FACULTY OF EDUCATION AND PSYCHOLOGY DOCTORAL SCHOOL OF EDUCATION LEADER: ÉVA SZABOLCS, HABIL. PHD EDUCATIONAL SCIENCE RESEARCH PROGRAMME
DOCTORAL (PHD) THESIS
ÁRPÁD BÁRDI:
NATURE TRAILS ROLES IN THE ENVIRONMENTAL EDUCATION OF SCHOOL CHILDREN
SUPERVISOR: IMRE BÚS, PHD
BUDAPEST
2015
Reasons for the choice of topic
Due to the overpopulation of the Earth and the decrease of natural habitats and resources, the question of sustainability and economic growth has become essential and inevitable to human beings. In our plural society, the relationship between people and nature, and within this, between children and nature, is constantly changing (Lányi, 2010). The pedagogy of environmental education involves those principles which -if put into practice- can give rise to changes in the thoughts and behaviour of children, the young and adults- so practically that of the whole society - with a view to make the society of the future sustainable, in contrast with the unsustainable society of our present days (Varga, 2004). That is why the focus of our research is on the primary school pupil, since, as we see it, the new generations are the key to the implementation of the above mentioned process. At the same time, for children, the real field work experience and education in a real natural environment have a determining factor in creating the base of environmental awareness in adulthood (Palmer & Neal, 2000; Suhajda, Varga, & Victor, 2013).
Natural spots are now less widespread scenes of children’s free-time activities compared to the childhood habits of their parents. As a result of the crucial changes in spending their free- time, primary school students now spend less time outdoors, they go on fewer trips to the forest than their parents did (Clements, 2004; Collins, 2008; Childhood and Nature: a Survey of Changing Relationship, 2009). Moreover, children these days most often get to the nature through programs organised by the schools or teachers (Kovács, 2011). In our view, the most typical organised nature trail visitors are groups of children between the ages of six to twelve.
They are the ones who most regularly go on trips as part of class excursions, visits to open-air schools or of other programs, so they ask for nature guides the most frequently. That is the second reason why we focused on this age group in our present research.
In the past ten years there have been outstanding infrastructural improvements in Hungary in eco tourism and environmental education in the field. Visitors’ centres, reception buildings, observatories, open-air school bases and a whole network of nature trails have been created.
Nationwide, 571 eco-touristic institutions operated in the year 2012, among which the 419 nature trails have been the most popular ones (Rácz, 2013). These trails focus on displaying
the given natural area, and they appeared as one of the important instruments of shaping environmental attitude, maintained basically by national parks and forestries.
Background to the topic of this dissertation
Nature trails are thematic paths which display the natural and cultural values of a given area with the help of displays at stations, while expecting the visitors to gain knowledge in an active and independent way. Shaping environmental attitude, displaying the characteristics of an area, and preserving values are among the aims of nature trails. At the same time, they are touristic attractions too, as they function as important means to spend free-time, gain experience and keep fit (Kiss, 2007).
The English-speaking countries have more outstanding antecedents in displaying in the field, especially the United States of America has important historical traditions in this respect (Mackintosh, 1986; Nash, 1982, 1989). Regarding the interpretation of values in nature reserves, the methodological details, scientific research and their practical realization is the most elaborate in the US (Lewis, 1980; Ham, 1992; Veverka, 1994). The Heritage Interpretation International (HII) and the National Association for Interpretation (NAI) play an essential role in the field of professional support concerning every aspect of interpretation, thus specially in the environmental interpretation in nature reserves. NAI has been publishing the Journal of Interpretation Research since 1996, which releases articles introducing and researching the theory and science of interpretation (Wohlers, 2001).
The visitor can encounter interesting natural and historical features while following a nature trail, with the help of a guide booklet and explanatory signs. Most typically in the countries mentioned above a whole network of nature trails belongs to the visitors’ centres of nature reserves. These paths can be easily followed without a guide, as visitors can make use of the signs which show the interesting values of that natural area, while making them take an active part in this process by walking or observing the curiosities. Nature guides, however, have a bigger educational effect, since spending your time outdoors this way gives you an experience of higher quality (Mills, 1920). “The art of discovery” can reach young children through special ways, facilities and tools (Tilden, 1957). Thus we can look at nature trails as the basic educational tool of outdoor education in the field (Cullen, 1995).
