PBB105 Environmental Education

Faculty of Arts
Spring 2024
Extent and Intensity
1/1/0. 4 credit(s). Type of Completion: z (credit).
Teacher(s)
doc. PhDr. Jan Činčera, Ph.D. (lecturer)
doc. PhDr. Petr Hlaďo, Ph.D. (lecturer)
Mgr. et Mgr. Michal Medek (lecturer)
Guaranteed by
doc. PhDr. Jan Činčera, Ph.D.
Department of Environmental Studies – Faculty of Social Studies
Contact Person: Mgr. Kateřina Zelená
Supplier department: Department of Environmental Studies – Faculty of Social Studies
Timetable
each odd Wednesday 8:00–11:40 J22
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.

The capacity limit for the course is 20 student(s).
Current registration and enrolment status: enrolled: 10/20, only registered: 0/20
fields of study / plans the course is directly associated with
Course objectives
Students get overview on theory and practice of environmental education (EE), its development in abroad and in the Czech Republic, and with various approaches existing in the field. They get overview about EE in formal, nonformal, and informal education. Students will discuss parts of EE theory, compare different strategies of EE programmes. Students get hands on experience with creation and/or delivery of EE programmes.
Learning outcomes
Students will be able to:
- describe system of environmental education in the Czech Republic - both in the field of formal and non-formal education,
- compare various strategies for achieving the goals for EE for different age groups,
- evaluate strong and week points of EE programmes.
Syllabus
  • 1. Development and Directions of Environmental Education February 28, 2024, Činčera

    Objective: Students comment on selected directions of environmental education and evaluate them from the perspective of their own approach to the field.

    Content: Course progression and context. Predecessors of environmental education and the emergence of environmental education in the 1970s. Action competence as a new approach in the 1990s. Education for sustainable development. Social learning and emancipatory approach in environmental education.

    Pre-class preparation: Materials to study before online classes:

    • Problems and conflicts. Available at https://evvoprednasky.cz/

    • Action strategies. https://youtu.be/aYnFia86iMU

    • Environmental education: Paths and crossroads, available at https://evvoprednasky.cz/

    Seminar: • Joint discussion based on questions proposed by students.

    • Joint discussion of questions listed at the end of the lecture

    Recommended Literature: Hungerford, H.R., & Volk, T.L. (1990). Changing human behavior through environmental education. The Journal of Environmental Education, 21, 3, 8-21.

    Chawla, L. (1999). Life Paths Into Effective Environmental Education. The Journal of Environmental Education, 31 (1), 15-26.

    Jensen, B.B. & Schnack, K. (2006). The action competence approach in environmental education. Environmental Education Research, 12 (3), 163-178.

    Máchal, A. (2011) The development of environmental education from the 1950s to the present in Máchal, A, Nováčková, H., Sobotová, L et al Introduction to Environmental Education and Global Development Education. Brno: Lipka.

    Matre, S. (1999). Earth Education: A New Beginning. Greenville: The Institute for Earth Education.

    Rickinson, M. (2001). Learners and Learning in Environmental Education. A Critical Review of Evidence. Environmental Education Research, 7, 3, 207-320.

    Wals, A., Geerling-eijff, F., Hubeek, F., van der Kroon, S. & Vader, J. (2008). All Mixed Up? Instrumental and Emancipatory Learning Toward a More Sustainable World: Considerations for EE Policymakers. Applied Environmental Education and Communication, 7, 55-65.

    2. Introduction to Environmental Education, Residential Seminar at Kaprálův Mlýn March 5-6, 2024, Kaprálův Mlýn, Činčera, Medek

    Objective: Students familiarize themselves with specific methods of environmental education (EE) and programs offered by the Kaprálův Mlýn Environmental Education Center.

    Content: Two-day stay at the Kaprálův Mlýn Environmental Education Center. Examples and demonstrations of activities and short programs associated with selected EE approaches, including brief explanatory context and reflection.

    3. Goals of Environmental Education and Strategies for Achieving Them March 13, 2024, Činčera

    Objective: Students reflect on fundamental procedures for creating environmental education programs and apply them in evaluating programs of environmental education centers.

    Pre-class preparation: Materials to study before online classes:

    • Goals of Environmental Education. https://youtu.be/jxoLXXimSTQ

    • Sensitivity https://youtu.be/1zCdanl2dNs

    • Ecological Principles and Research Skills. https://youtu.be/Lf6TQzZdJ8s

    • Problems and Conflicts. https://youtu.be/c3EwD85uYVE

    In the lecture, we will discuss specific topics and questions arising from the presentations and student interests, as well as topics proposed for independent student work (essay).

