Applications in Environmental Education

Applications in Environmental Education
Μάθημα: Applications in Environmental Education
Course Number: 8E7
Ώρα:
Προαπαιτούμενα:
Μονάδες: 5
Αίθουσα:
Ημέρα:
Component(s):
Χάρτης: Map

COURSE OUTLINE

  1. GENERAL
SCHOOL EDUCATION SCIENCES
DEPARTMENT DEPARTMENT OF PRIMARY EDUCATION
LEVEL OF STUDIES LEVEL 6
COURSE CODE 8E7 SEMESTER 8th
COURSE TITLE Applications In Environmental Education
TEACHINGACTIVITIES
incasetheECTSCreditsaredistributedin distinct partsofthecoursee.g. lectures, labsetc. IftheECTSCreditsareawardedtoacourseasawhole, thenplease note down the teaching hours per week and the corresponding ECTS Credits.		 TEACHING HOURS PER WEEK ECTS CREDITS
3 5
 
 
Addlinesifnecessary.Theteachingorganizationandmethodsusedaredescribedinthepoint 4.
COURSETYPE

Background, GeneralKnowledge, Scientific Area, Skill Development

 Skill Development
PREREQUISITES:

 

 NO
TEACHING & EXAMINATION LANGUAGE: GREEK
COURSE OFFERED TO ERASMUSSTUDENTS: NO
URL COURSE: https://eclass.duth.gr/courses/ALEX03186/
  1. LEARNING OUTCOMES
Learning Outcomes
Pleasedescribethelearningoutcomesofthecourse: Knowledge, skills and abilitiesacquiredafterthesuccessfulcompletionofthecourse.
The main objectiveofthecourseistotrainstudents/future teachers aboutthespecificknowledgeandskillsrelatedtopedagogicalmethodsanddidacticstrategiesinthefieldofEnvironmentalEducation(EE)/EducationforSustainability(EfS),inordertobeactivelyandsuccessfullyinvolvedinthedevelopmentofEEprogramswithinthecontextofformalandnon-formaleducation.

Uponcompletionofthecourse,studentsshouldbeableto:

·       recognizethegeneralandspecificknowledgeandskillsrelatedtothepedagogicalmethodsandteachingstrategiesrequiredfortheelaborationofasuccessfulEE program

·       havegainedsomeexperienceinthedesignandapplicationofEE programsongeneraltopics

·       havedelvedintospecificissuesencounteredinternationallyinthefieldofEE,suchasBiodiversity Education,OceanLiteracy,and Climate Literacy,andbeabletosupportthemintheirschools

·       identifyrelevantmaterial(i.e.,green-orientedmaterial)infieldssuchasliterature(e.g.,fairytales,youthliterature,prose, poetry),printedandelectronicpress(e.g.,newspapers,magazines),art(e.g.,painting,cinema),andbeabletousetheminpracticewithinthecontextofformalandnon-formaleducation by transformingthemintoeducationalmaterial.
General Skills
Taking into account the general skills that the graduate must have acquired (as they are listed in the Diploma Supplement and are listed below), which of them is intended (for the course)?
Search, analysis and synthesis of data and information, using the necessary technologies

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

 Project design and management

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive thinking
·         Search,analysisandsynthesis ofdataandinformation

·         Usingthenecessarytechnologies

·         Autonomous&Teamwork

·         Decision-making

·         Respectfordiversityandmulticulturalism

·         Respectforthenaturalenvironment

·         Criticismandself-criticism

·         Promotingfree,creativeandinductivethinking
  1. COURSE CONTENT
1.       Introductorycourse

2.       Division into groups – Tasks description

3.       LectureI(Biological diversity)

4.       Lecture IIa (Ocean Literacy)

5.       Lecture IIb (Ocean Literacy)

6.       Lecture III (Climate Literacy)

7.       Presentation of the 2010 Agenda and design of an Environmental Education program

8.       Students’ oral presentationsI(Ecologicalfairytales–Thenaturalenvironmentinyouthliterature)

9.       Students’ oral presentations II(Thenaturalenvironmentinproseandpoetry)

10.   Students’ oral presentations III(ThenaturalenvironmentinArt:Painting–Cinema–Music)

11.   Students’ oral presentations IV(Thenaturalenvironmentin Mass Media – DesignandimplementationofEnvironmentalEducationPrograms)

