Environmental Education

Environmental Education
Μάθημα: Environmental Education
Course Number: 7Y4
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 7Y4 SEMESTER 7th
COURSE TITLE ENVIRONMENTAL EDUCATION
TEACHINGACTIVITIES
incasetheECTSCreditsaredistributedin distinct partsofthecoursee.g. lectures, labsetc. IftheECTSCreditsareawardedtoacourseasawhole, thenplease note down the teaching hours per week and the corresponding ECTS Credits.		 TEACHINGHOURSPERWEEK ECTSCREDITS
3 5
Addlinesifnecessary.Theteachingorganizationandmethodsusedaredescribedinthepoint 4.
COURSETYPE

Background, GeneralKnowledge, Scientific Area, Skill Development

 SCIENTIFIC AREA
PREREQUISITES:

 

 NO
TEACHING & EXAMINATION LANGUAGE: GREEK
COURSE OFFERED TO ERASMUSSTUDENTS: YES
URL COURSE: https://eclass.duth.gr/courses/ALEX03184/index.php
  1. LEARNING OUTCOMES
Learning Outcomes
Pleasedescribethelearningoutcomesofthecourse: Knowledge, skills and abilitiesacquiredafterthesuccessfulcompletionofthecourse.
The main objectiveofthecourseistotrainstudents/futureteachersinthegoals,principles,andcharacteristicsofEnvironmentalEducation(EE)/EducationforSustainability(EfS),aswellasthestrategiesand methodological approaches thatcanbeusedinthis field,toincreasetheirknowledgeandstrengthentheirpro-environmentalattitudes and behaviours,inordertobeactivelyandsuccessfullyinvolvedinthedevelopmentofEEprogramswithintheirschoolsandwiththeeverydayenvironmentalissuesoftheirregion.

Uponcompletionofthecourse,studentsshouldbeableto:

·         understandtheneedfortheintroductionofaneweducationalfieldinformal andnon-formaleducation,the oneofEE

·         getto know theevolutionofEE atinternational and national levels

·         understandthemeaningofSustainableDevelopmentandthe introduction of EfSasatransformationofEEwithintheframeworkofformalandnon-formaleducation

·         learnaboutthebasicteachingstrategiesthatcanbeusedforasuccessfulenvironmentaleducationprogram

·         beabletoexploretheattitudesandperceptionsoftheirstudentsongeneralandspecificenvironmental issues

·         beabletoinspiretheirstudentsabout theprotectionofthe naturalenvironment

 
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

·         Respectforthenaturalenvironment

·         Respectfordiversityandmulticulturalism

·         Criticismandself-criticism

·         Promotingfree,creativeandinductive thinking
  1. COURSE CONTENT
1.       Introductorylesson

2.       RelationshipbetweenManandtheNaturalEnvironmentI

3.       RelationshipbetweenManandtheNaturalEnvironmentII

4.       Ecologicalcrisis,Ecologicalandeducationalmovementsandtheroleof the ScienceofEcology

5.       ForerunnersofEnvironmentalEducationinGreece

6.       GenesisandEvolutionofEnvironmentalEducation,Philosophy-Problems-ObjectivesandCharacteristicsofEnvironmentalEducation

7.       Philosophy – Problematic – Objectives and Characteristics of Environmental Education I

8.       Philosophy – Problematic – Objectives and Characteristics of Environmental Education II

9.       FromEnvironmentalEducationtoEducationforSustainableDevelopment,UNESCO 2030Agenda(the17SustainableDevelopmentGoals)

10.   TeachingStrategiesinEnvironmentalEducation/Education for Sustainable DevelopmentI

11.   TeachingStrategiesinEnvironmentalEducation/Education for Sustainable DevelopmentII

12.   EnvironmentalEducationandNewCurricula, Assessment in Environmental Education,EnvironmentalEthics

13.   Integration of Environmental Education/Education for Sustainable Development in the innovative institution of Skill Laboratories

Important Note: The course apart from the theoretical lectures,alsoincludestutorialcoursesinwhichallstudentswithoutexception are invitedingroupsof2-4peopletopresentaproject.

Theemploymentofeachstudent(as a member of agroup)concernsonlytwo(2)tutorialmeetings,withthefirstfocusingon the detaileddescriptionofthestructureofthe delivered projectintheformof a presentationandthesecondon the presentationoftheirwork,on a specific datewhich isannouncedinmid-Octoberofeachyear.Studentswhodonotproceed to a presentation of their work,donothavetheopportunitytoparticipate in the semester’s examinations.
  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		 ·         Use of ICT in teaching (PowerPointslides,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 39
Oral presentations 6
Project preparation 15
Study for the final exams 65
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 (oral presentation)&Final/Concluding (written assessment)

Mid-termexamination(preparationof a project and oral presentation)(25%).

Itincludes:presentationofa groupand/or autonomousworkthroughwhichstudentsareinvitedtocarry outavirtualteachinginaprimaryschoolclassofanenvironmentalissueand/orproblemof their wish.

Evaluationcriteria:preparation,understandingoftheenvironmentalissueand/orproblemunderconsideration,clarityandcoherenceinthedeveloped argumentation,achievementofdidactictransformation.

Writtenfinalexam(75%)

Includes:

·         Open questions,

·         Scenarios of EnvironmentalEducationPrograms

Evaluationcriteria:Clarityandcoherenceinthedeveloped arguments,syntheticandanalyticalapproachof theissuesunderstudy,criticalthinking
  1. SUGGESTED BIBLIOGRAPHY
 

Recommended textbooks

 

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

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

 

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.

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

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

·       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