future education to help students think about what will happen in the future and to want to help...
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Future Education
To help students think about what will happen in the future and to want to help make it better.
Solo in Nature
To get students closer to the natural environment and to help them create links with elements of that environment
Solving Environmental Problems
To show students problems on the field and to give them the opportunity to take on an environmental action
Environmental Values Education (continuum)
To have students reflect on their behaviours and values
To have them hear about values and behaviours of others
Outdoor excursion using our 5 senses (sensorial
approach) To have students
connect with elements from their natural surroundings.
To help them become better observers.
The reading of success stories (stories that tell of environmental
successes)
To give them the incentive to undertake an action
Urban Sustainability Education
(visit and critisize your town in order to transform it) To make students
understand the concept of sustainability, develop critical and creative abilities. To give them the chance to do an environmental action.
Participatory Rural Appraisal (different techniques: mapping, seasonal
calendar, transect…)
To help citizens see their surroundings, to share their opinions about it and to undertake actions
Role Playing (with people involved in a local
environmental conflict)
To have students study a local problem so as to understand the complexities of environmental problems
Modeling (the teacher demonstrates environmental
actions and values)
To be an example and to show students that environmental behaviours can be done
Critical Approach (have students criticize articles or texts on
environmental subjects)
To help students learn how to analyse the sources of an article, its bias, etc.
The Socioconstructivist Approach
To help students build environmental knowledge rather than give it to them
Bioregional Approach (map an area, analyse the uses of it’s
resources…)
So that students can appreciate their area and it’s characteristics
So that they can take charge of the uses of local resources
Reflexive Approach (example: have students write in a reflexive
journal on a subject relating to the environment)
To make them reflect on their way of life or their emotions towards the environment
Experiential Learning (do an activity outside and reflect on your
experience)
To realise what’s really going on in one’s own life or in one’s own region
Environmental Audit (research in your area to identify its
resources or energy used)
To realise what’s happening and to make better plans for the use of resources and energy
Esthetic Education (walk through an area to evaluate its
esthetic aspect)
To become aware of the quality of life in your town and to develop the will to act