The usage of natural areas’ potential for the students’ educational forwarding practice

Анотація

Introduction. Educational practice of students of natural sciences is an essential and obligatory criterion for the formation of highly qualified specialists in biology or ecology, as far as a subject of study in this case is the environment and its individual components.

Together with the verification of theoretical knowledge received by students in classroom, field practices contribute to the shaping of observation, the possibility of building causation, development of ability for analytical estimation of natural phenomena and allow to form their own ecologically focused and motivational-valuable representation of nature through personal experiences and emotions.

Since educational forwarding practices are held in specific natural conditions, in addition to their traditional functions, alongside they can also help along to solve a whole number of important social problems related to environmental education, preservation of historical, cultural and natural attractions, researches, etc.

Purpose. To evaluate possibilities of carrying environmental educational practice by students’ of natural specialties of Ukrainian higher educational establishments.

Methods. Traditionally-pedagogical methods such as: pedagogical observation, investigative conversation, examination and generalization of pedagogical experience are used.

Results. The necessity and possibility of nature protection educational practices for students’ of natural specialties of Ukrainian higher educational institutions is viewed. The complex teaching-forwarding practice is characterized as an important element of an integrated system for the formation of practical skills and abilities of students of natural specialties. The examples of using natural areas potential for summarizing data from a number of theoretical subjects and opportunities of solving a number of important social problems associated with the environmental education, preservation of historical, cultural and natural monuments, scientific research and others are given. The possible social effect of an integrated approach to the organization of educational practice with simultaneous environmental, scientific, educational work is estimated.

Conclusions. The protection of rare and endangered species of plants and animals can be successfully performed by students of natural specialties as a complex of  educational practice.

As a result of cumulative environmental-conservative educational practices, functional goal associated both with practical skills of students in natural conditions and the implementation of important social projects is getting realized.