CONNAÎTRE ET APPLIQUER DES MESURES DE PROTECTION DE L’ENVIRONNEMENT DANS L’ÉCOLE PRIMAIRE

• Published in: Studia Universitatis Babeș-Bolyai. Psychologia-Paedagogia Vol. 55; no. 1; pp. 19 - 30
• Main Authors: MARIA ELIZA DULAMĂ, ANA-MARIA POP, LIVIA BOZGA
• Format: Journal Article
• Language: English; French
• Published: Studia Universitatis Babes-Bolyai 01.06.2010
• Subjects: activities; awareness; education; responsibility
• ISSN: 1221-8111; 2065-9431

This research aimed at testing a hypothesis. If pupils are involved in learning processes (extracurricular) related to environment protection and the implementation of measures of protection, they learn thorough scientific knowledge; they form cognitive abilities, right attitude and behaviour related to environment. This research took place at Dumitra Primary School, in 2009. The sample of subjects consisted of 36 pupils grouped as such: the 4th grade A was the experimental class, disposing of 18 pupils, the 4th grade B that represented the class for control, which had 18 pupils, as well. By applying both first tests and final ones, we tried to identify the declarative, procedural and behavioural knowledge of pupils in what environment is concerned, at the beginning and at the end of our didactic experiment. Throughout the entire didactic process we encouraged the pupils to take part in extracurricular activities, involving contests, such as: “Water, a vital element of life and environment”, “The cleaning detectives”, “Planting and seeding ornamental trees and flowers in the school’s park”, “Excursion to the Green Garden”, “Hiking in the forest”. The results obtained at the last study proved that the level of information pupils gathered increased in comparison with the results concluded at the initial test. This was presupposed it was a result of the persuasive extracurricular activities regarding environmental issues during the previous six months, which lead to the knowledge progression of both groups of pupils. Still, more obvious change was noticed at the experimental class, which was involved in supplementary activities concerning knowing and preserving the environment. Hence, we confirmed the hypothesis: if pupils take part in various supplementary activities by which they are trained about possibilities of knowing and preserving the environment, they end up in learning scientific details, they form various cognitive abilities, rightful attitude and behaviour towards environment.