PBB105 Environmental Education

Faculty of Arts
Autumn 2019
Extent and Intensity
1/1/0. 4 credit(s). Type of Completion: z (credit).
Teacher(s)
doc. PhDr. Jan Činčera, Ph.D. (lecturer)
doc. PhDr. Petr Hlaďo, Ph.D. (lecturer)
Mgr. et Mgr. Michal Medek (lecturer)
Guaranteed by
doc. PhDr. Jan Činčera, Ph.D.
Department of Educational Sciences – Faculty of Arts
Contact Person: Mgr. Kateřina Zelená
Supplier department: Department of Educational Sciences – Faculty of Arts
Timetable
each even Wednesday 8:00–11:40 B2.52
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 5 student(s).
Current registration and enrolment status: enrolled: 0/5, only registered: 0/5, only registered with preference (fields directly associated with the programme): 0/5
fields of study / plans the course is directly associated with
Course objectives
Students get overview on theory and practice of environmental education (EE), its development in abroad and in the Czech Republic, and with various approaches existing in the field. They get overview about grounding of EE in formal, nonformal, and informal education. Students will discuss parts of EE theory, compare different strategies of EE programmes. Students get hands on experience with creation and/or delivery of EE programmes.
Learning outcomes
Students will be able to:
- describe system of environmental education in the Czech Republic - both in the field of formal and non-formal education,
- compare various strategies for achieving the goals for EE for different age groups,
- evaluate strong and week points of EE programmes.
Syllabus
  • The course covers the following topics.

  • Development of EE     Goal: students in follow-up reflexion and on-line discussion comment articles important for development of EE and evaluate them from their own point of view.
    Origins of EE. H. Hungerford, S. van Matre, J. Cornell. Action competence. Education for sustainable development.
  • Age specifics of target groups of EE
    Goal: student apply their knowledge of development psychology on EE programmes. They learn EE approaches for pre-school children
    A. Developmental psychology and its application in EE, message from E. Strejckova, forest kindergarten.
    B. Case studies: Forest kindergarten, Ozone programme.
  • Introducing of environmental education (EE)
    Goal: students reflect their experience with EE, evaluate what was interesting, what correspondents with their concept, and what does not.
  • Environmental education in the Czech Republic
    Goal: Students get overview about grounding of EE in formal education and in broad offer of EE programmes in the field of non-formal education. They learn the basic methodical documents and how they can apply them for evaluating visited programmes.
    A. Grounding of EE in formal education, goals of EE, Free-time institutions, EE centers, environmental counselling.
    B. Case studies: annual reports of EE centers, EE programme Butterfly Day, Challenge summer camp in Karpaty, Ecoschool.
  • Goals of EE and strategies for their achievement
    Goal: Students compare recommencations for programmes for development selected goals of EE with visited EE programmes.
    A. Affinity with nature, sense of place, ecological principles, inquiry skills, environmental problems and issues, action competence: what are supposed initial competence of pupils, what strategies are probably effective, examples of evaluated programmes.
    B. Case studies: NaZemi: Supermarket World, GLOBE, Explorers.cz
  • EE programme theory
    Goal: Students reflect basic procedure for programme designing and apply them for evaluating of visited EE programes.
    A. Impact theory and proccess theory, designing of logic model. Selected proccess models based in constructivism or experiential education (Kolb's cycle, E-U-R, 4MAT). Motivational means, theme, organizer. Guidelines for designing of a new programme.
    B. Case studies: Earthkeepers, Koreny (Roots)
  • Presentation of evaluated programmes and/or own EE activities Goal: students discuss EE programmes.
Literature
    required literature
  • ČINČERA, Jan. Environmentální výchova: efektivní strategie (Environmental education: effective strategies). 1st ed. Praha: BEZK, Agentura Koniklec a Masarykova univerzita, 2013, 132 pp. ISBN 978-80-904141-0-5. info
  • ČINČERA, Jan. Environmentální výchova : od cílů k prostředkům. Brno: Paido, 2007, 116 s. ISBN 9788073151478. info
  • HORKÁ, Hana. Teorie a metodika ekologické výchovy (Theory and methodology of eccological education). Brno: Paido, 1996, 75 pp. ISBN 80-85931-33-8. info
    recommended literature
  • Úvod do environmentální výchovy a globálního rozvojového vzdělávání: soubor učebních textů. 1. vyd. Brno: Lipka - školské zařízení pro environmentální vzdělávání, 2012
  • ČINČERA, Jan and Petra ŠIMONOVÁ. „I am not a big man“ : Evaluation of the issue investigation program. Applied Environmental Education & Communication. Taylor & Francis, 2017, vol. 16, No 2, p. 84-92. ISSN 1533-015X. Available from: https://dx.doi.org/10.1080/1533015X.2017.1304297. URL info
  • ČINČERA, Jan. Metodika pro hodnocení environmentální výchovy pro starší školní věk a střední školy (The methodology for evaluation of environmental education programmes for K-9 and secondary school pupils). 2013. URL info
  • ČINČERA, Jan. Střediska ekologické výchovy mezi teorií a praxí (Environmental education centers between theory and practice). Praha: BEZK, Agentura Koniklec a Masarykova univerzita, 2013, 273 pp. ISBN 978-80-210-6525-3. info
  • MÁCHAL, Aleš. Mýty a omyly o environmentální výchově a v environmentální výchově. 1. vyd. Brno: Lipka - školské zařízení pro environmentální vzdělávání, 2012, 15 s. ISBN 9788087604205. info
  • ČINČERA, Jan and Milan CAHA. Výchova a budoucnost : hry a techniky o životním prostředí a společnosti. Brno: Paido, 2005, 167 stran. ISBN 8073150999. info
  • MÁCHAL, Aleš. Průvodce praktickou ekologickou výchovou. Brno: Rezekvítek, 2000, 205 s. ISBN 8090295401. info
  • HORKÁ, Hana. Pedagogické aspekty koncepce trvale udržitelného rozvoje. Brno, 1998, p. 179-188. ISBN 80-85931-61-3. info
  • HORKÁ, Hana and Alena HRDLIČKOVÁ. Výchova pro 21.století. Koncepce globální výchovy v podmínkách české školy. (Education for 21th century. The conception of global education in the conditions of Czech schools.). Brno: Paido, 1998, 101 pp. ISBN 80-85931-61-3. info
  • HORKÁ, Hana. Mimoškolní ekologická výchova. In DÝTRTOVÁ, Radmila and Jitka PÁVKOVÁ. Ekologické vzdělávání a výchova pro vychovatele dětí a mládeže. Ostrava: VŠB Technická Universita, 1997, p. 38-47. ISBN 80-7078-513-6. info
  • MÁCHAL, Aleš. Špetka dobromysli :kapitoly z praktické ekologické výchovy. 1. vyd. Brno: EkoCentrum, 1996, 153 s. ISBN 80-901668-6-5. info
Teaching methods
Interactive lectures with demonstrations of environmental education activities; assessment of an environmental education program, mandatory reading, assignment, residential course, program analysis, teamwork.
Assessment methods
Students are supposed to work in teams and as individuals. Their final assessment is based on the number of credits they achieved fulfilling the course tasks.
Language of instruction
Czech
Further Comments
Study Materials
The course is taught annually.
The course is also listed under the following terms Autumn 2020, Autumn 2021, Spring 2022, Autumn 2022, Spring 2023, Spring 2024, Spring 2025.
  • Enrolment Statistics (Autumn 2019, recent)
  • Permalink: https://is.muni.cz/course/phil/autumn2019/PBB105