Environmental Education

General

• Code: 600-191037
• Semester: Elective Spring Semester
• Study Level: Undergraduate
• Course type: Special Background
• Teaching and exams language: Ελληνικά
• The course is offered to Erasmus students
• Teaching Methods (Hours/Week): Διδασκαλία (4)
• ECTS Units: 4
• Course homepage: https://moodle.teithe.gr/course/view.php?id=3884
• Instructors: Panteli Maria

Course Contents

The course examines the historical development of Environmental Education, the environmental phenomena and the movements that led to the genesis of the field. The educational currents and the international declarations that influenced and shaped the Environmental Education are presented. The objectives and principles of Environmental Education are analyzed, the various scientific approaches and the latest orientations of the field are examined. The basic dimensions, the pedagogical principles and the characteristics of the Environmental education are described. The steps of planning, implementing and evaluating Environmental Education programs are analyzed. The basic techniques and methods that applied in the context of Environmental Education, such as problem solving, project method, brainstorming, idea mapping, dramatization, etc., are analyzed. Applications of Information and Communication Technologies in Environmental Education is presented.

Educational Goals

The aim of the course is for students to acquire the research tools that will allow them to analyze the concepts of Environmental Education. In particular, the objectives of the course are for students to be able to:

• To describe the framework of national and European environmental policy and legislation.
• To mention national environmental policymakers and το develop an Environmental Education relationship with these bodies and local communities.
• To explain the need for economic growth and long-term environmental protection in economy and to describe the importance of sustainable development as a multidimensional strategic goal that harmonizes development with the environment.
• To formulate the principles governing Environmental Education.
• To explain the importance of informing and educating the rural population about sustainability.
• To formulate reasonings about the relationship between the humans and the environment, to give examples and to interpret the context in which the individual and collective participation are dealing with environmental problems develop.
• To describe how the sciences of education provide the opportunity to formulate forms of reflection and action on environmental sustainability, and the ongoing critique of environmental reflection and coping.
• To develop actions using the Environmental Education tools, especially the Information and Communication Technologies and the project method, in order to strengthen the role of the active citizen in shaping a quality sustainable environment.
• To design and implement environmental programs in formal and non-formal education.
• To describe Guilford’s theoretical model for the structure of intelligence, ie functions (memory, comprehension, convergent – critical thinking, divergent – creative thinking, evaluation), content – materials and products and its application in Environmental Education.
• To apply techniques of the creative production of ideas (eg brainstorming, S.C.A.M.P.E.R. technique, creative problem solving, etc.).
• To immerse themselves in the methodological approaches, techniques and tools used in the evaluation of Environmental Education programs.

General Skills

Retrieve, analyze and synthesize data and information, with the use of necessary technologies. Adapt to new situations. Decision making. Work autonomously. Generating new research ideas. Design and project management. Criticism and self-criticism. Promote free, creative and inductive thinking. Working in an interdisciplinary environment. Respect for the natural environment.

Teaching Methods

face to face

Use of ICT means

Χρήση Τ.Π.Ε. στη διδασκαλία: Διαφάνειες PowerPoint, πολυμεσικό υλικό, χρήση ιστοσελίδων Περιβαλλοντικής Εκπαίδευσης.

Χρήση ΤΠΕ στην Εργαστηριακή Εκπαίδευση (ασκήσεις πράξης): Χρήση ιστοσελίδων Περιβαλλοντικής Εκπαίδευσης, παγκόσμιες διαδικτυακές βάσεις δεδομένων περιβάλλοντος.

Χρήση ΤΠΕ στην Επικοινωνία με τους φοιτητές: ανάρτηση του εκπαιδευτικού υλικού στο moodle, επικοινωνία μέσω e-mail.

Teaching Organization

Students Evaluation

Ι. Συμπερασματική αξιολόγηση στο θεωρητικό μέρος του μαθήματος με ερωτήσεις πολλαπλής επιλογής και ερωτήσεις σύντομης απάντησης: 40%

ΙΙ. Συμπερασματική αξιολόγηση στις ασκήσεις πράξης του μαθήματος, που περιλαμβάνει:
• Δημιουργία project Περιβαλλοντικής Εκπαίδευσης (35%)
• Δημόσια Παρουσίαση (25%).

