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Kvalifikācijas darba “4-5 gadus vecu bērnu pētniecisko prasmju attīstība Eko pirmsskolā” mērķis ir teorētiski un praktiski izpētīt 4-5 gadus vecu bērnu pētniecisko prasmju attīstības iespējas pirmsskolas izglītības iestādē, kura realizē Ekoskolu programmu. Kvalifikācijas darba uzdevumos ietilpst gan avotu, gan literatūras analīze. Pirmajā nodaļā tiek analizēts kas ir pētnieciskās prasmes un to attīstība 4-5 gadus veciem bērniem. Otrajā nodaļā tiek apskatīts bērnu attīstības raksturojums vecumā no 4 līdz 5 gadiem. Trešajā nodaļā tiek sniegts Ekoskolas programmas teorētiskais apskats – būtība, darbība, gada tēmas un vide. Ceturtajā nodaļā tiek veikts praktiskais pētījums par 4-5 gadus vecu bērnu pētniecisko prasmju attīstību Eko pirmsskolā. Darbs sastāv no ievada, trim teorētiskām nodaļām, pētījuma, secinājumiem un izmantotās literatūras un avotu saraksta., The objective of the “Development of 4-5-year-old children’s inquiry skills in Eco preschool” qualification work is to theoretically and practically explore the possibilities for the development of inquiry skills for 4-5-year-olds in a pre-primary education institution implementing the Eco-School Program. Qualification tasks include analysis of both sources and literature. The first chapter analyses inquiry skills and their development for 4-5-year-olds. The second chapter deals with the characteristics of the development of children aged 4 to 5 years. The third chapter provides a theoretical overview of the Eco-School Program – nature, activity, themes of the year and environment. As well as a practical study. In chapter four conducts a practical study on the development of inquiry skills for 4-5-year-old kids in Eco Pre-School. The work consists of an introductory, three theoretical chapters, a study, conclusions and a list of authorities and sources used. Key words: pre-school child, Eco school, inquiry skills.

Maģistra darba „Pirmsskolas izglītības iestādes piemērotas āra vides veidošana un izmantošana mācību procesā” mērķis bija izpētīt Latvijas pirmsskolas izglītības iestāžu vadītāju, vadītāju vietnieku/ metodiķu un skolotāju vidū svarīgākos un visbiežāk sastopamos uz vietas šķēršļus un problēmas āra mācību vides organizēšanā, veidošanā un āra izglītības metožu pielietošanā bērnu mācību /audzināšanas procesā. Pētījuma metodes ir teorētiskās literatūras un normatīvo dokumentu analīze, anketēšana, intervijas, statistikas datu apstrāde. Pētījuma rezultāti atklāj, ka pirmsskolas izglītības iestāžu vadītājiem un darbiniekiem ir nepieciešama profesionālā pilnveide āra mācību vides veidošanā un izmantošanā mācību un audzināšanas procesā, īstenojot Skola 2030 jaunā satura mācību programmu, kura jau tagad paredz mācību vielas apgūšanu, dažādojot mācību metodes un piedāvājot tās gan iestāžu telpās, gan ārpus tām. Autores maģistra darbs apkopo āra izglītības tendences Eiropā un tās attīstību Latvijas teritorijā, norādot uz aktualitātēm mūsdienu pirmsskolas izglītībā. Konkrētā pētījuma rezultāts - tika izstrādāti ieteikumi pirmsskolas izglītības iestāžu piemērotas āra vides veidošanai un izmantošanai mācību un audzināšanas procesā, kas atbilstu jaunā mācību satura īstenošanai., The objective of the master's thesis “Creating and using a suitable outdoor environment in the teaching process of the pre-school educational institution” was to study the most important and most common obstacles and problems among Latvian pre-school education institutions, deputy heads / methodologists and teachers in organizing, creating in the process of teaching / upbringing children during outdoor education. Research methods are analysis of theoretical literature and normative documents, questionnaires, interviews, statistical data processing. The results of the research reveal that the managers and employees of pre-school education institutions need professional development in creating and using an outdoor environment in the teaching and upbringing process, implementing in the School 2030 new content curriculum, which already envisage learning the subject, diversifying teaching methods and offering them for indoor and outdoor. The author of master's thesis summarizes the tendencies of outdoor education in Europe and its development in the territory of Latvia, pointing to the current events in modern pre-school education process. The result of the specific research - recommendations were developed for the creation and using of a suitable outdoor environment in pre-school education institutions during teaching and upbringing process, which would correspond to the implementation of the new curriculum. Keywords: Pre-school education, outdoor learning environment, outdoor education, green classes, Eco-school and Eco-school program.

Pedagogu motivācijas veicināšana Ekoskolu programmā. Lāce – Jeruma L., darba vadītājs doc., dr. paed. Daiga Kalniņa. Maģistra darbs, 60 lappuses, 15 attēli, 10 tabulas, 32 literatūras avoti, 11 pielikumi. Latviešu valodā. Darba mērķis ir apzināt motivācijas būtību un izpētīt skolotāju motivācijas iesaistīties Ekoskolas programmā veicināšanas labās prakses piemērus, izstrādāt metodisko materiālu Ekoskolu vadītājiem skolotāju iesaistes Ekoskolu programmā veicināšanai. Veikta teorētiskās literatūras analīze par motivāciju, Ekoskolu rokasgrāmatu kontentanalīze. Autore ir anketējusi Latvijas Ekoskolu pedagogus par to motivējošajiem faktoriem iesaistīties Ekoskolu programmā. Apkopojot visas pētījumā gūtās atziņas, autore ir izveidojusi metodisko materiālu Ekoskolu vadītājiem., Promotion of teacher’s motivation in the Ecoschool program. Lāce – Jeruma L., supervisor doc., dr. paed. Daiga Kalniņa. Master thesis, 60 pages, 15 figures, 10 tables, 32 literature references, 11 attachments. In Latvian. The aim of the thesis is to identify the nature of motivation and to explore the motivation of teachers to engage in good practices in promoting the Eco-School Programme, to develop a methodological material for Eco-School leaders to promote teacher’s involvement in the Eco-School programme. An analysis of theoretical literature on motivation was carried out, an Eco-School programme manuals content analysis was carried out. Author has carried out survey on Latvian Eco-School’s teachers about motivational factors to participate in Eco-School programme. Summarizing all the conclusions of the study, author has created a methodological material for the Eco-School’s leaders.

