PřF:XS490 Environmental education course - Course Information

XS490 Environmental education course

Extent and Intensity

0/2/0. 2 credit(s). Type of Completion: z (credit).

Teacher(s)

Mgr. Vladislava Kolářová (seminar tutor)
doc. RNDr. Zdeňka Lososová, Ph.D. (seminar tutor)

Guaranteed by

doc. RNDr. Zdeňka Lososová, Ph.D.
Department of Botany and Zoology – Biology Section – Faculty of Science
Contact Person: doc. RNDr. Zdeňka Lososová, Ph.D.
Supplier department: Department of Botany and Zoology – Biology Section – Faculty of Science

Timetable

each odd Friday 10:00–13:50 Z6,02006

Course Enrolment Limitations

The course is only offered to the students of the study fields the course is directly associated with.

The capacity limit for the course is 20 student(s).
Current registration and enrolment status: enrolled: 1/20, only registered: 0/20

fields of study / plans the course is directly associated with

• Upper Secondary School Teacher Training in Biology (programme PřF, N-EB)
• Upper Secondary School Teacher Training in Biology (programme PřF, N-CH)
• Upper Secondary School Teacher Training in Biology (programme PřF, N-UCB)
• Upper Secondary School Teacher Training in Descriptive Geometry (programme PřF, N-MA)
• Teaching of Technical Drawing for Secondary Schools (programme PřF, N-UCD)
• Upper Secondary School Teacher Training in Physics (programme PřF, N-EB)
• Upper Secondary School Teacher Training in Physics (programme PřF, N-FY)
• Upper Secondary School Teacher Training in Physics (programme PřF, N-UCF)
• Upper Secondary School Teacher Training in Geography and Cartography (programme PřF, N-EB)
• Upper Secondary School Teacher Training in Geography and Cartography (programme PřF, N-GK)
• Upper Secondary School Teacher Training in Geography and Cartography (programme PřF, N-CH)
• Upper Secondary School Teacher Training in Geography and Cartography (programme PřF, N-MA)
• Upper Secondary School Teacher Training in Geography and Cartography (programme PřF, N-UCZ)
• Upper Secondary School Teacher Training in Chemistry (programme PřF, N-FY)
• Upper Secondary School Teacher Training in Chemistry (programme PřF, N-CH)
• Upper Secondary School Teacher Training in Chemistry (programme PřF, N-UCC)
• Upper Secondary School Teacher Training in Mathematics (programme PřF, N-EB)
• Upper Secondary School Teacher Training in Mathematics (programme PřF, N-FY)
• Upper Secondary School Teacher Training in Mathematics (programme PřF, N-CH)
• Upper Secondary School Teacher Training in Mathematics (programme PřF, N-MA)
• Upper Secondary School Teacher Training in Mathematics (programme PřF, N-SS)
• Teaching of Mathematics for Secondary Schools (programme PřF, N-UCM)

Course objectives

Environmental education course is designed to prepare students to implement environmental education opportunities in formal and non-formal education settings. Topics include integration of environmental education into school practice, and environmental education teaching methodologies.

Learning outcomes

After completing the course, the student will be able to: Describe age and developmental aspects in EE (Environmental Education). Understand basic curriculum and legislative documents relevant to EE. Compare and critically evaluate methods and methodological approaches used in EE. Navigate the EE curriculum framework and propose suitable methods to achieve expected outcomes in various key activities of EE curriculum. Define current significant environmental topics and describe trends in environmental education. Familiarize themselves with approaches to teaching selected environmental topics (e.g., how to teach about global climate change, etc.).

Syllabus

• Different concepts and directions of EE (Environmental Education), environmental organizations, and networks. Goals and means of environmental education, current legal framework of EE in the Czech Republic, the role of the school EE coordinator, methodological guidelines for implementing EE in schools. Basic terminology of ecology and EE. Aspects of developmental psychology in EE, the need for direct contact of children with nature. Didactic recommendations for environmental education, key competencies (cross-cutting themes of EE in the curriculum for secondary schools, recommended expected outcomes, goals and indicators of EE, ecology and environmental education textbooks, information resources, and aids). Environmental education programs and the use of activating methods in teaching (e.g., RWCT and the E-U-R model). Place-based learning, real-world learning (research-oriented teaching, outdoor subjects, outdoor learning, etc.). Methods and methodological approaches in EE in schools (School for Sustainable Living, Eco-School, Active Citizens, etc.).

Literature

recommended literature
• LEBLOVÁ, Eliška. Děti a příroda : environmentální výchova hrou. Illustrated by Lenka Procházková. 2. revidované vydání. Praha: Portál, s.r.o., 2017, 24 stran. ISBN 9788026212294. info
• HORKÁ, Hana. Ekologická/environmentální výchova (Environmental Education). In Pedagogická encyklopedie / Jan Průcha (ed.). první. Praha: Portál, 2009, p. 852 - 856. ISBN 978-80-7367-546-2. info
• MATĚJČEK, Tomáš. Ekologická a environmentální výchova : učební text k průřezovému tématu Environmentální výchova podle Rámcového vzdělávacího programu pro základní vzdělávání. 1. vyd. Praha: Nakladatelství České geografické společnosti, 2007, 50 s. ISBN 9788086034720. info

Teaching methods

Lectures combined with class discussion, practices, individual work.

Assessment methods

Presentation, individual and group outputs, active participation in discussions, and a 70% attendance rate at seminars.

Language of instruction

Czech

Further Comments

Study Materials
The course is taught annually.

• Enrolment Statistics (Spring 2023, recent)
  
• Permalink: https://is.muni.cz/course/sci/spring2023/XS490