SZ6135 Climate Education

Faculty of Education
Autumn 2024
Extent and Intensity
0/1/1. 5 credit(s). Type of Completion: k (colloquium).
In-person direct teaching
Teacher(s)
Mgr. Peter Mackovčin, Ph.D. (lecturer)
Mgr. Tomáš Miléř, Ph.D. (lecturer)
Mgr. et Mgr. MgA. Ondřej Navrátil, Ph.D. (lecturer)
Mgr. Irena Plucková, Ph.D. (lecturer)
Mgr. Libuše Vodová, Ph.D. (lecturer)
Mgr. Iva Frýzová (seminar tutor)
Mgr. Kateřina Gorčíková, Ph.D. (seminar tutor)
Mgr. Veronika Korvasová (seminar tutor)
MgA. Bc. Marta Kovářová, Ph.D. (seminar tutor)
Mgr. Slavomír Lesňák, PhD. (seminar tutor)
Mgr. Bc. Pavla Novotná, Ph.D. (seminar tutor)
Mgr. Barbara Strobachová, Ph.D. (assistant)
Mgr. Barbora Vacková, Ph.D. (assistant)
Guaranteed by
Mgr. Barbora Vacková, Ph.D.
Department of Civics – Faculty of Education
Supplier department: Department of Psychology – Faculty of Education (10,00 %), Department of Geography – Faculty of Education (10,00 %), Department of Primary Education – Faculty of Education (10,00 %), Department of Biology – Faculty of Education (10,00 %), Department of Art – Faculty of Education (10,00 %), Department of Civics – Faculty of Education (20,00 %), Department of Physics, Chemistry and Vocational Education – Faculty of Education (10,00 %), Department of Special and Inclusive Education – Faculty of Education (10,00 %), Department of Social Education – Faculty of Education (10,00 %)
Timetable of Seminar Groups
SZ6135/01: Fri 4. 10. 8:00–15:50 Botanická zahrada Kejbaly, Sat 5. 10. 8:00–15:50 Botanická zahrada Kejbaly, Fri 1. 11. 8:00–11:50 učebna 5a, Fri 15. 11. 9:00–12:50 učebna 5a, I. Frýzová, K. Gorčíková, T. Miléř, I. Plucková, L. Vodová
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 40 student(s).
Current registration and enrolment status: enrolled: 27/40, only registered: 0/40, only registered with preference (fields directly associated with the programme): 0/40
fields of study / plans the course is directly associated with
there are 24 fields of study the course is directly associated with, display
Course objectives
1. Knowledge:
a) Students will understand the basic principles of climate change, including factors influencing its development and impacts on the environment and society.
b) Students will become familiar with the concepts of climate change from the point of view of various disciplines (natural, social and human sciences) and their specific approach to climate education, but also with the ethical, aesthetic and cultural aspects of the topic (e.g.: "climate justice ", anthropocentrism, globalization).
c) Students will get a comprehensive overview of teaching forms and methods suitable for the implementation of climate education.
2. Skills:
a) Students will design and implement an interdisciplinary teaching program on the topic of climate change for 2nd grade elementary school students.
b) Students will learn to effectively communicate and present the topics of climate change using various pedagogical methods and means, taking into account the psychological risks of communicating the given topic (environmental grief, traumatization).
c) Students apply appropriate pedagogical approaches to motivate and involve students in teaching about climate change.
3. Attitudes:
a) Students will have a positive attitude towards environmental issues and will feel responsible for environmental protection.
b) Students will be able to reflect on their own consumer and lifestyle habits in the context of climate change.
c) Students will be motivated to implement environmental education as part of their future teaching practice and to their own lifelong self-education about climate change.
Learning outcomes
At the end of the course, the student:
- transforms selected contents of climate science into the primary school curriculum using adequate teaching methods, forms and resources
- identifies problem areas of the curriculum, is aware of continuity within the subject across grades, but also of intersubject relationships
- verifies students' preconceptions, knowledge and skills with appropriate diagnostic tools, takes the results of these findings into account in their own teaching
- critically assesses and appropriately uses available didactic resources (textbooks, worksheets, texts, images, animations, videos, etc.) associated with teaching the topic of climate change
- uses didactic tools that are subject-specific and didactically correct and suitable for explaining problematic concepts, phenomena and processes related to the topic of climate change
- chooses appropriate examples and heuristic procedures
- adheres to didactic principles in his teaching
- cooperates with the teacher of other subjects on the preparation and implementation of climate education; distinguishes between anthropocentric, biocentric and ecocentric views on the relationship between man and nature
Syllabus
  • 1. Familiarization with the organization of the subject and an introduction to the issue of climate change and climate education.
  • 2. Presentation of topics for teaching about climate change and dividing students into groups.