The Hungarian research concerning nature trails has primarily touristic intentions, which views nature trails as part of eco-tourism and visitors’ management, seeing it a dynamically improving branch of interpretation in the nature (Útmutató látogató-és családbarát
ökoturisztikai bemutatóhelyek fejlesztéséhez és kialakításához, 2009; Puczkó & Rácz, 2000).
In the Hungarian literature concerning nature trails we can find works partially with educational purpose (Kárász, 2003; Némethné, 2011; Fűzné, 2013; Kollarics, 2013) as well as study-aids for methodology in the field (Neumayer, 2006; Kézdy, Zsoldos & Zsoldos, 2010).
However, we have not been able to find a purely pedagogical piece of writing in this topic. In the local literature nature trails most typically appear in the form of describing an exact trail or of giving news about the establishment of a new one (Gergely, Kabai, Kiss & Péchy, 2002;
Kriska, 2004; Dénes, Gál, & Szegedi, 2008). It is easy to separate a branch of publications dealing with nature trails, which are guide booklets. They give general information to a wider audience, thus they are not effective enough to address primary school students (Nagy, és mtsai., 2003; Székely, 2011). A special form of guide booklets is the so-called workbook, in which students can find - besides the short description of that area - maps, exercises and things to observe specially adjusted to that given age group (Gilly, 1996; Ronkó, 2001; Bikki, 2005). Some nice examples of publications that take the characteristic features of primary school students into consideration are the ones in which there is a leading character ( Haraszti, Vrabély, Kiss & Tímár, 2008), or the ones with manual activities (Piller, Tóth, Újvárosy, &
Záhorszki, 2006), and those which try to reach kids with the methods of drama pedagogy.
All in all, Hungarian literature still lacks a professionally and educationally well- established bibliography regarding nature trails. Also, we have no proper background institutions like the Sierra Club, Children and Nature Network, National Trust or National Association for Environmental Education, which is quite typical of other nations’ activities in this field, or which helped the national museum pedagogy to improve dynamically (Bereczki, Káldy, & Sághi, 2008-2013).
The features of our research
Fundamental objective of our research is to find out of which role the nature trail plays in the environmental education of school children. According to our basic purpose, the careful examination of this statement raises further questions:
What are the antecedents in the pedagogy and nature conservation history of nature trails in the environmental education of lower primary school children?
What are the characteristics of the nature trail visiting routine of pupils?
What are the Hungarian nature trail interfaces of learning in nature, environmental education and public education?
The overall objective of the present dissertation is to shed light on the important features of the relationship between child and nature from the pedagogical point of view. More precisely, to relate to the surface in the favour of the environmental education taking place in nature important links and normalities representing useful information in everyday practice, so in a path visiting occasion, too. We also aim to highlight still less used potentials for linking up public education and field activities. In order to achieve target objective, we have used the following research tools and assessment methods in our research having been carried out between 2008 and 2014:
researching and processing source literature related to the subject;
document and content analysis;
structured interview;
Questionnaire.
Researching and processing source literature related to the subject: we examined the relevant Hungarian pedagogical and touristic literature in order to compile an inventory concerning who and for what purpose dealt with the subject of natural trails, as well as to be informed about in which pedagogical and psychological features of lower primary school children the environmental education, that is learning in the field appears. A wide range of literature pertaining to the history of pedagogy, methodology, developmental psychology, general psychology and, with special emphasis, educational theory has been scrutinized. We have to emphasise the scientific disclosure of the history of nature conservation, which we carried in the first place out based on the so-called American development model. We have identified numerous historical forms of learning in natural environments, including crossroad scouting, nature school and transit camp, which we would agree to describe as for historical preview of contemporary nature trails.
Document and content analysis: we tried to get to know homeland nature trails, and they have interpreted in this dissertation as written and, at the same time, objectified document supporting environmental education (Nádasi, 2000). We also make ourselves acquainted with the methodology of domestic textbook research (Dárdai, 2002), and we examined the applicability of this tool to the cases of nature trails. Looking for the presence of teaching in natural environments and nature trails we have surveyed the relevant statutory sections of the latter versions of the Hungarian National Core Corriculum (1995, 2003, 2007, 2012), the Hungarian Law of Nature Conservation and the Hungarian Act on Forests and Protection of Forests. Furthermore, we have learned the publications related with nature trails, as well as
the guidebooks and similar documents proposed or offered primarily by environmental educators. Simultaneously, we have studied thoroughly the homepages of Hungarian national parks so as to uncover also the special features of the nature trails displayed in virtual reality.
