaction with nature, mediation analysis, pro-environmental behavior}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/20.19.536}, url = {http://oaji.net/articles/2020/987-1597214205.pdf}, author = {{\v S}{\'a}rka Dole{\v z}alov{\'a} K{\v r}epelkov{\'a} and Jan Krajhanzl and Roman Kroufek} } @article {115, title = {INTERDISCIPLINARY APPROACH TO UNDERSTANDING A CHILD{\textquoteright}S ORIENTATION IN THE ENVIRONMENT: SOME REMARKS FROM RUSSIAN PERSPECTIVE}, journal = {Journal of Baltic Science Education}, volume = {5}, year = {2006}, month = {October/2006}, type = {Original article}, chapter = {51-60}, abstract = {The article highlights the research of a man{\textquoteright}s interaction with the environment. The research is based on literature sources in natural science and humanities. From the pedagogical point of view we prefer considering the orientation of a child, residing in an environment as research of his relations with the entire environment: with the natural, social and modified components. A tool to understanding this kind of a child{\textquoteright}s relationship with the environment is an interdisciplinary approach which helps to thoroughly characterize the main tendencies of a person{\textquoteright}s interaction with the environment from the different sciences perspective. Thereby, our vision of the problem of the child{\textquoteright}s orientation in the environment does not contradict the main trend of the development of different sciences knowledge about environment, which expect the study of the person{\textquoteright}s environment and clarification of his place in this environment. However, the orientation process will be more successful if: as early as in the primary school the child will understand the term "environment{\textquotedblright}, as a multi-component system, being an integrity of natural, changed (to different extent) environment and the social one, being in dynamic balance, when past, present and future are determined by conditions, which mankind (the society) is capable or not capable to create in the purpose of saving the civilization, on basis of time-appropriate relations, moral-ethical values, accepted and being used in the society; the child is to be considered as the subject of the activity and interaction with the environment, being inside the system, possessing psyche and capable to form up his life space, according to his wish; the child{\textquoteright}s orientation is to be viewed as a process, which is directed to transformation of a child{\textquoteright}s particular situation relationships with the surrounding reality into a stable value-oriented system; the result, which determines a general person{\textquoteright}s life-line (activity, actions) in his present and future relationships with the environment, is to be directed by viewing the environment as the main value.}, keywords = {interaction with nature, interdisciplinary approach, science education}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404234825.pdf}, author = {Eleonora Melnik} } @article {112, title = {THE SECONDARY SCHOOL LEARNERS{\textquoteleft} INTERACTION (FORMS 5 - 12) WITH NATURE: THE SEMANTIC STRUCTURE OF ATTITUDES IN TERMS OF LIFE PROTECTION}, journal = {Journal of Baltic Science Education}, volume = {5}, year = {2006}, month = {October/2006}, type = {Original article}, chapter = {5-19}, abstract = {The theoretical and practical facts prove that humankind increasingly devalue life primarily implementing personal needs and goals. Thus, the major objective of the learners{\textquoteright} science (self) education is fostering respect for nature and life. Although the issue is rather vital, the schoolchildren{\textquoteright}s interaction with nature is poorly investigated in Lithuanian as well as in other European countries. The object of the latter research is disclosing attitudes towards life protection in the process of the interaction with nature. The article deals with the semantic structure and the main peculiarities of the learners{\textquoteright} attitudes towards life protection on the basis of which the factors determining the attitudes could be predicted and an effective system of educational support could be developed. 1787 teenagers participated in the survey. A quantitative and qualitative assessment indicates that more than a half of the respondents (64\% of the answers) have positive attitudes towards the protection of single plants and animals{\textquoteright} species. Less than a half of the surveyed participants expressed neutral and negative attitudes (19\% and 17\% of the answers respectively). Despite the fact that quite a few learners support an idea about life protection, a semantic assessment of the attitude structure shows that the utilitarian, pragmatic and egocentric components of emotions are mainly prevailing. However, an expression of the ethic and value-based components remains weak and more diffusive. The learners{\textquoteright} attitudes towards life protection are full of semantic conversions. Hence, the obtained results presuppose the necessity of educational intervention. }, keywords = {attitudes, interaction with nature, respect for life, science education, semantic categories}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1404234637.pdf}, author = {Vincentas Lamanauskas and Irena Gailiene and Rytis Vilkonis} } @article {44, title = {SOME ASPECTS OF MOTIVATION OF INTERACTION WITH NATURE}, journal = {Journal of Baltic Science Education}, volume = {1}, year = {2002}, month = {October/2002}, type = {Original article}, chapter = {40 - 49}, abstract = {Natural Science education is important for all stages of the human{\textquoteright}s ontogenesis. Besides, it carries a diverse and specific character throughout different age periods. Therefore, the opinion, that primary school doesn{\textquoteright}t play a significant role guarantying Natural Science technological literacy, arises as the wrong one. On the contrary, most of the researches indicate that this stage of Natural Science education is of great importance. Moreover, the situation discloses that Natural Science education at primary school is indispensable and the most complicated one. The gaps in knowledge of the discussing subject left within this period of education can be hardly restored in the future. It has been accepted that the 21st century should be called a century of modern biology. And it concerns not intellect only. Moral issues, such as respect for nature and harmony with it, have become very important. Finally, the human should understand his inability of becoming the Lord of Nature. Thus, Natural Science Education should somehow support this idea. Theoretical analysis allows to maintain existing various typologies of motivation. 307 primary school teachers and 257 students have participated in the research. The research indicates that the practical type of motivation of interaction with nature predominates among the primary school teachers and students while the esthetic type of motivation is in the second place. The cognitive type of motivation appears as the weakest one. }, keywords = {interaction with nature, motivation, primary school}, issn = {1648-3898}, url = {http://oaji.net/articles/2017/987-1504180750.pdf}, author = {Vincentas Lamanauskas} }