Environment and Education

N/A

Progressive construction of interpretive models of the world, in a systemic and functional prespective, providing identification and understanding of ecological key concepts. Reflection about human activities impacts on ecosystems. Field trips.
Socio-environmental problems analysis are promoted, by collecting science-based documents, organization and presentation of information; it is encouraged the discussion of the multifactorial nature of environmental problems; ethical and civic dimension in environmental issues is reflected. Practical activities planning. Tutorial Guidance.
Continuous assessment – individual performance in the classroom, including through attendance, punctuality, participation and motivation of students (20%), development of written (40%) and oral communications (40%) in which structure and organization of information, appropriateness to the objectives, language, quality of scientific information are valued as well as the critical attitude.Exam (100%).

Understand the key concepts of nature / ecology sciences;
Understand the importance of ecosystems for human well-being;
Identify processes and interactions taking place in natural systems;
Recognize the impacts of subject / environment interactions, based on the notion of system;
Realize the importance of ecological and environmental literacy as a major factor for environmental sustainability;
Recognize various contexts of teaching and learning ecological and environmental literacy promoters;
Develop skills in conceptual, procedural and attitudinal domain to the intervention in education for environmental sustainability.

Fundamental concepts of nature / ecology sciences, Ecosystems – life support;
Components and functional processes intrinsic to ecosystems;
Ecosystem services and human well-being;
Socio-environmental problems – Implications for models of social and economic development in the ability to support life on the planet and implications for human well-being;
Determinants of environmental sustainability – values and principles on which it sustainable development relies;
Favorable contexts of teaching and learning ecological and environmental literacy;
Education practices for environmental sustainability.

• - Oral comunications - 40.0%
• - Development of written - 40.0%
• - Attendance and Participation - 20.0%

• - Exam - 100.0%

NAO

Bartels, K. A. & Parker, K. A. (2012). Teaching Sustainability. Stylus Publishing.
Castro, P., Azeiteiro, U.M., Bacelar-Nicolau, P., Filho, W.L. & Azul,A. A. (Eds.). (2016). Biodiversity and education for sustainable development. Springer.
Clarke, P. (2011). Education for Sustainability: Becoming Naturally Smart. Routledge Publishing.
Colman, D., Bennett. L., & Barlow, Z. (2012). Ecoliterate. How Education are cultivating emotional, social an ecological intelligence. Jossey-Bass.
Gerald A. Lieberman. 2013. Education and the environment. Creat Standards–based programs in schools and districts. Harvard Education Press
Holland. C. (2012). I love my world. The playful, hands-on, nature connection guidebook. 2nd edition. Wholeland Press.
UNEP, CDB & OMS (Eds.) (2015). Connecting Global Priorities: Biodiversity and Human Health A State of Knowledge Review.
UNESCO (2017). Educação para os Objetivos de Desenvolvimento Sustentável. UNESCO.