Since, according to our present knowledge, no one has dealt with a nature trail research having science educational purposes focused on 6-to 12-year old children, we had to work out proper tools, methods and an individual research strategy. Therefore, we have seen it necessary to do preliminary examinations in order to put effectively our questionnaire research presented in the dissertation also into practice. At the time of selecting the methods applied in our multi-stage examinations we aspired taking to the utmost extent the special features of nature trails and target group of pupils into consideration. Thus, we have explored the ways of environmental education carrying out in nature by this follows:
I. questionnaire survey for parents;
II. Children’s drawings inspired by their field experiences;
III. Structured interviews with environmental educators.
I. For this purpose, first we asked the whole parental group of a school in the framework of a questionnaire survey about their children’s and their own childhood experiences and their specific activities related to environmental education i.e. playing in nature, their touristic habits and their experiences associated to nature trails. According to questionnaire results today’s kids also exit to the nature, but they do less often, in a different way, with a different spirit and beside a different kind of parenting than their parents did. The leisure habits of the children attending the examined school and the childhood playing habits of their parents differ to a great extent (Bárdi, 2009).
II. On the other hand, during the research on the occasions of own forest school we tried to obtain the views of children, attitudes to the trail experience with drawings. Therefore we examined the children - drawings of experience, particularly with regard to the choice of topics, people and living beings presented, as well as the playing-movement elements appear - immediately after the start of trail excursion. The results show that the characteristics of the trail with direct experience for young children naturally four topics can be determined: the trail tables wording, the playing versus movement elements ratio, as well as the leader (Bardi, 2011).
III. Thirdly, we performed assessment for ‘professional’ environmental educators in order to understand the nature trail practice of school children. We visited all the Hungarian national parks, where we tried to inquire about this with structured interviews. We asked the guides
who were employed as environmental educators in the parks, and wanted to know their leading experience with school children in the nature trails. In addition, we asked the head of department in this field about the situation of local environmental education, focusing on the characteristics of the trail, the establishment and maintenance.
Based on the results of the evaluation of these three researches we compiled our online questionnaire, in which we tried to get to know the domestic teacher community’s experience and views on the trail. Our goal all along was to learn more about the practice of the school children trail-visit and especially explore its pedagogical aspects. Thus was born the
questionnaire, which asked about the teachers views of the nature, and their nature trails attitudes and experience. The compilation of the questionnaire also was designed to take into account the foreign researches on this subject (Hooper-Greenhill, et al, 2004), in particular, the domestic and international museum education - we used (Bard, 2009) surveys - the same kind.
The pattern features. The questionnaire had been sent electronically to more than 1,000 schools, which was based on a systematic selection from the contact list on the website maintained by the Hungarian Office of Education. In addition, experts in relation to national parks and forestry exhibition tracks were asked to forward this to the competent teachers in relation to them, especially those who were with them on trail-visit in the past year. At the same time, on own acquaintances basis the questionnaire was announced on other surfaces, such as the Ecological School newsletter, or by the Hungarian Reformed Church Institute of Education. It is important to note that the questionnaire cannot be considered a representative survey, as the from 2235 primary schools (Teleki, 2014) came back only 357 sets of data, and therefore our consequences are relevant only to this tight group. A higher proportion of willingness to fill had been assumed - because of our own familiarity of both church and eco- school network. In terms of religious institutions teachers filled out the questionnaires corresponding to the national average rate, while the eco-schools far over-represented in our research report. This is explained by their interest and passion in this topic. This eco-schools
"overweight" prompted us cautious and careful evaluation of the research findings.
Mathematical and statistical methods. During the research process of the data was done with Microsoft Excel and SPSS software. Since we did not have a formerly used – validated - research questionnaire, with whose use we would expect comparable results, structured interviews and an online questionnaire data were used to demonstrate the present thesis formulated hypotheses. The online questionnaire was posted on the Hungarian website
kerdoivem.hu. For the verification of the hypotheses different mathematical statistical methods were used: we performed an independent two-sample t-test, one way analysis of variance, correlation analysis, Chi-square test and binary logistic regression.
