<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vincentas  Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ENVIRONMENTAL EDUCATION IN PRESCHOOL AGE AS AN EDUCATIONAL PRIORITY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">ecological awareness</style></keyword><keyword><style  face="normal" font="default" size="100%">environmental education</style></keyword><keyword><style  face="normal" font="default" size="100%">preschool age</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4843268</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">84</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Preschool age is one of the most sensitive and important periods for the formation of a person's relationship with the world. It is then that a child first begins not only to get to know the environment, but also to understand his place in it. Therefore, environmental education at this stage cannot be perceived as a narrow topic about waste sorting or individual cleaning campaigns. Preschool environmental education is extremely important because a positive attitude towards nature is formed in childhood. Young children more easily acquire values and habits, therefore the development of ecological awareness already in preschool age makes sense. Children who learn to care for the environment (e.g., through waste disposal, water or energy conservation) will carry these habits into adulthood, reducing potential environmental damage in the future. </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">254-258</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Rita Horak</style></author><author><style face="normal" font="default" size="100%">Lenke Major</style></author><author><style face="normal" font="default" size="100%">Szabolcs Halasi</style></author><author><style face="normal" font="default" size="100%">Vukov Raffai, E.</style></author><author><style face="normal" font="default" size="100%">Janos Samu</style></author><author><style face="normal" font="default" size="100%">Pinter Krekic, V.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SUSTAINABILITY EDUCATION AND ENVIRONMENTAL ATTITUDES IN MINORITY TEACHER TRAINING: A CASE FROM SERBIA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">attitude formation</style></keyword><keyword><style  face="normal" font="default" size="100%">education for sustainable development</style></keyword><keyword><style  face="normal" font="default" size="100%">environmental education</style></keyword><keyword><style  face="normal" font="default" size="100%">quantitative longitudinal research</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher training</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4714159</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Integrating sustainability education into teacher training remains a key challenge, particularly in minority language contexts where environmental and cultural dimensions intersect. This study examines how education about sustainability can be effectively integrated into teacher training in such a setting. Specifically, it examines the effects of three elective environmental education courses ‒ introduced during the 2020 curricular accreditation ‒ on the environmental attitudes of students enrolled in Hungarian-language teacher training in Serbia.
The research involved a sample of 150 students over three academic years (2022–2025) and employed a quantitative design using three validated psychometric instruments (RevNEP, ENV, and CHEAKS) to assess ecological worldviews, environmental values, emotions, and behavioural intentions. Data were analysed through descriptive and inferential statistics, revealing statistically significant positive changes in students’ environmental attitudes: RevNEP indicated stronger ecological worldviews, ENV showed growth in pro-environmental values, and CHEAKS demonstrated the development of affective and behavioural dimensions.
The results suggest that the substantive characteristics of the specialization itself, and the students’ motivations have a greater influence on attitude formation than the academic year itself. The study underscores the dual function of minority teacher education: fostering sustainability-oriented awareness while preserving cultural identity. These findings, based on multi-year quantitative evidence, strengthen the empirical understanding of attitude formation in sustainability education and hold direct implications for curriculum development and international discourse on teacher training.
