Abstract
Bringing theories or policies about environmental education into the classroom is a common problem that teachers must confront. The purpose of this paper is to provide teachers with practical elements emergent from teaching experiences and research. A Complex Environmental Formation framework is proposed to curricularize a self-eco-organized understanding of the environment and being. Methodologically, three cases are studied using in two methods – a content analysis to identify emergent teaching elements, and a conducted analysis using the framework. The analysis and results indicate some potentially transferable teaching elements –a) selecting local environmental situations to contextualize curriculum, b) integrating knowledge for reading/transforming reality, c) guiding teaching and learning through questions, d) competence-based teaching and learning, e) project-based teaching and learning, f) assessing cooperatively and with formative purpose, g) addressing environmental education from different educational approaches, and h) breaking institutional barriers. There is an approximation to self-eco-organize the subject, communities, institutions, knowledge, learning, teaching, and assessment.
Highlights
Bringing to the curriculum theories and policies about environmental education (EE) is a problem for teachers, because it is not always clear how to move from ideas to practice (Briggs, Trautmann & Fournier, 2018; Dyment, Hill & Emery, 2015; Geli, Collazo & Mulà, 2019; Gutierrez-Sabogal, 2015; Marques, Gonzalez & Xavier, 2016; Meyers, 2006; Paredes-Chi & Viga-de Alva, 2018; Sanuca, 2018; Tian & Wang, 2016)
A part of the practical and research problem is that there are no specific or explicit theories of environmental pedagogy and environmental didactics (Parga & Mora, 2016; Tovar-Gálvez, 2013). This lack has an impact since curricularization is the process of expressing theories and policies about EE in pedagogical and didactic terms
The purpose of this paper is to provide teachers with practical elements emergent from teaching experiences and research on complex environmental education (TovarGálvez, 2020a, b, based on Morin, 1996, 1998, 2004)
Summary
Bringing to the curriculum theories and policies about environmental education (EE) is a problem for teachers, because it is not always clear how to move from ideas to practice (Briggs, Trautmann & Fournier, 2018; Dyment, Hill & Emery, 2015; Geli, Collazo & Mulà, 2019; Gutierrez-Sabogal, 2015; Marques, Gonzalez & Xavier, 2016; Meyers, 2006; Paredes-Chi & Viga-de Alva, 2018; Sanuca, 2018; Tian & Wang, 2016). This lack has an impact since curricularization is the process of expressing theories and policies about EE in pedagogical and didactic terms On both mentioned fronts there are advances (Abril, 2011; Arredondo, Saldivar & Limón, 2018; Burmeister & Eilks, 2013 b; Calvo-Cruz, 2013; Mora, 2015; Oliveira & Sá, 2017; Tovar-Gálvez, Téllez-Acosta, & Martínez, 2017). Practical elements emerging from experience and research do not depend on content and cases, which demonstrates that EE is not limited to the natural sciences (Briggs, et al, 2018; Demoly & Santos, 2018; Marques, et al, 2016) Another contribution is at the research level by providing more data, whether obtained inductively or deductively, that expand the corpus for EE theories available or under construction. Detailed analysis was conducted on the experiences regarding how the cases meet the framework
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