Συμμετοχικές δράσεις για τη μελέτη των σύγχρονων περιβαλλοντικών ζητημάτων (Master thesis)
In a time of socio-economic but also ecological crisis, the need to redefine the relationship between man and the environment (Moustakas, 2013) is a top priority. According to the new definition of sustainability, environmental issues include social, economic and cultural problems, thus highlighting their deep social nature and the need for a collective effort in order to achieve sustainable development objectives. Education plays a major role in the treatment of environmental issues. Through education, objectives for social engagement and participatory management, may become feasible. This research is an attempt to redefine the objectives of environmental education in order to change participants’ attitude. For this purpose, a series of workshops was held from March to May 2016 in 37 final-year students, within the framework of the Environmental Education course, offered by the Department of Early Childhood Education of the University of Ioannina. Workshops were designed in the context of Cultural and Historical Activity Theory and Expansive Learning Cycle, using participatory methods (Brainstoarming, Delphi Technique, Case Study, Role Play, Threats to Sustainability, Poster) as cultural tools in the Activity Theory. The paper examines first, the interactions that take place during the Environmental Education workshop, secondly, the interactions between environment and other social issues and thirdly, the way in which the use of participatory methods in the teaching process leads to the use of participatory solutions to address issues regarding sustainability.The collection of data included 24 video files, eight posters and seven assingments.Research data were analysed by the qualitative data analysis program Nvivo 2010. In this context, the findings have shown that the use of participatory methods in the classroom leads to the participative solution of the problems related to nature and enhances the participation. In particular, participatory techniques can act as a bridge of association and action-sharing from class to societal level. Finally, collective / participatory work in the classroom leads to recognition of the environmental issues complexity, as the participants expressed the multiple connections of environmental issues to social and economic level.
|Alternative title / Subtitle:||η περιβαλλοντική αγωγή υπό το πρίσμα της θεωρίας της δραστηριότητας|
|Institution and School/Department of submitter:||Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών της Αγωγής. Παιδαγωγικό Τμήμα Νηπιαγωγών|
|Subject classification:||Περιβαλλοντική εκπαίδευση|
|Keywords:||Περιβαλλοντική εκπαίδευση,Συμμετοχικές μέθοδοι,Θεωρία της δραστηριότητας,Επεκτατική μάθηση,Περιβαλλοντική ευαισθητοποίηση,Environmental Education,Participatory methods,Activity theory,Expansive learning,Environmental awareness|
|Appears in Collections:||Διατριβές Μεταπτυχιακής Έρευνας (Masters)|
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|Μ.Ε. ΑΣΛΑΝΙΔΟΥ ΕΥΑΓΓΕΛΙΑ 2017.pdf||4.55 MB||Adobe PDF||View/Open|
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