Hypotheses
1. The size of the school environment (town, institution, class) influence the frequency of school programs which are taken in the field like trail-visit. It is assumed that the small town, small institutions, the smaller class more characterised by these field activities.
2. The teachers over the age of 40 organized trail-visit more often.
3. Teachers toddler age - real close to the natural environment, and their experiences gained there - affect how much they consider important to organize their students real field programs.
Those teachers who had decisive experience of nature in childhood often organize field programs such as trail-visit for their pupils.
4. The school children trail visit is primarily characterized by frontal teaching, which does not influence the existence of an interactive tool.
5. The trails play an important role in the learning of school children, the delivery of curriculum content.
Research results and conclusions
There is a lack of pedagogical grounding in the shaping of inland nature trails. The theoretical research carried out made it obvious, that even though an extensive tradition of learning in Nature had been present in Hungary – especially during the time of the Educational Reform Movement – still, these antecedents appear in the design of recent nature trails only occasionally. Similarly, the use of the educational trails playful - interactive - pedagogically designed forms appear to be incomplete. It is essential that the game appearing not just be a pure experience but rather, just like the application of games in school education, a means of education for children, activity form (Bús, 2008).
Based on the results it can be stated that the older members of the Hungarian teaching profession – at least looking at the big number of participants answering the questionnaire – take a more active part in the outdoor environmental education. It is more typical of them to take their students for a nature trail visit (it is typical of 73%
of them). They are the ones who were awarded their diploma before the “new”
educational regulations, and thus, were socialized in the previous system through taking part in field trips – e.g. pioneer wandering camps, obstacle races etc.
(Trencsényi & Trencsényi, 2006). They are the ones who spent most of their childhood in the countryside, maybe with their grandparents, and so had the opportunity to witness good practices in a simple and natural way (Moss, 2012). The question arises: Who is going to transmit this field experience in 20-30 years? Are the educators of the future going to be equipped with such knowledge and skills? Looking at the current teacher training it doesn’t seem to be guaranteed. That is why the importance of strengthening the practice of real world learning is significant from early childhood till late adulthood (Suhajda, Varga, Varga, & Victor, 2013).
There is hope: the disproved third hypothesis - probably the most surprising result of the whole research – can also be considered encouraging in a certain way. The fact that the nature-related, environmentally conscious childhood experiences are not preconditions – but certainly promoters (Wells & Lekies, 2006) – of the formation of environmentally conscious thinking in adulthood. This is an promising sign for the future of environmental education. Therefore, the lack of these experiences in early childhood can most probably be compensated, and the necessary environmental competences can be appropriately improved both at a young age and in adulthood.
This makes the observation of the period following the early primary school years, and the role of nature trails in environmental education an obvious and relevant continuation of this dissertation. Even teacher trainees coming from a background that is – in this respect – disadvantaged, can possibly learn this attitude effectively.
Furthermore, parents lacking such nature-related experiences in their childhood could also be addressed and given a new, more environmentally conscious approach.
The second hypothesis has been disproved as well: there seems to be no significant relation between the smaller size of classes, schools or settlement and a higher chance of and better conditions for realizing activities in nature. Actually, urban schools – in relation to the participants of this research – tend to organise more nature trail visits. It might be necessary to reconsider the romantic concept according to which a child living in the country, by definition, also lives closer to nature. Along the same line, it can be assumed that there are good chances of decreasing the “distance” from nature in an urban child’s life, as a result of purposefully organized events in nature. Regular nature trail visits, or other similar, short activities in nature can have a significant role in this process. These smaller happenings could be integrated in the annual
pedagogical work, reinforcing the attitude-changing effects of other “bigger” activities in nature, e.g. open-air school. This way, it could be secured that the already achieved, environmentally more conscious attitude be established and long-lasting (Kövecsesné, 2009).
This research has also made it clear that there is a difference between the ways experts creating the trails and experts (teachers) using them daily think of their purposes.
Activities present on the trails that are based on pedagogical-psychological planning have no significant role. The environmental educational aims are realized primarily at the level of learning which – most often – consists of lexical knowledge on a level, in a form and amount that is not appropriate for pupils. As a result there is an expectation on behalf of schools and teachers using the trails that the emphasis should be on representing curriculum data instead of value-creation, skill-development and the attitude-changing role of these trails. In other words, the role of nature trails in pupils’
environmental education is commonly defined – even by the adults leading the children on the trails – mainly as a way of passing on and broadening curriculum data.
