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commit.
Activity 1
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:
Active learning, as emphasized by Rosenberg et al. (2013), involves learners actively participating in
their learning process, which promotes deeper understanding and retention of knowledge. This
approach is particularly relevant in environmental education, where engagement with real-world
issues can foster problem-solving and critical thinking skills.
A) Problem solving
Programs to Initiate:
Project-Based Learning (PBL) - Implement projects that address local environmental issues,
such as water conservation, waste management, or biodiversity protection. Students can work
in groups to research the problem, develop potential solutions, and present their findings.
Eco-Clubs - Establish school or community eco-clubs that plan and execute environmental
initiatives. Activities can include clean-up drives, tree planting, and awareness campaigns.
Role as an Educator:
Facilitator - Guide students in identifying problems, brainstorming solutions, and
implementing action plans. Provide resources and support but encourage students to take the
lead.
Mentor - Offer expertise and insights to help students refine their approaches and overcome
challenges. Use questioning techniques to prompt deeper thinking and exploration.
(Study Guide - Page 41)
, B) Critical thinking
Programs to Initiate:
Debate and Discussion Forums - Organize debates and discussions on current environmental
issues such as climate change, deforestation, and pollution. Encourage students to research
various viewpoints and develop well-informed arguments.
Case Studies - Use case studies of environmental disasters, policy changes, or conservation
success stories to analyze the factors involved and evaluate different responses.
Role as an Educator:
Questioner - Encourage students to ask questions and challenge assumptions. Use open-ended
questions to promote analysis and evaluation of information.
Model Critical Thinking - Demonstrate critical thinking through your teaching practices.
Analyze problems, assess evidence, and consider multiple perspectives in discussions and
lessons.
Keeping Learners Engaged
Interactive Learning - Use interactive tools such as simulations, games, and online platforms
that allow students to experiment with environmental concepts and see the results of their
actions in real-time.
Field Trips and Hands-On Activities - Organize field trips to natural reserves, recycling
plants, or community gardens. Engage students in hands-on activities that relate directly to
their studies, such as water testing or wildlife observation.
Integration of Technology - Incorporate technology to create engaging and dynamic learning
experiences. Use multimedia presentations, virtual reality, and mobile apps to bring
environmental concepts to life.
Collaborative Learning - Encourage group work and peer-to-peer learning. Create
opportunities for students to collaborate on projects, share insights, and learn from each other.
Reflective and Experiential Learning
Reflective Journals - Have students maintain journals where they reflect on their learning
experiences, challenges faced, and insights gained during environmental activities.
Service Learning - Integrate community service projects that address environmental issues.
This can help students connect theoretical knowledge with practical application.
