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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, content, and anchoring of EVVO 2. Methods and forms of EVVO using practical examples 3. EVVO in informal education, cooperation 4. Projects and integrated thematic units in EVVO 5. Education on climate change 6. Responsible environmental behavior of individuals, organizations, and schools 7. Interpretation of local heritage and locally anchored learning 8. The importance and use of natural gardens, outdoor learning
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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), Active metods (simulation, situational contingency methods, drama,acting, namagerial acting ), 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
Active participation in classes, completion of a final thesis and its presentation. The course also includes a two-day residential training block at a specialized facility with accommodation. The outcome of the course is a prepared proposal for a practical educational or awareness-raising activity (teaching unit, campaign, educational trail, educational or awareness-raising event, etc.) and its presentation.
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Recommended literature
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ČINČERA, Jan. Environmentální výchova. Od cílů k prostředkům. Brno, 2007.
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Daniš, P. Tajemství školy za školou. Praha: TEREZA, vzdělávací centrum, z.ú., 2019. ISBN 978-80-7212-631-6.
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HUŠKOVÁ, B., J. KULICH a E. HÁJKOVÁ. Učíme (se) místem: jak může místně zakotvené učení měnit vzdělávání a svět ? praktický průvodce. [Horní Maršov]: Středisko ekologické výchovy SEVER Horní Maršov, o.p.s., 2022. ISBN 978-80-86838-59-5.
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Krajhanzl, J. Psychologie vztahu k přírodě a životnímu prostředí. Brno: Lipka & Masarykova univerzita, 2014.
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Máchal, A., H. Nováčková, L. Sobotová a kol. Úvod do environmentální výchovy a globálního rozvojového vzdělávání,. Lipka, 2012.
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Šebestová, P., Šimonová, P. Environmentální výchova pro ZŠ a SŠ. Praha: Portál, 2013.
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