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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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EED2601 Assignment 3 (COMPLETE ANSWERS) 2024 (682979)- DUE 26 July 2024
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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 in Environmental Education
Active learning is a pedagogical approach that emphasizes the
engagement of learners in the educational process, allowing them to take
an active role in their own learning. According to Rosenberg et al. (2013),
this process involves learners not only acquiring knowledge but also
applying it through problem-solving and critical thinking activities. In
environmental education, fostering active participation is crucial for
developing a deeper understanding of ecological issues and promoting
sustainable practices.
1. Programs to Promote Problem Solving and Critical Thinking
To effectively engage learners in environmental education, I would initiate
several programs designed to enhance problem-solving and critical thinking
skills:
1. Project-Based Learning (PBL): This program would involve
students working on real-world environmental issues, such as local
pollution or biodiversity loss. Students would identify a problem,
research it, propose solutions, and present their findings. This hands-
on approach encourages collaboration and critical analysis.
2. Environmental Debates: Organizing debates on controversial
environmental topics (e.g., climate change policies, renewable energy
vs. fossil fuels) can stimulate critical thinking as students must
, research both sides of an argument, develop coherent arguments,
and defend their positions.
3. Field Studies: Engaging students in field studies where they collect
data on local ecosystems allows them to apply scientific methods to
real-life situations. They can analyze their findings to solve problems
related to conservation or resource management.
4. Simulation Games: Implementing simulation games that mimic
environmental challenges (like resource depletion or habitat
destruction) can help students understand complex systems and the
consequences of various actions, enhancing both problem-solving
and critical thinking skills.
5. Community Engagement Projects: Partnering with local
organizations for community service projects focused on
environmental restoration or awareness campaigns encourages
students to apply their learning in practical settings while addressing
real community needs.
1.1 My Role in Promoting Problem Solving and Critical Thinking
a. Problem Solving
As an educator, my role in promoting problem-solving includes:
1. Facilitating Inquiry-Based Learning: I will encourage students to
ask questions about environmental issues and guide them through
the inquiry process by providing resources and support as they seek
answers.
2. Creating a Safe Environment for Experimentation: I will foster a
classroom atmosphere where students feel comfortable taking risks
and making mistakes during problem-solving activities without fear of
judgment.
3. Encouraging Collaboration: By organizing group work where
students tackle problems together, I will promote teamwork and
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