According to 73 % of the teachers visiting the trails there is an intended and well- planned link to the curriculum, whereas, in reality, these connections – according to the staff who created the trails in the Natural Parks – are only incidental and very rarely planned. This curriculum-centred way of thinking – such expectations on behalf of teachers – might be one of the guidelines for further improvement of trails and visitor’s centres. However, it would be more desirable if there was a change of this direction towards shaping more environment conscious values and attitudes.
There are no statistics dealing with nature trail visits. Only the participants of guided tours are known – or more precisely presumed – to be mainly pupils or nursery children (Brebán, 2012). It is a vital and integral job of any further planning and improvement to reveal individual visitors’ habits.
An important field that should be addressed when considering nature trails and real world learning is the appearance of the latest technology and technological devices. In this area Hungarian national parks and forestries are still lacking a lot, but aim for variation and dynamic improvement: there are examples of e-trails, fields with QR- codes, smartphone-applications and audio guides. The most popular technological features are web-sites presenting information, programs, games and downloadable quizzes. Each national park and forestry has its own website; furthermore, several of the visitors’ centres run their own website e.g. Sas-hegyi, Levendula Ház or Dráva
Kapu visitor’s centre -, most of which target tourists rather than children. Accordingly, in the online communication practice of Hungarian forestries and conservation a outdoor environmental education linked to public education is subordinated to the aims of tourism and ecotourism. The strength and experience value of the attractions are the primary objectives in nature trails and visitors’ centres constructed as a result of recent projects, whereas the related information, special tools supporting the teacher’s work are inadequate. Instead of the full description of the trails, there are only summaries on the websites, there are only a very few links to the children’s educational activities.
Further applications of the research
The actors of public education in Hungary have not got to the point of realizing the importance of outdoor environmental education. It would be beneficial if there was a state initiation of the integration of natural park visitors’ centres and trails into the system of public education. First and foremost, a theoretical and practical improvement of outdoor environmental education should take place, with nature trails and visitors’ centres in its focus.
Here are some suggestions for realizing this aim:
Brainstorming and professional co-operation of foresters, conservationists and educational experts in order to achieve an effective outdoor environmental education.
Developing outdoor environmental education programs that are adapted to the curriculum. Increasing the usefulness and appropriateness of nature trails for primary school pupils for example with the introduction of workbooks accompanying the guided tours.
Teacher training faculties should consider national parks, forestries, outdoor displays and nature trails as field trip venues rather than as objects of scientific observation.
Similarly to the museum pedagogue training (ELTE-PPK) there should be a “trail- guide pedagogue” training on offer at universities.
At the operating level of nature trails there should be closer co-operation between local communities and educators.
National Trail Visitor Pledge, which could be awarded at a distinctive event with the contribution of “great” foresters, environmentalists. This ceremony could even take place on a special day and be accompanied by oath making, according to Hungarian traditions (Fodor, 1922).
The existence of nature trail signs and visitors’ centres is necessary, but on its own not satisfactory enough for the realization of outdoor environmental education activities.
In order to improve and use these facilities, to broaden the variety of related activities State financial aid is needed. From a financial point of view it is vital to distinguish between ecotourism and environmental education.
The local national park, forestry and other outdoor institutions – with the local non- govermental organizations - need to collaborate to establish outdoor teaching points, outdoor environmental education centers which primarily aim to meet the environmental education, sustainability and environmental awareness targets set by the national core curriculum through the implementation of field activities. These environmental education centers could be partly similar to the Ecopoints, which were once dreamed of by the Open-air School Programme 2003-2008 - but have unfortunately been forgotten (Vincze, Czippán, & Marosváry, 2005). The recently built visitor centers may provide good infrastructural support to these centers, educational points. The Eco-School and Green Nursery Network, the National Environmental Education Strategy (2010) recommendations, the Hungarian Association of Environmental Education, the KönKomP (Czippán, 2012), the Walk- Hungary Programme (Szatmári, 2014), as well as the Museum and Education Training Center (Bereczki, Káldy, & Sághi, 2008-2013) - their professional work and practical experience in this field could be a good starting point.
Nature Trail Guide
For adults preparing to lead school children to nature trail hike or what to look for when visiting a nature trail with children of 6-12 years old
(Based on the research results)
1. The leader speaks little. S/he avoids the scientific claims (terminology), but rather focuses on the interesting bits. Talks about their own experiences, "the records", the cubs of living beings.