Darba mērķis ir noskaidrot, kā tiek attīstīta skolēnu vides apziņa (zināšanas, attieksmes un izturēšanās), pamatojoties uz izglītības ilgtspējīgai attīstībai (IIA) pamatprincipiem. Apkopojot visas pētījumā gūtās atziņas, autore secina, ka Ekoskolas var būt veiksmīgas vides apziņas veicinātājas, ja skolotāji iesaistās vides problēmu integrācijā mācību saturā caur IIA pamatprincipiem un pamatkompetencēm., The aim of the thesis is to find out how the environmental awareness (knowledge, attitude and behavior) of pupils is developed, based on basic principles of Education for Sustainable Development (ESD). Summarizing all the findings of the study, the author concludes that Eco-Schools can be successful promoters of environmental awareness, if teachers engage in integration of environment problems into the content of the study through the basic principles and key competences of the ESD.

Diplomski rad izrađen je iz kolegija Ekologija pod vodstvom mentorice izv. prof. dr. sc. Irelle Bogut i sumentora doc. dr. sc. Zvonimira Užarevića. Dijete od ranoga djetinjstva pokazuje interes za svoju okolinu te prva saznanja o svojoj okolini dobiva od roditelja. Opširnije informacije dobiva u predškolskom te u osnovnoškolskom obrazovanju. Pojedine škole osim klasičnoga izvođenja nastave i uvođenja ekoloških sadržaja u okviru pojedinačnih nastavnih predmeta pružaju veće mogućnosti za ekološko obrazovanje i pridaju više brige očuvanju okoliša te im je zbog toga dodijeljena povelja o statusu Međunarodne ekoškole te Zelena zastava. Svoj status obnavljaju svake dvije godine ako zadovoljavaju sve potrebne kriterije, ako to nije slučaj, škola može izgubiti status ekoškole. Cilj ovoga istraživanja bio je ispitati utjecaj statusa ekoškole na ekološku osviještenost učenika. U istraživanju je sudjelovala populacija od 25 učenika ekoškole u dobi od 9 i 10 godina te populacija od 22 učenika škole koja nema status ekoškole u dobi od 9 i 10 godina. Rezultati su pokazali da ne postoji povezanost između ekološke osviještenosti učenika i statusa ekoškole. Rezultati također pokazuju da je osnovna škola bez ekostatusa osuvremenila način izvođenja nastave te da se unutar klasičnih sadržaja uvodi više ekoloških sadržaja. Zaključak je da nastava dodatno obogaćena ekološkim sadržajima i aktivnostima može pozitivno utjecati na ekološku osviještenost učenika te da za takav pozitivan utjecaj škola ne mora nužno imati status ekoškole. Thesis was made from the course Ecology under the guidance of supervisor associate professor Irella Bogut, PhD, and advisor assistant professorZvonimir Užarević, PhD. From its early childhood child displays interest for its environment. Child gets its first understandings of environment from parents. More detailed information about environment get passed on child in preschool care and elementary school. Particular schools beside regular schooling and introducing environmental contents to some classes are offering broader opportunities for ecological education. They also give more attention to environmental preservation hence they are awarded with charter of International ecoschool and Green flag. Their status is renewed every two years if they manage to comply with standards, if not, schools can lose their ecoschool status. Main goal oft his study was to investigate impact of ecoschool status on ecological consciousness of its students. Participants in this study were 25 ecoschool students, age 9 to 10, and 22 regular school students, age 9 to 10. Results showed no connection between ecological consciousness and ecoschool status. However, results showed that regular schools have modernized implementation of teachingin a wa ythat involves more ecological contents in its regular curriculum. Conclusion is that classes additionally enriched with ecological contents and activities can have positive impact on ecological consciousness of its students and that that positive impact is not exclusively result of ecoschool status.

Charles University in Prague - Faculty of Science Department of Teaching and Didactics of Chemistry Albertov 3, 128 40 Praha 2, Czech Republic Chemical experiments for ecoschools Bc. Zuzana Hegrová zuzana.hegrova@seznam.cz This thesis deals with environmental education in chemistry at both of the primary schools and the lower level of grammar schools. It is primarily focused on environmental chemical experiments at ecoschools. Since this topic is highly interdisciplinary, thesis interferes with other educational areas and disciplines than in chemistry. The theoretical part deals with the current situation in the field of environmental education. There is a tentative analysis of several contemporary Czech textbooks for primary schools and lower level of grammar schools. The analysis compares the representation of selected environmental topics and the number of experiments that appear in textbooks. In the practical part there are prepared teaching materials to support the experimental teaching chemistry with author solution for teachers. My intention was to create a stack of environmental experiments that should serve to facilitate the preparation of teachers in chemistry class, mostly in the experimental plane. Experiments demonstrate or explain principle, origin, prevention, solutions of various...

The contents of the Thesis feature a survey of contemporary international attitude to environmental development and its effect on the educational trends in the Czech republic. Also, the short-term eco-educational project intended for primary school children is included here in the Thesis. The aim of the project is to arouse environmental awareness of children and excite their interest in this matter, which is considered to be the first essential step towards the sustainable development.