Recommended Bibliography

1. Ajzen, I. (1985). From Intentions to Actions: A Theory of Planned Behavior. In: Kuhl J., Beckmann J. (eds) Action Control. SSSP Springer Series in Social Psychology. Springer, Berlin, Heidelberg.
2. Ana, G. R. E. E., E. Oloruntoba, O. & Sridhar, M. K. C. (2009). Contributions of Environmental Clubs Toward Improved Environmental Programs in Selected Secondary Schools in Ibadan, Nigeria. AppliedEnvironmentalEducation& Communication, 8:2, 94-104.
3. Ardoin, N. M., Bowers A. W., Wyman Roth, N. &Holthuis, N. (2018). Environmental education and K-12 student outcomes: A review and analysis of research. The Journal of EnvironmentalEducation, 49:1, 1-17.
4. Ardoin, N. M., Clark, C.& Kelsey, E. (2013). An exploration of future trends in environmental education research. EnvironmentalEducation Research, 19:4, 499-520.
5. Ballard, H. L. & Belsky, J. M. (2010). Participatory action research and environmental learning: implications for resilient forests and communities. EnvironmentalEducation Research, 16:5-6, 611-627.
6. Bywater, K. (2014). Investigating the Benefits of Participatory Action Research for Environmental Education. Policy Futures in Education, 12(7), 920–932.
7. Crohn, K. & Birnbaum, M. (2010). Environmental education evaluation: Time to reflect, time for change. Evaluation and ProgramPlanning, 33, 155– 158.
8. Huckle, J. (2002). Educating for Sustainability: A guide for primary schools. BurningIssues in PrimaryEducation, 5.
9. McPherson Frantz, C. & Mayer, S. (2014). The importance of connection to nature in assessing environmental education programs. Studies in Educational Evaluation, 41, 85–89.
10. Monroe, M.C. (2010). Challenges for environmental education evaluation. Evaluation and ProgramPlanning, 33, 194–196.
11. Reid, A.D., Jensen, B.B., Nikel, J., Simovska, V. (eds) (2007). Participation and Learning: perspectives on education and the environment, health and sustainability. London: SpringerPress.
12. Thomson, G., Hoffman, J. &Staniforth, S. (2010). Measuring the Success of Environmental Education Programs. Ottawa: CanadianParks and Wilderness Society.
13. Tilbury D. and Wortman D. (2004). Engaging People in Sustainability, Commission on Education and Communication.Gland and Cambridge: IUCN
14. Wheeler Κ. and PerracaBijurΑ. (eds) (2010). Education for a Sustainable Future. A Paradigm of Hope for the 21st Century. New York: Kluwer Academic/Plenum Publishers.
15. West, E. S. (2015). Understanding participant and practitioner outcomes of environmental education. EnvironmentalEducation Research, 21:1, 45-60.
Ελληνόγλωσση
1. Γεωργόπουλος, Α. (2005). Περιβαλλοντική Εκπαίδευση. Ο νέος πολιτισμός που αναδύεται. Αθήνα: Gutenberg.
2. Δημητρίου Α. (2009) Περιβαλλοντική Εκπαίδευση: περιβάλλον, αειφορία. Θεωρητικές και παιδαγωγικές προσεγγίσεις .Θεσσαλονίκη: Επίκεντρο
3. Ζυγούρη, Ε. (2005). Αξιολόγηση προγραμμάτων περιβαλλοντικής εκπαίδευσης. Θεωρία και πράξη. Αθήνα Τυπωθήτω.
4. Καψάλης, Α. &Χανιωτάκης, Ν. (2012). Εκπαιδευτική αξιολόγηση. Θεσσαλονίκη: Αφοί Κυριακίδη.
5. Ξανθάκου, Γ. (2011). Δημιουργικότητα και Καινοτομία στο Σχολείο και την Κοινωνία. Αθήνα: Διάδραση.
6. Μαλάκης, Σ. (2018). Τεχνο-ατυχήματα και Αειφορία: Μελέτη Περίπτωσης του Ατυχήματος στον Πυρηνικό Σταθμό της Φουκουσίμα. Στο Β. Παπαβασιλείου, Ν. Ανδρεαδάκης, Γ. Παπαδομαρκάκης, Μ. Καΐλα. [Επιμ.], Αειφορία, Αειφόρος Ανάπτυξη, Φύση Και Ανθρώπινη Φύση. Ο Κόσμος μας; Quo Vadis?. Αθήνα: Εκδόσεις Διάδραση, 151 – 165.
7. Μπότσιου, Μ., Τεξής, Ι. &Τερνεκτσής Ι. (2008). «Πασχαλίτσα εναντίον Μελίγκρας» μια εκπαιδευτική εφαρμογή με τη χρήση κινουμένου σχεδίου για το μάθημα της ανθοκομίας-κηποτεχνίας στις μονάδες ειδικής αγωγής. Στο: Αθανάσιος Τριλιανός& Ιγνάτιος Καράμηνας, Ελληνική Παιδαγωγική και Εκπαιδευτική Έρευνα (Τόμος Β) (σελ. 583-590).Αθήνα: Ατραπός.
8. Τριλιανός, Αθ. (2004). Μεθοδολογία της σύγχρονης διδασκαλίας,τόμ. Β’. Αθήνα: Αυτοέκδοση.
9. Φώκιαλη, Π., Ξάνθης, Α. Παπαβασιλείου, Β. Μόγιας, Α. και Καΐλα, Μ. (επιμ.) (2015). Τοπικότητα και Βιώσιμη Ανάπτυξη. Αθήνα: Διάδραση.