    Recommended Literature: Činčera, J. (2013). Environmental Education: Effective Strategies. Prague: BEZK, KONIKLEC Agency, Masaryk University Brno.

    Činčera, J. (2014). Environmental Education: Paths and Crossroads. Trenčín: Špirála.

    4. Age-Specific Characteristics of Target Groups in Environmental Education March 27, 2024, Medek

    Objective: Students apply knowledge of developmental psychology to environmental education (EE) programs. They become familiar with EE approaches focused on preschool-aged children.

    Content: • Basic knowledge of developmental psychology (DP), application of DP knowledge to EE programs – text analysis.

    Discussion of case studies:

    • Forest kindergartens,

    • Ozone Program.

    Recommended Literature: Cornell, J. (2012). Discovering Nature: Learning Through Play and Experience. Prague: Portál

    Filer, J. (2008). Healthy, Active and Outside!: Running an Outdoors Program in the Early Years. London: Routledge.

    Knight, S. (2009). Forest Schools & Outdoor Learning in the Early Years. London: Sage

    Langmeier, J.; Krejčířová, D. (1998). Developmental Psychology. Prague: Grada

    Vágnerová, M. (2000). Developmental Psychology: Childhood, Adulthood, Old Age. Prague: Portál

    Valkounová, T. (2013). The Role of Preschool Education in Education for Sustainable Development. Czech Portal of Ecopsychology [online] Available at: http://www.ekopsychologie.cz/citarna/studie/role-predskolniho-vzdelavani/

    5. Environmental Education in the Czech Republic and Methods of Environmental Education April 10, 2024, Medek

    Objective: Students orient themselves in the incorporation of EE into formal education and the wide range of EE in informal education. They gain an overview of key methodological documents that can be used in their own follow-ups. Students become familiar with examples of specific EE methods.

    Pre-class preparation: Familiarize yourself with the offerings of environmental education centers

    Content: EE in formal and informal education,

    Environmental education centers,

    Case studies – climate education,

    Assignment of seminar papers.

    Recommended Literature: Journals Bedrník and Mrkvička at www.e-bedrnik.cz

    Činčera, J. (2013). Environmental Education Centers Between Theory and Practice. Prague: BEZK, Koniklec Agency, and Masaryk University

    Daniš, P. et al (2021). The Climate is Changing – and What About Us? Why and How to Learn About Climate Change. Prague: Ministry of the Environment

    6. Climate Education in the Czech Republic and Worldwide April 24, 2024, Kolenatý

    Interactive workshop using both individual and group work by students.

    Theoretical foundations

    Relevant research

    Practice of climate education in the Czech Republic

    Case studies of educational programs

    7. Presentation of Seminar Papers May 15, 2024, Činčera, Medek

    Students will present their evaluations of environmental educational programs. The goal of the session is a joint debate on examples of environmental education programs.

Literature
    required literature
  • ČINČERA, Jan. Environmentální výchova: efektivní strategie (Environmental education: effective strategies). 1st ed. Praha: BEZK, Agentura Koniklec a Masarykova univerzita, 2013, 132 pp. ISBN 978-80-904141-0-5. info
    recommended literature
  • ČINČERA, Jan. Střediska ekologické výchovy mezi teorií a praxí (Environmental education centers between theory and practice). Praha: BEZK, Agentura Koniklec a Masarykova univerzita, 2013, 273 pp. ISBN 978-80-210-6525-3. info
  • MÁCHAL, Aleš. Mýty a omyly o environmentální výchově a v environmentální výchově. 1. vyd. Brno: Lipka - školské zařízení pro environmentální vzdělávání, 2012, 15 s. ISBN 9788087604205. info
    not specified
  • ČINČERA, Jan. Metodika pro hodnocení environmentální výchovy pro starší školní věk a střední školy. 2013.
  • Náhradní obsah: Úvod do environmentální výchovy a globálního rozvojového vzdělávání: soubor učebních textů. 1. vyd. Brno: Lipka - školské zařízení pro environmentální vzdělávání, 2012
  • CORNELL, Joseph Bharat. Objevujeme přírodu : učení hrou a prožitkem. Translated by Lenka Kapsová. Vydání první. Praha: Portál, 2012, 141 stran. ISBN 9788026201458. info
Teaching methods
Online lectures with demonstrations of environmental education activities; assessment of an environmental education program, mandatory reading, assignment, program analysis.
Assessment methods
The final assessment is based on the number of credits they achieved fulfilling the course tasks.
Language of instruction
Czech
Further Comments
Study Materials
The course is taught annually.
The course is also listed under the following terms Autumn 2019, Autumn 2020, Autumn 2021, Spring 2022, Autumn 2022, Spring 2023, Spring 2025.
  • Enrolment Statistics (recent)
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