Didáctica de la educación ambiental en el taller de medio ambiente
The environment workshop was carried out in 2010 and 2011. Its main objective was to make students able to discover their role in the change process towards taking care of the environment and the sustainable use of natural resources, linking this change with their day to day practices and their clos...
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| Formato: | Objeto de conferencia |
| Lenguaje: | Español |
| Publicado: |
2012
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| Acceso en línea: | http://sedici.unlp.edu.ar/handle/10915/26502 http://www.congresos.unlp.edu.ar/index.php/CCMA/7CCMA/paper/viewFile/767/163 |
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| Sumario: | The environment workshop was carried out in 2010 and 2011. Its main objective was to make students able to discover their role in the change process towards taking care of the environment and the sustainable use of natural resources, linking this change with their day to day practices and their closest environment. The core theme was consumption, taking as reference the suggestion made by the UNDP Report (1998) where the current consumption patterns are considered the main cause of the environment problems. Three workshops were implemented in three schools and 191 students took part. Each workshop consisted of between 12 and 18 sessions.The conception of the workshop starts from the idea that all products come from some natural resource that undergo a series of changes and imply the use of chemists, electricity, transport, etc., before to reach people. Each product and the waste materials coming from it entail impacts during the production chain.Linking the environmental problem to consumption is the strategy used to bring the issue closer to the citizens, since normally it is seen as something too big to handle, diminishing human abilities. Knowing and reflecting on the impact of the consumption, students may make decisions about it, empowering them and teaching them that it is, in fact, possible to make things change.The workshop used the formative assessment of character throughout the entire process, considering all the time the perception of executing the project and the students have over their own work and learning.The participation of the students allowed them to become aware of their knowledge as far as concepts and proposals is concerned. Special spaces of evaluation were planned at the end and halfway through the workshop. The final activity also included the evaluation and the students profited to suggest themes they wanted to talk with the teachers, why they thought they were relevant and the way they would implement them. |
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