European Curriculum for Methodological in the field of EE

Pedagogy in Environmental Education

Auteur : Marianne BEL chargé d’études Service de la formation continue Université de Toulouse 2 France

The E.E. for the international community

The important subject matters which need to be thought about are:

  

The right to education for all Enhancement of sustainable development Respect towards culture variety



Sustainable Development

Definition of the E.E.



Environment notion

The UN definition The National Education definition 

Complicated dynamisms between the ecologic, economic, social and cultural dimensions

 Definition of

the Education related to the Environment towards a Sustainable Environment

(P.N.U.E)

The environment: a vigorous system

The arrangements made by France

 « Environment plan » adopted by France on February 2005, 28th  « The Education’s Decade in preparation for Sustainable Development "(2004-2014) launched by the United Nations on March 2005, 1st  « The French Committee on the United Nations’ Decade » set up by France on October 2005, 11th

Environmental Education and National Education

Protocol between the national Education department and the ministry of Environment january 1993, 14

« Allow to each pupil to gain a basic culture on problems related to the environment when they leave obligatory school. »

 Reorganization of programs around notions of:    environment value civism towards the environment responsibility et de solidarity  Training of trainers, teachers (IUFM and MAFPEN) and shift executive’s training.

French-speaking training and Environment Education



National Pole of Resources in the Education to the Environment towards a Sustainable Development (P.N.R.E.E.D.D) France



Institute of Training and Research in Education to the Environment (Ifree) France



High Institute of the Environment (ISE) France



Canadian Research Chair on Education related to the environment ( Montreal UQAM)



The idea network (gate of the EEDD in Belgium )



The INSAH ( Mali )



The Quisqueya University ( Haiti )

Circular n °110 from 2004

In the expansion of the national strategy adopted by the government on june 2003, the circular aims at giving the EE

a new educational approach

integrating it throughout the basic training.

In order to meet this objective, it favours:  the

interdisciplinarity

(school project)  t

he opening towards external fields

(activity and project partnerships

Interdisciplinarity

School project

(renewable every 3 years) Coordination of the diverse activities, projects and objectives from the educationnal team Horizontal and methods vertical (coherence beetwen academic years) coherency of teaching

Academic Agenda 21

(survey stage) It favours the coherency between institutions and projects for the education to environment.

Partnerships

Projects elagorated in partnership



At school:

- Outside activities, visits (museums, parks, forests, etc.) - Environment lessons 

At High school :

Actions with museums, regional parks… - Workgroups - Clubs ↳ Allow to link up with non-formal education

Partnerships

The ways to realise these partnerships:

         External interventions (Territorial authorities or qualified staff) Transplanted stays (since1970) Educational Action Project (since 1981) Personal Work Supervised (since 1998) Local Educative Contracts (since 1998) Diversified careers (since 1998) Project of Art and Culture (since 2001) Uncovering Itineraries (since 2001) Scientific and Technic Innovative educational actions or workshops (since 2001)

Environmental pedagogy



Discipline pedagogy:

Classic teaching (diferent disciplines) 

Contact pedagogy:

Unmediated contact with the elements. Ex: Green class, urban class, stay class… 

Project pedagogy (teaching in project):

Teaching organize around concretes projects and in association with no formals organisations. Ex: Chantiers, ateliers… 

The two following exemples had been built in reference as these pedagogics reflexions

Environmental Education for children from 3 to 12 years

Pedagogy privileged

↳

Mucking in

 Lauched in 1996 by Georges Charpak (Nobel prize for physics and Science Academy winner in 1992)  Promote the scientific reasearch approach at school

Pedagogic approach

This approach of the making in favour the construction of knowledge through the exploration, the experimentation and the talk (arguing).

It practice the science like action, interogation, investigation, experimentation, collective construction. It’s not about fixed exposition to memorize.

    The teacher guide learners without doing for them Experience book with personal written and collective written Learning knowledge, approach and language (written and speeken) A timing minimum must be etablished for each thematic The schoolchildren think about an experience, do it and discusse together to understand its interest.

The 10 principles

Pedagogic approach

      The children

observe test it out

.

an object or a freak of nature and During the test out they

argue, reason and discusse

together. A manual activitie don’t suffice.

Activities are organized in the aim to

spread learning learner autonomy

.

and They must have a

timing minimum

same thematic.

Continuance

in the week about the of activities and pedagogy.

Every leaner have an

exercice book

with his word.

The most important objective is the

gradual appropriation

of the scientific concept, technical know-how and the consolidation of the expresion written and speeken.

The 10 principles

The partnership

   

Families

and/or the

aera of the city

solicited for the work do in class.

can be Locally,

scientifics partnerships

(university, hight school…) backup the work done in class and make theire competences available Locally, the

IUFM

make theire pedagogic and didactic experience available for the teacher.

The teacher can dispose, in can participat to a

internet cooperative work

, of activities modules or answer to question and he discussing with colleagues, trainers or scientistes.

Pedagogy privileged

↳

Mucking in Affirmative method

  Learning environmental and undiscriminating behaviours as well as health rules. Centred on close environment

Sensitive and interrogative method :

 

Discovering of technic and scientific concepts :

the observation, the sensitive experimentation, the research of information (how to be independent), the idea’s pooling, the discussion, the argumentation and the reasoning (simple causality)

Expression and argumentation

Environmental Education for schoolchildren from 12 to 18

Pedagogy privileged

↳ Themes of convergence Interdisciplinarity and partnership focus arround environmentals thematics (Diversification of the teachers)

Themes of convergence around the environment

Scientific disciplines, physical and sportive education, history and geography, civics and technology      "Environment and sustainable development " "Meteorology et climatology" "Energy" "Health" "Security" 

educate the future citizen

Coherency of the disciplines pedagogies

 Educational team’s meeting to institution and agenda 21)

coordinate

programs, projects and objectives (project of  The class’s homework notebook guarantes the

link between disciplines



coordination of the interdisciplinarity

Basics principles to work in an interdisciplinary team

They must have :



Common philosophy

(environmental education) 

Common aims

(educate the futur citizen) 

Common pedagogy

pedagogy) (we propose an innovative  The

specificity

of each discipline form an indivisible whole (totality principe)

Consequence of the interdisciplinarity work

 Organize the

link beetwen the two level of teaching

: -

reflexive

-

practice

 This link garanted the

continuance

of the practice and the possibility of

reelaboration of courses

Consequence of the interdisciplinarity work

 Decentration of the education question : « what can you teach? » to «

What kine of project do we have for learners?

»  The environment is not only the subject of studies but the place of

discipline meeting

.

 The confrontation of diferents regards permit to see the learner not only like a learner but also like a

futur citizen

.

Consequence of the interdisciplinarity work

 Working with an educational project is the best way to

optimise the management resources and competences

of an interdisciplinary team. It manage dealing with of all the team.  In an interdisciplinary team the

educational project

is more important that the knowledge assimilation. 

Two conditions

project : to carry out an educational Each project must have a must

approuve to work professor referant

(principal teacher) and all the educative team in the common project.

Summary scheme of the Education to the Environment

Research In Education to the Environment

The main french-speaking poles:

 Training and Research Institute in education to the environment (Ifree) France  National Institute of educational research (INRP) France  Chaire of research of Canada environment in education related to the  IDEE Red (Information and Circulation in education to the environment) Belgium

Competences in environmental education

Competences ( knowledge, know how and self management )



Thematics:

Interest to apply an interdisciplinarity approach to get onto the environmental question 

Activities:

Interest to work with partnership and open the education to his no formal form. Environmental education must overstep the school system 

Pedagogy :

Project pedagogy  innovative pedagogy