12.   Students’ oral presentations V(The pros and cons of my birth place – Photo contest)

13.   Discussion,Evaluation,Self-evaluation – Environmental movie night

Note: A prerequisite for participation and successful course completion is the attendance of almost all lessons (up to 3 absences are only excused).
  1. LEARNING & TEACHING METHODS – EVALUATION
TEACHINGMETHOD
Face to face, Distance learning, etc.		 Face to face teaching and learning
USEOF INFORMATION&COMMUNICATIONSTECHNOLOGY(ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students		 ·         Useof ICT in teaching (powerpoint slides, videos, animations, polls, etc.)

·         Useofe-classelectronicplatform

·         Electroniccommunicationviae-mail
TEACHING ORGANIZATION

The way and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

 

The student study hours for each learning activity are listed as well as the non-guided study hours so that the total workload at the semester level corresponds to the ECTS standards.
Activity Workload/semester
Lectures 24
Experiential laboratories 15
Bibliographic research & analysis 50
Project 36
Total 125
Student Evaluation

Description of the evaluation process

 

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Public Presentation, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

 

Explicitly defined assessment criteria and if and where are accessible to students are mentioned.

  

Language:Greek

Evaluation:Formative

Mid-termevaluation(preparationand presentation ofseveralprojects)(100%).

Itincludes:workshops,presentationsofgroupand/orindividualprojectsthroughwhichstudentsareinvitedtocarry out virtualteachingsonavarietyofenvironmental issues

Evaluationcriteria:preparation,literature investigation,clarityandcoherenceinthedeveloped argumentation,achievementof the didactictransformation,syntheticandanalyticalapproachtothesubjectsunderstudy,criticalthinking
  1. SUGGESTED BIBLIOGRAPHY
Recommended Textbooks

 

·         Φλογαΐτη, Ε., Λιαράκου, Γ., & Γαβριλάκης, Κ. (2021).Συμμετοχικές μέθοδοι διδασκαλίας και μάθησης. Εφαρμογές στην Εκπαίδευση για το Περιβάλλον και την Αειφορία. Αθήνα: Πεδίο.

·         Tyler Miller, G., & Spoolman, S.E. (2018).Περιβαλλοντική Επιστήμη. Δημητρακόπουλος Π. & Γαβριλάκης, Κ. (επιστημονική Επιμέλεια). Αθήνα: Τζιόλας

 

Suggested bibliography

·         Αθανασάκης, Α. (2004). Η Περιβαλλοντική Αγωγή σε όλες τις βαθμίδες της εκπαίδευσης. Αθήνα: Gutenberg.

·         Αθανασάκης, Α. & Κουσουρής, Θ. (1999). «Περιβάλλον και Οικολογία στην Εκπαίδευση. Η θεματική και μεθοδολογική ένταξη των σχέσεων Περιβάλλοντος – Σχολείου – Αγωγής στο εκπαιδευτικό μας σύστημα. Αθήνα: Δαρδανός, Αθήνα.

·         Γεωργόπουλος, Α. (2005) (επιμέλεια). Περιβαλλοντική Εκπαίδευση. Ο νέος πολιτισμός που αναδύεται. Αθήνα: Gutenberg.

·         Γεωργόπουλος, Α. & Τσαλίκη, Ε. (2006).Περιβαλλοντική Εκπαίδευση, Αρχές – Φιλοσοφία – Μεθοδολογία – Παιχνίδια & Ασκήσεις. Αθήνα: Gutenberg.

·         Δημητρίου, Α. (2009). Περιβαλλοντική Εκπαίδευση, Περιβάλλον, Αειφορία. Θεσσαλονίκη: Επίκεντρο.