</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">766-785</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Olugbenga Adedayo Ige</style></author><author><style face="normal" font="default" size="100%">Loyiso C. Jita</style></author><author><style face="normal" font="default" size="100%">Thuthukile Jita</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MAJOR PERSONALITY TRAITS INFLUENCING ENVIRONMENTAL KNOWLEDGE: A CASE OF URBAN LEARNING ECOLOGIES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">environmental education</style></keyword><keyword><style  face="normal" font="default" size="100%">environmental knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">field-based research</style></keyword><keyword><style  face="normal" font="default" size="100%">major personality traits</style></keyword><keyword><style  face="normal" font="default" size="100%">students</style></keyword><keyword><style  face="normal" font="default" size="100%">urban learning spaces</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/457-1550425039.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">77</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The grim actualities of modern societies have shifted the attention of human beings from civil wars and beggary to environmental issues such as pollution and climate change. The subtle shifts in environmental balance that are observable from global warming, water scarcity, and poor harvest resulting from erratic rainfall distributions across different countries of the world has led to global campaigns in order to promote positive environment behavioural change. Several change agents have advocated the use of mitigation practices such as using emerging western and indigenous technologies and renewable energies, they have overlooked the major personality traits that will implement the proposed changes. Hence, this research explores the influence of major personality traits on students' environmental knowledge in urban learning spaces. The social cognitive theory was used to untangle the conforming and non-conforming environmental behaviours of students in urban learning spaces. The research adopts a 'field-based' MO to gather data from four hundred and sixty-two students that were randomly selected from thirteen secondary schools in urban centres in Nigeria. Research instruments such as the NEO Five-Factor Inventory and Environmental Knowledge Test were adapted to collect data from the selected students. The quantitative data were subjected to multiple regression analysis. Results showed that there was a significant influence of the major personality factors on students' environmental knowledge (R= 0.297). The research recommends that teachers should include these major personality traits in the environmental education programme of their schools.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">39-54</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Janos Mika</style></author><author><style face="normal" font="default" size="100%">Andrea Farkas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ON SYNERGIES AND CONFLICTS BETWEEN THE SUSTAINABLE DEVELOPMENT GOALS (2016-2030) AND RENEWABLE ENERGY SOURCES FOR EDUCATION OF AND BY SUSTAINABILITY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">climate change</style></keyword><keyword><style  face="normal" font="default" size="100%">environmental education</style></keyword><keyword><style  face="normal" font="default" size="100%">renewable energy</style></keyword><keyword><style  face="normal" font="default" size="100%">sustainable development</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=1237099</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">75</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In September 2015 the United Nations (UN) accepted the Sustainable Development Goals (2016-2030) for mankind, including 17 Goals and 169 detailed Targets. Sustainability is understood in the wider sense by the document, considering society and economy not just as conditions for environmental sustainability, but as equally important pillar of the „building of sustainability”. Fulfilment of these goals and targets needs active participation of present and future generations, hence education of these tasks is inevitable. The aim of the research is to specify those goals and detailed targets in which renewable energy sources are involved. The latter is just one aspect for bringing the whole complex closer to the adults and youngsters to educate. This topic, however, is characterised by three features that make this aspect appealing: renewable energies are (i) fast developing, (ii) future oriented by saving the environment and (iii) they represent relatively new pieces of knowledge, so contemporary information should not fight with older learning. Before turning to these goals and targets, a reasonable classification of the 17 goals, listed without any systematic order in the UN document, is provided. The presented classification of the goals recommends the following groups: (i) Primary needs of humans (Goals 2, 3, 6 and 7) (ii) Equality between humans (1, 4, 5 and 10), (iii) Efficient, sustainable production (8, 9, 12 and 13), (iv) Landscapes in danger (11, 14 and 15) and (v) Worldwide cooperation (16, 17). From these Goals, No. 7 (affordable and clean energy) and No 13 (climate action) are in full synergy with the aim of extended renewable energy utilisation, but No 2 (zero hunger) might be in contradiction with extensive land use for bio-energy. If consumption of timber for bio-energy continues to be intense than No. 15 (life on land) may also contradict to other goals of sustainable development. Six further targets are identified as related to renewable energies without relatedness of the complete goals. So, we may consider 14 targets belonging to 9 goals to be related to energy sources. The recommended classification of the goals and quotations of the energy-relevant targets are illustrated by some world-wide and Hungarian indicators. Being acquainted with these objectives is useful for all youngsters, presented at their level of knowledge, and it provides a good basis to refresh one’s activity expressed in the environmental education. </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">182-193</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sirpa Kärkkäinen</style></author><author><style face="normal" font="default" size="100%">Laura   Haukipuro</style></author><author><style face="normal" font="default" size="100%">Anna-Maija   Rummukainen</style></author><author><style face="normal" font="default" size="100%">Tuula Keinonen</style></author><author><style face="normal" font="default" size="100%">Heikki   Simola</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ENVIRONMENTAL RESPONSIBILITY: A CASE STUDY AMONG SIXTH GRADERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">environmental education</style></keyword><keyword><style  face="normal" font="default" size="100%">environmental problems</style></keyword><keyword><style  face="normal" font="default" size="100%">environmental responsibility</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420054023.