  • 3. Exchange of ideas (presentation of teaching topics from individual disciplines).
  • 4. Design of teaching programs, creation of teaching materials and teaching aids within the framework of group work.
  • 5. Implementation of the educational program at selected elementary schools.
  • 6. Presentation and reflection on the implementation of educational programs of individual groups.
Literature
  • DANIŠ, Petr. Klima je příležitost : opravdová řešení pro naši budoucnost na Zemi. 1. vydání. [Praha]: Tereza, vzdělávácí centrum, z.ú., 2023, 238 stran. ISBN 9788087905395. info
  • KOVÁŘOVÁ, Marta and Jiří SVOBODA. Kniha Jiříkovo vidění | Jak přimět slepici, aby začala snášet kachní vejce (Book The world according to my dad | How to get a chicken to start laying duck eggs). Praha: Togga, 2023, 160 pp. Togga, 1.verze. ISBN 978-80-7476-312-0. odkaz na e-shop Togga Stránka nakladatele info
  • LESŇÁK, Slavomír. Kritérium rozumovosti pri hodnotení optimistických technologických projektov ľudstva a prírody (The Criterion of "Rossum" in the Evaluation of Optimistic Technological Projects of the Humanity and the Nature). In Petr Jemelka, Slavomír Lesňák. 100 let R.U.R. Sborník z konference na Pedagogické fakultě Masarykovy univerzity v Brně, 11.září 2019. Brno: Masarykova univerzita, 2020, p. 39-46. ISBN 978-80-210-9687-5. Available from: https://dx.doi.org/10.5817/CZ.MUNI.P210-9688-2020-4. info
  • NAVRÁTIL, Ondřej. Řečiště a vlna : české umění a environmentální problematika na počátku 21. století. 1. vydání. Brno: Masarykova univerzita, 2020, 318 stran. ISBN 9788090706330. info
  • GARVEY, James. Etika klimatické změny : co je a co není správné ve světě, který se otepluje. Translated by Alžběta Vargová. Vydání první. Praha: Filosofia, 2018, 273 stran. ISBN 9788070075548. info
  • NAVRÁTIL, Ondřej. Zelené ostrovy. České umění ve věku environmentalismu 1960–2000 (Green Islands. Czech art in the Age of Environmentalism 1960–2000). 1st ed. Brno: Masarykova univerzita, Dexon art, 2017, 231 pp. ISBN 978-80-210-8883-2. info
  • ČINČERA, Jan, Kateřina JANČAŘÍKOVÁ, Tomáš MATĚJČEK, Petra ŠIMONOVÁ, Jan BARTOŠ, Miroslav LUPAČ and Lenka BROUKALOVÁ. Environmentální výchova z pohledu učitelů (Environmental education from the teachers' perspective). 1st ed. Brno: Masarykova univerzita, 2016, 207 pp. ISBN 978-80-210-8439-1. info
  • MILÉŘ, Tomáš and Jan HOLLAN. Klima a koloběhy látek : jak funguje klimatický systém Země, proč a jak se klima mění (Climate and Flows of Substances : How the Earth's climate system works, why and how the climate is changing). 1 .vyd. Brno: Masarykova univerzita, 2014. ISBN 978-80-210-7109-4. info
  • MILÉŘ, Tomáš. Meteorologie a klima ve výuce fyzice na základní škole. Univerzita Palackého, 2012. info
Teaching methods
Teaching methods: explanation, discussion, brainstorming, work with literature, observation, experiment. Forms of teaching: project teaching; integrated thematic teaching (ITV)
Assessment methods
1. Participation in the introductory block seminar.
2. Participation in the preparation of the teaching program within the group of students.
3. Active participation in the implementation of the educational program at elementary school (block ITV, 4 lessons),
4. Presentation and reflection of the implemented educational program at the final joint meeting.
5. Submission of a portfolio, which will contain: a) written preparation for ITV including photo documentation, etc. b) prepared methodical and worksheets for individual topics.
Language of instruction
Czech
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
Teacher's information
http://klima.ped.muni.cz
The teaching of the subject will take place in an intensive two-day block in the Kejbala faculty garden, where everyone will take part in, among other things, the "Exchange of Ideas", i.e. topics for the teaching of the participating fields; students will continue to work in interdisciplinary teams on a joint teaching project, which they will consult with selected teachers and subject didactics in the second half of the semester and verify in schools. After the implementation of the educational programs, a final seminar will take place, in which the approaches of the individual teams to the implementation of the educational programs will be presented and reflected. The representatives of the elementary schools where the programs were implemented can also participate in the joint seminar.
The course is also listed under the following terms Spring 2025.
  • Enrolment Statistics (recent)
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