2. Say the more central topic of the trail towards the beginning of the tour!
3. It is useful to embed the tour into a frame story, and let the story told by a fairy tale hero throughout the nature trail.
4. The guide plays an important role, so his wearing a "costume", "forest clothing" is important.
5. The path traversal should be no longer than 90 to 120 minutes with a definite beginning and end: rhythmically alternating the trio of game, attention concentration and progress:
1/3: movement, playful task
1/3: station - explanation, story, anecdote, drawing, writing
1/3: moving between stations
6. Get the children gather some typical take-home "tangible experience" during the tour:
leaves, stones, hair, feathers, foot prints, etc .; the use of the collection box is welcome.
7. A 6-8 year old can be accosted differently than a 9-12 year old. Therefore they require different preparation, management strategy, developed trail type, worksheet, leading notebook and other tools.
8. In case of a workbook deployment is chosen, the pupils' recorded answers should be short: little writing - more drawing, riddles, other employment practices.
9. Real-life spontaneity is essential. We are not to stop at the same place show the same board every time. More important is the then-and-there joy of co-discovery.
10. The guide controls the activities: Guess! Fill in the blanks! Measure! Draw over! Climb over! Give it a hug! Peek in! Fix it! Smell it! Taste it! Listen! Imagine! Tell me about it!
11. The tour ends with a field game together.
12. The interactive tools - like individually used hand tools or commonly used field built objects - can be used by everyone with even chance ensuring physical possibilities and sufficient time frame.
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The author's publications in the topic of his dissertation
Bárdi, Á. (2007). Rét-lét – Az erdei iskola „létforma” pedagógiai sajátosságai. Református Nevelés, VIII.2., 12-13.
Bárdi, Á. (2009). A játékszokások változásáról szabadon. Studia Caroliensia, 2-3-szám, 91- 99.
Bárdi, Á. (2009). A természethiányban szenvedő gyermekekről. In I. Lőrinc, XII. Apáczai Napok Nemzetközi Tudományos Konferencia tanulmánykötet (old.: 127-131). Győr:
Nyugat-Magyarországi Egyetem Apáczai Csere János Tanítóképző Főiskolai Kar.
Bárdi, Á. (2010). Az erdőben átélt Áldás és Békesség. In D. Korczyl (Szerk.), Karácsony Sándor Református Általános Iskola 1990-2010 (old.: 116-117). Budapest: Karácsony Sándor Református Általános Iskola.
Bárdi, Á. (2010). Természet – Élmény – Tanösvény. In H. Andl, D. Dominek, & Z. Molnár- Kovács, „Iskola a társadalmi térben és időben 2009. ” c. tanulmánykötet (old.: 139- 144). Pécs: Pécsi Tudományegyetem „Oktatás és Társadalom” Neveléstudományi Doktori Iskola.
Bárdi, Á. (2012). Természetjárás és változó gyermekkor: gyermekek és szüleik gyermekkori kirándulásélményei. In B. Molnár (Szerk.), A tanítóképzés múltja, jelene I-II. - Tanulmánykötet (old.: 161-166). Szombathely: Nyugat- Magyarországi Egyetem Savária Egyetemi Központ .
Conference publications and Conference presentations:
Bárdi Á. (2007. 12.19). A tanösvények szerepe a kisakolások környezeti nevelésében , Hallgatói Konferencia, Budapest: ELTE-PPK Neveléstudományi Doktori Iskola Bárdi, Á. (2009.11.21). Gyermek szabadidő: szabad idő? Egy szülői felmérés tanulságai
(poszterbemutató), Neveléstudomány – Integritás és integrálhatóság, IX. Országos Neveléstudományi Konferencia, Veszprém: Magyar Tudományos Akadémia, Neveléstudományi Bizottság; Pannon Egyetem Modern Filológiai és
Társadalomtudományi Kar; Angol-Amerikai Intézet.
Bárdi, Á. (2011. 04. 1-2). A gyermekek természetélmény feldolgozása rajzban., „Az erdőpedagógiától a környezetpedagógiáig” c. nemzetközi tudományos konferencia.
Győr: Nyugat-magyarországi Egyetem Apáczai Csere János Kar Neveléstudományi Intézete, a NYME Erdőmérnöki Kara és a Selye János Egyetem
