EED2601 Assignment 3 (COMPLETE ANSWERS) 2024 (682979)- DUE 26 July 2024 ; 100% TRUSTED workings, explanations and solutions. for assistance Whats-App
. ACTIVITY 1 Learners should not only learn about the environment but should also be active participants in the learning situations in environmen...
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,EED2601 Assignment 3 (COMPLETE ANSWERS) 2024
(682979)- DUE 26 July 2024 ; 100% TRUSTED workings,
explanations and solutions. for assistance Whats-App...........
ACTIVITY 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]
To address the role in promoting problem-solving and critical thinking
in environmental education, and to reflect the process of active learning
by Rosenberg et al. (2013), you can consider the following points:
Active Learning Process by Rosenberg et al. (2013)
Rosenberg et al. (2013) emphasize that active learning involves
engaging learners in activities that require them to actively process and
apply their knowledge, rather than passively receiving information. This
, includes problem-solving and critical thinking as central components.
The process typically includes:
1. Engagement in Real-World Problems: Learners tackle relevant
and realistic issues.
2. Collaborative Learning: Students work together, share ideas, and
discuss solutions.
3. Reflection and Analysis: Learners reflect on their solutions and
processes.
4. Application of Knowledge: Students apply what they’ve learned
in practical contexts.
a. Problem Solving
1. Real-World Problems: Initiate programs that involve real-world
environmental issues, such as designing solutions for local
pollution problems or creating a waste management plan for the
school. This approach encourages learners to apply theoretical
knowledge to practical situations.
2. Project-Based Learning: Develop projects where learners must
research, plan, and execute solutions. For example, a project on
reducing the carbon footprint of the school could involve
calculating current emissions and proposing strategies for
reduction.
3. Simulation Games: Use simulation games to create scenarios
where learners must solve environmental issues. These can include
virtual simulations or role-playing exercises where students act as
environmental consultants solving specific problems.
4. Collaborative Groups: Organize learners into groups to tackle
environmental challenges. Each group can focus on different
aspects of the problem, such as conservation, pollution, or resource
management, and present their solutions to the class.
5. Problem-Solving Workshops: Conduct workshops where learners
engage in hands-on activities and experiments related to
environmental issues. This could involve building models,
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