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Lecturer(s)
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Zágoršek Kamil, doc. RNDr. Ph.D.
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Činčera Jan, doc. PhDr. Ph.D.
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Kočí Aleš, Ing.
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Nováková Miroslava
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Modrá Jana, Mgr.
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Course content
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1. Objectives and content of EVVO with emphasis on primary and secondary schools 2. Anchoring EVVO in legislation - documents, organisations 3. EVVO in extracurricular activities 4. Responsible environmental behaviour of individuals, households, schools 5. Meaning and possibilities of schools' involvement in long-term EVVO programmes 6. An overview of appropriate methods and forms of EVVO, using the example of a short-term educational programme 7. Nature gardens and nature classrooms, their importance, creation and use in teaching and leisure activities 8. Themes of nature and landscape conservation in education (in the Czech Republic and worldwide) 9. Ecological curriculum using the principles of research-oriented teaching 10. Outdoor experiential activities 11. Projects = integrated thematic units in ESD 12. Regional learning, Locally Embedded Learning 13. Reflection on learning units 14. Reflection, conclusion, summary.
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Learning activities and teaching methods
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Self-study (text study, reading, problematic tasks, practical tasks, experiments, research, written assignments), Practicum
- Class attendance
- 40 hours per semester
- Presentation preparation (report)
- 30 hours per semester
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Learning outcomes
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The subject content is to introduce Environmental Education and Awareness (EEA) as a comprehensive, legislatively anchored part of the educational process in primary and secondary schools. Within the course, students will get acquainted with legislative and curricular documents and specifics of the school system, public administration, local government and eco-centres. In the practical part of the course, students will understand the principles and methods suitable for environmental education through concrete cases. They will watch and analyse short-term and long-term educational programmes (e.g. School for Sustainable Living, Eco-school, Doubtful Souvenirs, Animals in Peril, Green Island, Easter Island, 7 Colours of the Rainbow, Forest at School, Fairy Rosaria's Well, Hurvínek's Journeys into Nature, Four Kingdoms, etc.). They will also understand the importance of environmentally friendly operations, the principle of Fair-trade, the importance of the ecological footprint and other environmentally friendly activities through the examples of Eco-Schools. Students will practically experience the specifics of different age groups in the assignment of creating a learning unit and will use practical examples to learn varied methods of how to implement EEA in primary and secondary schools. Students will learn how schools and educators can make use of EEA services provided by different organisations (e.g. professional institutions such as zoos, eco-centres, ...).
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Prerequisites
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unspecified
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Assessment methods and criteria
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Written assignment
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Recommended literature
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A. Máchal, H. Nováčková, L. Sobotová a kol. Úvod do environmentální výchovy a globálního rozvojového vzdělávání,. Lipka, 2012.
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ČINČERA, Jan. Environmentální výchova. Od cílů k prostředkům. Brno, 2007.
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Krajhanzl, J. Psychologie vztahu k přírodě a životnímu prostředí. Lipka & Masarykova univerzita, Brno, 2014.
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P. Šebestová, P. Šimonová. Environmentální výchova pro ZŠ a SŠ. Portál, 2013.
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Petr Daniš. Tajemství školy za školou. Praha, 2019. ISBN 978-80-7212-631-6.
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