·         Ζυγούρη, Έ. (2005).Αξιολόγηση προγραμμάτων Περιβαλλοντικής Εκπαίδευση. Θεωρία και Πράξη. Αθήνα: Τυπωθήτω.

·         Καλαϊτζίδης, Δ. & Ουζούνης, Κ. (2000).Περιβαλλοντική Εκπαίδευση, Θεωρία & Πράξη. Ξάνθη: Σπανίδης.

·         Λιαράκου, Γ. & Φλογαίτη, Ε. (2007).Από  την  Περιβαλλοντική Εκπαίδευση στην Εκπαίδευση για την Αειφόρο Ανάπτυξη. Προβληματισμοί – Τάσεις – Προτάσεις. Αθήνα: Νήσος.

·         Παπαβασιλείου, Β. (2011).Η Περιβαλλοντική Εκπαίδευση στις Επιστήμες της Αγωγής. Αθήνα: Πεδίο.

·         Ράπτης, Ν. (2000). Περιβαλλοντική Εκπαίδευση και Αγωγή. Το θεωρητικό πλαίσιο των επιλογών. Αθήνα: Τυπωθήτω.

·         Χριστιάς, Ι. (1998). Από την Πατριδογνωσία στη Μελέτη του Περιβάλλοντος. Η παιδαγωγική και τα προβλήματα του Δημοτικού Σχολείου. Αθήνα: Τυπωθήτω.

 

Related ScientificJournals

·         The Journal of Environmental Education

·         Environmental Education Research

·         Περιβαλλοντική Εκπαίδευση για την Αειφορία

·         Για την Περιβαλλοντική Εκπαίδευση

·         Θέματα Επιστημών και Τεχνολογίας στην Εκπαίδευση

 

 

 

 

 

 

ANNEX OF THE COURSE OUTLINE

 

Alternative ways of examining a course in emergency situations

 

Teacher (full name): Athanasios Mogias, Assistant Professor
Contact details: Democritus University of Thrace, Department of Primary Education, Division of Science & Mathematics, Laboratory of Environmental Research & Education, Nea Chili, GR-Alexandroupolis

Tel: 0030 25510 30011, e-mail: amogias@eled.duth.gr
Supervisors: (1) YES
Evaluation methods: (2) Written assignments and oral presentations
Implementation Instructions: (3) Written assignment and oral presentations:Detailed up-to-date instructions for the several deadlines, the means of submission, the grading system, the participation of the assignment in the final grade are provided in the announcement section of the e-class platform https://eclass.duth.gr/modules/announcements/?course=ALEX03186

 

  • To be completed with YES or NO
  • Notedowntheevaluationmethodsusedbytheteacher, e.g.
  • written assignmentor/andexercises
  • writtenororalexaminationwithdistancelearningmethods, provided that the integrity and reliability of the examination are ensured.
  • In the Implementation Instructions section, the teacher notes down clear instructions to the students:

α) in case of written assignment and / or exercises: the deadline (e.g. the last week of the semester),the means of submitting them to the teacher, the grading system, the participation of the assignment in the final grade and every other detail that should be mentioned.

β) incaseoforal examination with distance learning methods: the instructions for conducting the examination (e.g. in groups of X people), the way of pronouncing topics, the applications to be used, the necessary technical means for the implementation of the examination (microphone, camera, word processor, internet connection, communication platform), the way the hyperlink is sent, the duration of the exam, the gradingsystem, the participation of the exam in the final grade, the ways in which the inviolability and reliability of the exam is ensured and every other detail that should be mentioned.

γ) incaseofwritten examination with distance learning methods: the instructions for assigning the topics, the way of submitting the answers, the duration of the exam, the grading system, the participation of the exam in the final grade, the ways in which the integrity and reliability of the exam is ensured and every other detail that should be mentioned.

There should be anattached list with the Student Registration Numbersonly of the beneficiaries to participate in the examination.