Development of environmental-oriented subjectivity among adolescents in a children's health camp

Context and relevance. The relevance of the study is determined by the need to form an environmental culture among adolescents in the context of global environmental problems and the lack of direct interaction with nature, which reduces their responsibility and motivation for environmental protection activities. Objective. The purpose of the study is to identify and argue the key conditions for the development of environmentally oriented subjectivity among adolescents in the process of specially organized interaction with nature in a children's health camp. Our research was based on the hypothesis that the creation and implementation of pedagogical conditions within a children's health camp—including environmental education—would significantly contribute to the development of adolescents' subjectivity in their interactions with nature. Methods and materials. An empirical study was conducted on the basis of the Moscow State Educational Institution No. 22 and the educational environmental project “Rest and Study with Joy”, which includes numerous environmental programs (Anapa), involved 326 adolescents aged 14–16 years: 52% boys, 48% girls; average age M ≈ 14,78 years (SD ≈ 0,89). To assess the formation of subjectivity and ecological consciousness, the following methods were used: projective methods, subjectivization questionnaires, self-assessment of subjectivity, tests of ecological consciousness, methods of inclusion and empathy, a questionnaire for assessing the stages of subjectivity, as well as expert assessment. Statistical analysis was performed using IBM SPSS Statistics 26 (descriptive statistics, correlation analysis, and comparative analysis). Results. It has been experimentally established that purposeful pedagogical influence in a summer health camp has a statistically significant effect on the development of adolescents' subjectivity, contributing to an increase in the adequacy of their self-esteem and a transition to active forms of interaction with the natural environment. Conclusions. The implementation of the additional program “OkeaniYa” effectively develops the subjectivity of teenagers, stimulating an active life position, a responsible attitude towards nature, and creative self-realization. The dynamics of the development of subjectivity from “Observer” to “Creator” emphasizes the importance of creating special pedagogical conditions for involvement in environmental protection activities.

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