Bringing Environmental Education to the Curriculum: Practical Elements Emergent from Teaching Experiences and Research

Julio César Tovar-Gálvez

doi:10.21601/ijese/9606

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Julio César Tovar-Gálvez ¹ ^*

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¹ Martin-Luther-Universität Halle-Wittenberg, Germany^* Corresponding Author

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.

Keywords

environmental education
educational practice
complexity
environmental pedagogy
environmental didactics

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INTERDISCIP J ENV SCI ED, Volume 17, Issue 3, 2021, Article No: e2236

https://doi.org/10.21601/ijese/9606

Publication date: 20 Jan 2021

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How to cite this article

APA

Tovar-Gálvez, J. C. (2021). Bringing Environmental Education to the Curriculum: Practical Elements Emergent from Teaching Experiences and Research . Interdisciplinary Journal of Environmental and Science Education, 17(3), e2236. https://doi.org/10.21601/ijese/9606

Vancouver

Tovar-Gálvez JC. Bringing Environmental Education to the Curriculum: Practical Elements Emergent from Teaching Experiences and Research . INTERDISCIP J ENV SCI ED. 2021;17(3):e2236. https://doi.org/10.21601/ijese/9606

AMA

Tovar-Gálvez JC. Bringing Environmental Education to the Curriculum: Practical Elements Emergent from Teaching Experiences and Research . INTERDISCIP J ENV SCI ED. 2021;17(3), e2236. https://doi.org/10.21601/ijese/9606

Chicago

Tovar-Gálvez, Julio César. "Bringing Environmental Education to the Curriculum: Practical Elements Emergent from Teaching Experiences and Research ". Interdisciplinary Journal of Environmental and Science Education 2021 17 no. 3 (2021): e2236. https://doi.org/10.21601/ijese/9606

Harvard

Tovar-Gálvez, J. C. (2021). Bringing Environmental Education to the Curriculum: Practical Elements Emergent from Teaching Experiences and Research . Interdisciplinary Journal of Environmental and Science Education, 17(3), e2236. https://doi.org/10.21601/ijese/9606

MLA

Tovar-Gálvez, Julio César "Bringing Environmental Education to the Curriculum: Practical Elements Emergent from Teaching Experiences and Research ". Interdisciplinary Journal of Environmental and Science Education, vol. 17, no. 3, 2021, e2236. https://doi.org/10.21601/ijese/9606