Volume/Issue :

Article type :

Original article

Page No :

15-26

Abstract :

The history of Lithuanian educational idea has not exhaustively covered interaction with nature. The questions about interaction with nature are very unlike and have a complex character. On the other hand, not only individual issues about interaction with nature but also the interaction between nature and particular groups of people and nature and the whole society are relevant. Interaction with nature always has an emotional shade, is individual and can be expressed by the actions and other practical activities. Experience gained in early childhood is an extremely important component for formation of emotional value-based relation with nature. Ethno-pedagogy explains that child sensitiveness and respect for life must be fostered since the early days. The research findings presented in the article indicate that in order to improve education of the young generation, the process of fostering value-based relations and sensual perception of nature should be devoted more attention. The educational process should be also based on personal schoolchildren’s experience of interaction with nature as well as on its reflection, open discussion and problem-based teaching. Very urgent aspect in the interrelations of human and nature appears a study of attitudes to preservation of life. The attention of respondents concentrated on some animals and plants which in the society are received utilitarian or it is stereo-typically negative. A study showed that the attitudes of respondents it influences the factors of sex, age and place of living/residence.

Keywords :

natural science education, interaction with nature, respect for life, attitudes

References :

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Cite as :

Lamanauskas, V., Vilkonis, R., & Gailienė, I. (2005). 5–12 klasių mokinių sąveika su gamta: nuostatų gyvybės išsaugojimo atžvilgiu aspektas [The characteristics of the learners’ (forms 5 to 12) interaction with nature: The aspect of attitudes towards preservation of life]. Gamtamokslinis ugdymas / Natural Science Education, 2(3), 15-26. https://doi.org/10.48127/gu-nse/05.2.15