ORGANISING THE TEACHING OF THE ENVIRONMENTAL FROM AN INTERDISCIPLINARY APPROACH Flashcards
Which is the criteria to identify good problems?
Contextual: Can the problem be extrapolated to other situations or context?
Positioning: Does the problem promote more than positioning in favour or against?
Action: Does the problem promote more than one action?
Interdisciplinareity: Does the problem need to unse different disciplines or curriculum areas?
Emergency: Is the phenomena an emergent urgent, relevant situations at the local or global levels?
Values: Are the values of enironmental justice and social justice considered?
Relevance: Is the problem socially, personally and scientifically relevant?
What types of activities would we develop?
They promote open answers, alternative solutions, divers interpretations,…
Students feel motivated and position themselves through the formulation of opinions and viewpoints.
Facilitat the shared construction of knowledge, exchange of opinions, contrasting views,..
Present the activities based on contextualised situations which are close to students reality.
Introduce a diversity of content (conceptual, procedural, attitudonal)
Connect with close situations when students can link with personal experiences.
Which are the competential activities?
These activities developed to study the environment from an interdisciplianary approach need to avoid memorising but the development of different competences.
An exemples is outdoor visits
The outdoor visits
The direct experience of the environment provides a set of unvaluable experiences to understand reality.
The direct contact with the environment promotes the development of senses.
The study of the envrionment is a resource for the learning of processes (observation, identification, interpretation, valuing, decision making,…)
The outdoor visits are intended to make the students observe, look form verify, gathe, mainpulate, explain what they see and discover from the study of the reality that surrounds them.
However, discover and understand reality, is not enough. It doesn’t allow to discover the deeper reasons of things. The teacher should guide the experience, correct the perception, structure the knowledge and teach to think and reflect on the reality to encourage critical and alternative thinking in the students.
Which are the outdoor visits and the environment problems?
We need to develop views to approach the problems of the environment.
There are superficial views which only identify things such as mountais,rivers,…
We need to develop complex views which show interest in asking how and why: causes and consequences, changes,… The aim is to interpret and value to understand.
