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EED2601 Assignment 3 (COMPLETE ANSWERS) 2024 (682979)- DUE 26 July 2024
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EED2601 ASSIGNMENT 4 2024
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EED2601 Assignment 3 (COMPLETE ANSWERS) 2024 (682979)- DUE 26 July 2024 ; 100% TRUSTED workings, explanations and solutions.
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E,ED260
1 Assignment 3 (COMPLETE ANSWERS) 2024 (682979)- DUEJu
26
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. 1.1
Explain your role in promoting the following: a. Problem solving (5) b. Critical
thinking (5) [Total: 10 Marks]
Active Learning Process by Rosenberg et al. (2013)
Active learning is an instructional approach that involves engaging learners in the
learning process more directly than in traditional methods. This process
emphasizes the role of learners as active participants who contribute to their own
learning experiences through activities that promote higher-order thinking skills
such as analysis, synthesis, and evaluation.
Programs to Promote Problem Solving and Critical Thinking
a. Problem Solving (5 Marks)
Role: Facilitator of Learning Experiences
1. Inquiry-Based Projects:
o Description: Implement projects where learners identify
environmental issues within their community, research the
problems, and propose sustainable solutions.
o Example: A project on reducing plastic waste in the school, where
learners conduct surveys, analyze data, and develop action plans to
minimize plastic usage.
2. Simulation Activities:
o Description: Use simulations that replicate real-world environmental
problems, allowing learners to experiment with different solutions in
a controlled environment.
o Example: A simulation on managing a wildlife reserve, where
learners make decisions about conservation strategies and observe
the outcomes of their choices.
, 3. Collaborative Learning:
o Description: Encourage group work where learners collaborate to
solve complex problems, sharing different perspectives and
approaches.
o Example: Group projects on designing an eco-friendly school garden,
where each group member contributes unique ideas and skills.
4. Field Trips and Outdoor Activities:
o Description: Organize field trips to local natural sites or
environmental centers where learners can observe environmental
issues firsthand and brainstorm potential solutions.
o Example: A visit to a local river to study pollution sources and
develop a cleanup campaign.
5. Problem-Solving Workshops:
o Description: Conduct workshops that focus on specific problem-
solving techniques, such as brainstorming, root cause analysis, and
decision-making processes.
o Example: A workshop on how to conduct a SWOT analysis (Strengths,
Weaknesses, Opportunities, Threats) to address environmental
challenges.
b. Critical Thinking (5 Marks)
Role: Guide to Critical Inquiry and Analysis
1. Debates and Discussions:
o Description: Facilitate structured debates on environmental topics,
encouraging learners to articulate their viewpoints and critically
evaluate opposing arguments.
o Example: A debate on the pros and cons of renewable energy
sources.
2. Case Studies:
o Description: Use real-world case studies to prompt learners to
analyze complex environmental issues, evaluate evidence, and
propose informed solutions.
o Example: Analyzing a case study on deforestation in the Amazon and
discussing the social, economic, and environmental impacts.
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