Auteur : Marianne BEL chargé d’étudesService de la formation continue

Université de Toulouse 2France

Pedagogy in Environmental Education

European Curriculum for Methodological in the field of EE

The E.E. for the international community

The important subject matters which need to be thought about are:

The right to education for all Enhancement of sustainable development Respect towards culture variety

Sustainable Development

Definition of the E.E.

Environment notionThe UN definitionThe National Education definition

Complicated dynamisms between the ecologic, economic, social and cultural dimensions

Definition of the Education related to the Environment towards a Sustainable Environment (P.N.U.E)

The environment: a vigorous system

The arrangements made by France

« Environment plan » adopted by France on February 2005, 28th

« The Education’s Decade in preparation for Sustainable Development "(2004-2014) launched by the United Nations on March 2005, 1st

« The French Committee on the United Nations’ Decade » set up by France on October 2005, 11th

Environmental Education and National Education

Protocol between the national Education department and the ministry of Environment

january 1993, 14

« Allow to each pupil to gain a basic culture on problems related to the environment when they leave obligatory school. »

Reorganization of programs around notions of:

environment value civism towards the environment responsibility et de solidarity

Training of trainers, teachers (IUFM and MAFPEN) and shift executive’s training.

French-speaking training and Environment Education

National Pole of Resources in the Education to the Environment towards a Sustainable Development (P.N.R.E.E.D.D) France

Institute of Training and Research in Education to the Environment (Ifree) France

High Institute of the Environment (ISE) France

Canadian Research Chair on Education related to the environment (Montreal UQAM)

The idea network (gate of the EEDD in Belgium)

The INSAH (Mali)

The Quisqueya University (Haiti)

Circular n°110 from 2004

In the expansion of the national strategy adopted by the government on june 2003, the circular aims at giving the EE a new educational approach integrating it throughout the basic training.

In order to meet this objective, it favours: the interdisciplinarity (school project) the opening towards external fields

(activity and project partnerships

InterdisciplinaritySchool project

(renewable every 3 years) Coordination of the diverse activities, projects and

objectives from the educationnal teamHorizontal and vertical (coherence beetwen

academic years) coherency of teaching methods

Academic Agenda 21 (survey stage)

It favours the coherency between institutions and projects for the education to environment.

PartnershipsProjects elagorated in partnership

At school:- Outside activities, visits (museums, parks, forests, etc.)- Environment lessons

At High school :- Actions with museums, regional parks…- Workgroups- Clubs

↳ Allow to link up with non-formal education

Partnerships

The ways to realise these partnerships:

External interventions (Territorial authorities or qualified staff)

Transplanted stays (since1970) Educational Action Project (since 1981) Personal Work Supervised (since 1998) Local Educative Contracts (since 1998) Diversified careers (since 1998) Project of Art and Culture (since 2001) Uncovering Itineraries (since 2001) Scientific and Technic Innovative educational actions or

workshops (since 2001)

Environmental pedagogy

Discipline pedagogy:Classic teaching (diferent disciplines)

Contact pedagogy:Unmediated contact with the elements. Ex: Green class,

urban class, stay class…

Project pedagogy (teaching in project):Teaching organize around concretes projects and in

association with no formals organisations. Ex: Chantiers, ateliers…

The two following exemples had been built in reference as these pedagogics reflexions

Environmental Education for children from 3 to 12 years

Pedagogy privileged↳ Mucking in

Lauched in 1996 by Georges Charpak (Nobel prize for physics and Science Academy winner in 1992)

Promote the scientific reasearch approach at school

Pedagogic approachThis approach of the making in favour the construction of

knowledge through the exploration, the experimentation and the talk (arguing).

It practice the science like action, interogation, investigation, experimentation, collective construction. It’s not about fixed exposition to memorize.

The teacher guide learners without doing for them Experience book with personal written and collective

written Learning knowledge, approach and language (written

and speeken) A timing minimum must be etablished for each thematic

The schoolchildren think about an experience, do it and discusse together to understand its interest.

The 10 principles

Pedagogic approach

The children observe an object or a freak of nature and test it out.

During the test out they argue, reason and discusse together. A manual activitie don’t suffice.

Activities are organized in the aim to spread learning and learner autonomy.

They must have a timing minimum in the week about the same thematic. Continuance of activities and pedagogy.

Every leaner have an exercice book with his word. The most important objective is the gradual

appropriation of the scientific concept, technical know-how and the consolidation of the expresion written and speeken.

The 10 principles

The partnership

Families and/or the aera of the city can be solicited for the work do in class.

Locally, scientifics partnerships (university, hight school…) backup the work done in class and make theire competences available

Locally, the IUFM make theire pedagogic and didactic experience available for the teacher.

The teacher can dispose, in internet, of activities modules or answer to question and he can participat to a cooperative work discussing with colleagues, trainers or scientistes.

Pedagogy privileged↳ Mucking in

Affirmative method Learning environmental and undiscriminating

behaviours as well as health rules. Centred on close environment

Sensitive and interrogative method : Discovering of technic and scientific concepts :

the observation, the sensitive experimentation, the research of information (how to be independent), the idea’s pooling, the discussion, the argumentation and the reasoning (simple causality)

Expression and argumentation

Environmental Education for schoolchildren from 12 to 18

Pedagogy privileged

↳ Themes of convergence

Interdisciplinarity and partnership focus arround environmentals thematics

(Diversification of the teachers)

Themes of convergence around the environment

Scientific disciplines, physical and sportive education, history and geography, civics and technology

"Environment and sustainable development " "Meteorology et climatology" "Energy" "Health"  "Security"

educate the future citizen

Coherency of the disciplines pedagogies

Educational team’s meeting to coordinate programs, projects and objectives (project of institution and agenda 21)

The class’s homework notebook guarantes the link between disciplines

coordination of the interdisciplinarity

Basics principles to work in an interdisciplinary team

They must have :

Common philosophy (environmental education)

Common aims (educate the futur citizen)

Common pedagogy (we propose an innovative pedagogy)

The specificity of each discipline form an indivisible whole (totality principe)

Consequence of the interdisciplinarity work

Organize the link beetwen the two level of teaching:

- reflexive

- practice

This link garanted the continuance of the practice and the possibility of reelaboration of courses

Consequence of the interdisciplinarity work Decentration of the education question : « what can you teach? » to « What kine of

project do we have for learners? »

The environment is not only the subject of studies but the place of discipline meeting.

The confrontation of diferents regards permit to see the learner not only like a learner but also like a futur citizen.

Consequence of the interdisciplinarity work Working with an educational project is the

best way to optimise the management of an interdisciplinary team. It manage dealing with resources and competences of all the team.

In an interdisciplinary team the educational project is more important that the knowledge assimilation.

Two conditions to carry out an educational project :Each project must have a professor referant (principal teacher) and all the educative team must approuve to work in the common project.

Summary schemeof the

Education to the Environment

Research In Education to the Environment

The main french-speaking poles:

Training and Research Institute in education to the environment (Ifree) France

National Institute of educational research (INRP) France

Chaire of research of Canada in education related to the environment

IDEE Red (Information and Circulation in education to the environment) Belgium

Competences in environmental education

Competences (knowledge, know how and self management)

Thematics:Interest to apply an interdisciplinarity approach to get onto

the environmental question

Activities:Interest to work with partnership and open the education to

his no formal form. Environmental education must overstep the school system

Pedagogy :Project pedagogy innovative pedagogy