FF:PB32PB36 Environmental education - Course Information

PB32PB36 Environmental education

Extent and Intensity

1/1/0. 3 credit(s). Type of Completion: z (credit).

Teacher(s)

Mgr. et Mgr. Michal Medek (lecturer), Mgr. Lenka Hloušková, Ph.D. (deputy)

Guaranteed by

doc. Mgr. Petr Novotný, Ph.D.
Department of Educational Sciences – Faculty of Arts
Contact Person: Ivana Klusáková
Supplier department: Department of Educational Sciences – Faculty of Arts

Timetable

each odd Wednesday 10:00–13:40 C31

Prerequisites (in Czech)

DŮLEŽITÉ UPOZORNĚNÍ
Na kurzu spolupracujeme s doc. Činčerou (FSS MU), kurz bude probíhat každou lichou středu od 10:00 do 13:40 v prostorách FSS MU na Joštové 10 v učebně U34, tedy nikoliv na FF, jak je uvedeno v rozvrhu.
Součástí kurzu je i dvoudenní exkurze s ukázkami ekovýchovných programů, proběhne na Kaprálově mlýně u Ochozi u Brna, není nutné zde zůstávat přes noc, ačkoliv to doporučujeme.

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 10 student(s).
Current registration and enrolment status: enrolled: 0/10, only registered: 0/10, only registered with preference (fields directly associated with the programme): 0/10

fields of study / plans the course is directly associated with

• Social Education and Counselling (programme FF, B-PD)

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 and about various types of organisations dealing with EE in the Czech Republic and in abroad. They will discuss selected theoretical issues of EE and compare various strategies for achieving the goals for EE for different age groups. They will learn to design simple EE programmes.
Students
1. Discuss strong and week points of approaches and strategies of EE.
2. They evaluate strong and week points of visited EE programmes.
3. They describe selected EE organisations and programmes they provide.

Learning outcomes

After succesfully completing the course, students will be able to • - assess the quality of an environmental education program and suggest its modifications; • - assess a program offer of centers for environmental education; • - compare existing approaches in environmental education and assess their strong and weak points.

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 Goal: students present visited EE programmes and evaluate their strong and week aspects.
• 
  The course is taught in cooperation of Ass. Prof. Jan Činčera, Ph.D. and Michal Medek MA, MSc.

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. 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. Environmentální výchova : od cílů k prostředkům. Brno: Paido, 2007, 116 s. ISBN 9788073151478. 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
• 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
• HORKÁ, Hana. Teorie ekologické výchovy. In Ekologické vzdělávání a výchova pro učitele a mistry učňovské mládeže. Ostrava: VŠB Technická Univerzita, 1997, p. 38-47. ISBN 80-7078-514-4. info
• MÁCHAL, Aleš. Špetka dobromysli :kapitoly z praktické ekologické výchovy. 1. vyd. Brno: EkoCentrum, 1996, 153 s. ISBN 80-901668-6-5. 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
• PIKE, Graham and David SELBY. Globální výchova :Nabídka alternativních aktivit pro práci ve škole. Praha: Grada, 1994, 322 s. ISBN 80-85623-98-6. info
• FOUNTAIN, Susan. Místo na slunci : globální výchova pro děti 5-10 let. Translated by Monika Cahová, Illustrated by Miloslav Jágr. 1. vyd. Praha: Tereza, 1994, 111 s. info
• HORKÁ, Hana. Ekologická výchova na 1. stupni základní školy. Vyd. 1. Brno: Masarykova univerzita, 1993, 78 s. ISBN 80-210-0742-71. 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 from course tasks.

Language of instruction

Czech

Further comments (probably available only in Czech)

Study Materials
The course is taught annually.

• Enrolment Statistics (Spring 2019, recent)
  
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