SYSTEMATIC PROBLEMS OF NATURE CONSERVATION TEACHING

Ivan VOLOŠČUK
Inštitút výskumu krajiny a regiónov CVV FPV UMB, Cesta na amfiteáter 1, SK 974 00 Banská Bystrica; email: ivoloscuk@azet.sk

Abstract

From the system point of view didactic nature conservation implies two subsystems: social, included in the term “protection”, and naturalist, contained in the concept of “nature”. In the learning process, it is necessary to explain the theoretical and methodological differences between the two systems. Teaching conservation should be based on empirical and scientific explanation of the facts that exist and we are trying to know. Social function of teaching is to provide students with the latest knowledge of ecology, which is the scientific basis for nature conservation. Teaching is understood as an activity the teacher, the student is learning. The main conditionfor students to successfully acquire the knowledge, the person taking a student to explain the topic, use clear terminology verbal or visual way and engaging students in dynamic and functionally active response to presented topic. The student has to work with teachers in finding the right answers to topical questions of nature and the changing behavior of humans to their environment. Sociological problem of teaching conservation does not consist in explaining the problems of the society in which something does not work in an appropriate manner, but the awareness and understanding of problems, just why something works a certain way and what internal and external relations in the company's cause.

Keywords: Conservation, sociologicaland natural systems, teaching, pedagogs, students