Participatory Methods of Teaching and Learning in Environmental Education

Participatory Methods of Teaching and Learning in Environmental Education
Μάθημα: Participatory Methods of Teaching and Learning in Environmental Education
Course Number: 8Ε18
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
8Ε18
       SEMESTER 8th
COURSE TITLE Participatory Methods Of Teaching And Learning In 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

 Skill Development
PREREQUISITES:

 

 NO
TEACHING & EXAMINATION LANGUAGE: GREEK
COURSE OFFERED TO ERASMUSSTUDENTS: NO
URL COURSE: https://eclass.duth.gr/courses/429422/
  1. LEARNING OUTCOMES
Learning Outcomes
Pleasedescribethelearningoutcomesofthecourse: Knowledge, skills and abilitiesacquiredafterthesuccessfulcompletionofthecourse.
The main objective of the course is to train students – future teachers in the utilization of modern participatory teaching and learning methods in the field of Environmental Education (EE) / Education for Sustainability (EfS), to be able to use them successfully in the development of Environmental Education Programs within the context of formal and non-formal education.

 

Upon completion of the course, students should be able to:

1.     recognize the general and specific knowledge and skills required for successful use of modern participatory teaching and learning methods in the elaboration of a successful environmental education program,

2.     have gained experience in designing and implementing environmental education programs by involving participatory teaching and learning methods on a variety of topics on general and specific environmental issues
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.     Introductory course – Students’ division in groups

2.     Workshop I (Project Method)

3.     Workshop II (Problem-solving)

4.     Workshop III (Case study)

5.     Workshop IV (The role play / The interactive confrontation)

6.     Workshop V (Concept mapping / Community mapping)

7.     Workshop VI (Field study / Environmental pathways)

8.     Workshop VII (The ethical dilemma / The forum theatre)

9.     Workshop VIII (Search for a common future / The workshop of the future)

10. Workshop IX (The Professor Visualization)

11. Workshop X (Brainstorming / The citizens’ committee)

12. Workshop XI (The café of Sustainability / The World café).

13. Discussion – Evaluation – Self-evaluation

 

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.)

·         Use of materials that will be required for the implementation of various workshops (e.g., meter paper, paints, markers)

·         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
Experiential laboratories 39
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:Involvement of students in the workshops that focus on a variety of modern participatory teaching and learning methods

Evaluationcriteria:Degree of preparation and participation, clarity and coherence in the arguments developed, synthetic and analytical approach to the issues under negotiation, critical thinking
  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.

 

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