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">54</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of this study was to clarify sixth graders’ (aged 12-13, N=87) perceptions about environmental problems and environmental responsibility. Four classes from two Finnish primary schools participated in the study. In the first case (n=62) which focused more on perceptions about environmental problems, the data was collected using a questionnaire. It was found that sixth graders perceived the most important environmental problems as being littering, pollution, climate change, and how much we waste. Pupils also highlighted environmental responsibility. Their answers revealed a wide range of ways for protecting the environment such as recycling, sorting, and favoring the use of environmentally cleaner vehicles. The second case more closely examined responsibility for the environment; with the aid of a picture/image to stimulate their perceptions, pupils were able to recognize environmental problems. The data comprised of writings in connection with the image (n=25) and interviews (n=12). Pupils were categorized into four groups according to their perceptions about responsibility: environmental citizens, daily active persons, free riders and disinterested persons. Environmentally responsible behavior in sixth graders was most significantly influenced by the home, being dependent upon which action model of sorting and recycling was in use there. Both data collection methods supported each other, providing similar results. The sixth graders were not only well aware of environmental problems, they were also committed to take the environment into account and act in an environmentally friendly way. In conclusion, sixth graders’ environmental education could include discussion about actions on behalf of the environment, but additional sensitization towards the environment is still needed for some pupils.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">22-38</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Maria  João Silva</style></author><author><style face="normal" font="default" size="100%">Joaquim Bernardino   Lopes</style></author><author><style face="normal" font="default" size="100%">António  Alberto Silva</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">USING SENSES AND SENSORS IN THE ENVIRONMENT TO DEVELOP ABSTRACT THINKING – A THEORETICAL AND INSTRUMENTAL FRAMEWORK</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">abstract thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">environmental education</style></keyword><keyword><style  face="normal" font="default" size="100%">sensors</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1419413776.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">53</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The authors of this paper present a framework developed in a project that explores the use of senses and sensors in environmental education, to develop children’s abstract thinking. The research started with a brief formulation of a framework that was used to guide the cross-analysis of six case studies, in order to explore its usefulness. This analysis showed that it was possible to teachers to support the development of children’s abstract thinking by facilitating the use of senses and sensors in inquiry activities; and by scaffolding complex tasks, using concreteness fading, and bridging representations, with different levels of abstraction. The analysis also showed that the assessment of the development of abstract thinking can be based on the analysis of children’s epistemic practices, like observing, describing, interpreting, and creating multiple representations. Furthermore, the cross-analysis showed that sensorial information was used as a concrete basis to abstraction. After that, an improved framework is presented, showing how senses and sensors may be used in authentic activities to develop abstract thinking: (a) making it possible to observe the unobservable (for human senses), (b) scaffolding the understanding of patterns resulting from the influence of independent in dependent variables, (c) facilitating epistemic practices.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">99-119</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sirpa Kärkkäinen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">HOW DO ANIMALS SPEND THE WINTER? A FINNISH STUDY ON THE USE OF VEE HEURISTICS IN A BIOLOGY UNIT FOR EIGHTH GRADERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">biology education</style></keyword><keyword><style  face="normal" font="default" size="100%">environmental education</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary school</style></keyword><keyword><style  face="normal" font="default" size="100%">winter ecology</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1413729111.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">47</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of this study was to describe the eighth graders’ (N=92) biology learning process and the use of Vee heuristics in six Finnish secondary school classes (age 13-14 years). The teaching unit “How do animals spend the winter?” had an inquiry-based approach by using Vee heuristics. Part of the learning took place in the local Science museum. In this study, Vee heuristics consisted of ten questions related to three different phases; the planning, implementation and evaluation phases. In the planning phase, pupils were interested in animals’ nutrition and external features. In the evaluation phase, pupils made broader generalizations about animals’ behavioural and structural adaptations to winter. They compared, contrasted and evaluated the environmental effects on the ways in which animals have adapted to winter and highlighted the biotic elements in the winter ecosystem. In the planning phase, pupils had multiple goals in their value claims and they reported a sense of independence and dedication during the learning process. Results indicate that Vee heuristics could be considered to be a tool for improving the learning process in pupils. In biology it encouraged learning for understanding, engagement, enjoyment, independence and self-efficacy.