EED2601
Assignment 3
Due 26th July 2024
, ACTIVITY 1
Learners should not only learn about the environment but should also be active
participants in the learning situations in environmental education processes. Your
answer should reflect the process of active learning process by Rosenberg et al.
(2013). In your discussion, clearly indicate the programs that you can initiate to
promote problem solving and critical thinking and how you keep learners engaged in
the whole process of teaching and learning
To make sure learners become achievers of processes in environmental education,
we can utilize an active learning framework made available by Rosenberg et al.
(2013). The approach is focused on engagement, problem-solving abilities, and
critical thinking. I have highlighted the process below, citing examples of programs
that carry out the responsibility of engaging learners while fostering such skills.
The Active Learning Process according to Rosenberg et al. 2013
Engagement:
Interactive Lectures: Arrange classroom sessions in which students participate
through discussions, multiple choice questions, and instant feedback rather th an
direct lectures.
Field Trips: This can be supplemented with practice by visiting a local nature
reserve, recycling centers, or water treatment plants.
Explore:
Project-Based Learning: Work on projects regarding the environment. Students can
be engaged in developing options for sustainable alternatives by researching plastic
pollution in their community.
Citizen Science Projects: Engage the students in projects on data collection and
analysis, like monitoring local wildlife populations or air quality.
Explanation:
Collaborative Learning: Engage them in group activities in which students can
discuss among themselves and explain it to one another, for assisting peer learning.
Expert Sessions: Invite experts working in the fields of environmental science an d
activism to give professional insight into issues not easily comprehended by the
students.
Elaboration:
Debates and Discussions: Organize debates on some of the published
environmental policies or on the advantages versus disadvantages of various
sources of energy. This exercises the ability for critical thinking and deeper
understanding.
Assignment 3
Due 26th July 2024
, ACTIVITY 1
Learners should not only learn about the environment but should also be active
participants in the learning situations in environmental education processes. Your
answer should reflect the process of active learning process by Rosenberg et al.
(2013). In your discussion, clearly indicate the programs that you can initiate to
promote problem solving and critical thinking and how you keep learners engaged in
the whole process of teaching and learning
To make sure learners become achievers of processes in environmental education,
we can utilize an active learning framework made available by Rosenberg et al.
(2013). The approach is focused on engagement, problem-solving abilities, and
critical thinking. I have highlighted the process below, citing examples of programs
that carry out the responsibility of engaging learners while fostering such skills.
The Active Learning Process according to Rosenberg et al. 2013
Engagement:
Interactive Lectures: Arrange classroom sessions in which students participate
through discussions, multiple choice questions, and instant feedback rather th an
direct lectures.
Field Trips: This can be supplemented with practice by visiting a local nature
reserve, recycling centers, or water treatment plants.
Explore:
Project-Based Learning: Work on projects regarding the environment. Students can
be engaged in developing options for sustainable alternatives by researching plastic
pollution in their community.
Citizen Science Projects: Engage the students in projects on data collection and
analysis, like monitoring local wildlife populations or air quality.
Explanation:
Collaborative Learning: Engage them in group activities in which students can
discuss among themselves and explain it to one another, for assisting peer learning.
Expert Sessions: Invite experts working in the fields of environmental science an d
activism to give professional insight into issues not easily comprehended by the
students.
Elaboration:
Debates and Discussions: Organize debates on some of the published
environmental policies or on the advantages versus disadvantages of various
sources of energy. This exercises the ability for critical thinking and deeper
understanding.
