MAIN PRINCIPLES OF THE EXPERIENTIAL EDUCATION: IMPLEMENTATION IN SCHOOLS
| Title | ΒΑΣΙΚΕΣ ΑΡΧΕΣ ΤΗΣ ΒΙΩΜΑΤΙΚΗΣ ΕΚΠΑΙΔΕΥΣΗΣ:ΕΦΑΡΜΟΓΕΣ ΣΤΟ ΣΗΜΕΡΙΝΟ ΣΧΟΛΕΙΟ / MAIN PRINCIPLES OF THE EXPERIENTIAL EDUCATION: IMPLEMENTATION IN SCHOOLS |
| Code | Β.009 |
| Interdepartmental Programme | Master's Degree Specializing in Environmental Education |
| Collaborating Schools | Early Childhood Education Biology |
| Cycle / Level | 2nd / Postgraduate |
| Teaching Period | Spring |
| Coordinator | Alexandros Georgopoulos |
| Common | No |
| Status | Active |
| Course ID | 80003040 |
| Academic Year | 2017 – 2018 |
| Class Period | Spring |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Class ID | 600116619
|
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600116619
- At the Website of the School:
Language of Instruction
- Greek (Instruction, Examination)
Learning Outcomes
To be able to assist other people to experience lived experiences related to the Environmental Education field
To be able to use the experiential education technics and methods which they came to know during the previous semester
To clarify their personal relationship with the environment and to make it more coherent
To facilitate at least one group, assisting it to elaborate an environmental issue
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Work autonomously
- Work in teams
- Work in an interdisciplinary team
- Generate new research ideas
- Appreciate diversity and multiculturality
- Respect natural environment
- Demonstrate social, professional and ethical commitment and sensitivity to gender issues
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
The postgraduate students are encouraged to work in small groups to point out an environmental issue, to elaborate data of it and to present that issue according to the experiential learning technics and principles to the plenary session
Every small group should analyze the terms of the facilitation it undertook, assist the members of the plenary session to reflect on that and provide appropriate space and time for second thoughts and emotion analysis to come out of that. They are also asked to describe the group dynamics and to highlight signs of the empowerment of the members of the postgraduate group
At last an evaluation of the whole semester group work and a recording of interesting moments, arguments, data, events, experiences and memories (they are asked to keep diaries) is required to be commented and analyzed according to the experiential education technics, methodology and general philosophy. They are also encouraged to point out any signs of the previous experiential learning culture influence exercised on the personal and professional life of the students (if there is any)
Keywords
environmental education, experiential education, empathy, sustainable development
Educational Material Types
- Notes
- Slide presentations
- Multimedia
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 33 | 1.3 | |||
| Laboratory Work | 30 | 1.2 | ✓ | ||
| Reading Assigment | 25 | 1 | ✓ | ||
| Field trips and participation in conferences / seminars / activities | 10 | 0.4 | ✓ | ||
| Project | ✓ | ||||
| Written assigments | 27 | 1.1 | ✓ | ||
| Total | 125 | 5 |
Student Assessment
Description
At the end of the semester, students are asked to write a self evaluation report on second thoughts and emotions they experienced (the are suggested to keep a diary). They are also asked to describe the group dynamics during the semester and to express their opinion concerning the quality of facilitation. At last, they are prompted to write their thoughts on the possible relevance of their role as environmental educators and the content of the specific course. They are required to plan and realize an environmental educational activity according to principles, methods and philosophy of the experiential education.
Student Assessment methods
- Written Assignment (Formative, Summative)
Bibliography
Additional bibliography for study
Πουρκός, Μ (1997) Ο ρόλος του πλαισίου στην ανθρώπινη επικοινωνία, την εκπαίδευση και την κοινωνικο-ηθική μάθηση, Gutenberg, Αθήνα
Rogers, C (2006) Το γίγνεσθαι του προσώπου, Ερευνητές, Αθήνα
Rogers, C (2006) Ένας τρόπος να υπάρχουμε, Ερευνητές, Αθήνα
Last Update
10-03-2020