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">69-90</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Zuzana  Dzurišinová</style></author><author><style face="normal" font="default" size="100%">Miroslav  Prokša</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ANALYSIS OF EXPERIENCE IN ENVIRONMENTAL PROJECT TEACHING USING ESSAY AS A FEEDBACK</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">environmental education</style></keyword><keyword><style  face="normal" font="default" size="100%">hydrogen car model</style></keyword><keyword><style  face="normal" font="default" size="100%">project teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">textual analysis</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=968801</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">35</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Models of hydrogen-cars and current fuel cell topic are getting just very slowly into Slovak secondary school teaching of chemistry. The research therefore focus on different ways of suitable utilising of the model in chemistry teaching. The concept of the project teaching namely School Eko-bus with environmental issues and particular goals within which students make experiments on the hydrogen-car models was estalished. A part of the research is directed at finding answers on the following question: What means of feedback are the most suitable for verifying the results of making effort to develop specific competencies? In terms of research students´ and teachers´ questionnaires besides observation of students at practical activities, students´ taking research notes, their presentations and essays are being evaluated. The study refers to advantages and disadvantages of essay as unconventional feedback device in natural science project teaching at Slovak secondary schools. Writing thus forces students to be more active, to think autonomously as well as independently, and written formulation of their thoughts proves the quality of their thinking; moreover, it also reveals content and formal deficiencies of their thinking. For teachers these deficiencies therefore become more vivid and noticeable. In their little literary works – essays, students demonstrate critical thinking; use knowledge of general and inorganic chemistry as well as knowledge of fuel cells, and in their written ideas students defend their pro-environmental attitudes.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">46-57</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Tuula Keinonen</style></author><author><style face="normal" font="default" size="100%">Sirpa Kärkkäinen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">UNIVERSITY STUDENTS’ ARGUMENTATION IN SCIENCE AND ENVIRONMENTAL EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">environmental education</style></keyword><keyword><style  face="normal" font="default" size="100%">higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1400515358.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In science and environmental education, one of the objectives is to prepare students for participation in the decision making. To be able as an informed citizen to make decisions, it is important to learn to present an argued point of view. The everyday sense of argumentation suggests that participants present claims, defend their claims, and rebut the claims of their opponents. The study focuses on practising university students’ argumentation in an authentic situation and also the way students argue. University students familiarized themselves with a proposal to change a provincial plan. After reading the plan, they assumed to the role of a resident of the area in question and wrote to the planners starting their opinion. We had two different cases: the first case was in science education course and the other case in environmental education course. In the second case students wrote to the Wiki-environment and the opponent commented on the argumentation. These writings (N=17) were analysed by content analysis. Although the students used scientific knowledge, especially ecology, in their argumentation, it often consisted of personal feelings about the effect of the plan on their own lives.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">54-63</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Amand  Papotnik</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PROBLEMS ENVIRONMENTAL EDUCATION CONNECTED WITH TECHNIC AND TECHNOLOGY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">ecological problems</style></keyword><keyword><style  face="normal" font="default" size="100%">environmental education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1393668671.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">14</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">By planning and selecting the contents of subject technology we must take into account also the contents from environmental education. Combining the different contents are compose from the process of planning, analyzing and/or evaluating achieved result. In the frame of the selected educational strategy (for example Project task) the students must acquire and strengthen the theoretical and practical knowledge, develop skills and working habits. Only if we take into account this, they will be able to transfer this theoretical and practical technological knowledge to solve the ecological problems. This is the teaching and learning in the narrow sense, which we can classified as acquiring new, knowledge, tasks and skills necessary/for solving the problems.
 Learning in the wide sense means preserving knowledge and recalling it back, the knowledge that is connected with technical, technological, organizational and ecological problems.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">70-76</style></section></record></records></xml>