The ecological education of the young generation must be understood as the ability of a group to think and act friendly with the environment, in the sense of protecting it, the students behaving as vectors of information dissemination in family and society. The ecological education, from communication to the realization of the projects, means going through three stages: Communication - Awareness - Project, highlighted in two Case Studies: Awareness campaign of the local communities from the Natura 2000 sites Lunca Buzaului and Platoul Meledic in Buzau County and Educating the young generation regarding the quality of the urban environment; the area related to the lake group on the Colentina River in Bucharest. The seminars targeted the students from the 3rd and 4th grades of the "Captain Aviator Mircea T. Badulescu" High School from Buzau, the students of the "Miguel de Cervantes" Bilingual Theoretical High School from Bucharest and the 1st year students of the Faculty of Ecology and Protection Environment from the Ecological University of Bucharest. Putting into practice the concept of ecological education has been approached on three levels: Ecological education in schools, Environmental education through optional subjects, Ecological education in schools through projects and four projects carried out as a team at the secondary school in Buzau: "Wetlands and People", "Together over Time", "Less waste, cleaner water", "ECO-Summer School", "From maculature, flowers". All these aim to involve the students along with teachers, students and coordinating teachers of the project in concrete actions to protect the environment, along with the aim of disseminating the information obtained among the adult population.
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In-Text Citation: (Benciu et al., 2020)
To Cite this Article: Benciu, F., Vilcu, D.-M., Bogan, E., Bujor, L., & Constantin, D. M. (Oprea). (2020). The Importance of Early Ecological Education for An Assumed and Nature - Friendly Behavior. International Journal of Academic Research in Enviornment & Geography, 8(1), 1–10.
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