EED2601 Assignment 3 (COMPLETE ANSWERS) 2024 (682979)- DUE 26 July 2024 ; 100% TRUSTED workings, explanations and solutions.
EED2601 Assignment 3 (COMPLETE ANSWERS) 2024 (682979)- DUE 26 July 2024
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University of South Africa
Environmental Education
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EED2601 Assignment
3 (COMPLETE
ANSWERS) 2024
(682979)- DUE 26 July
2024 ; 100% TRUSTED
workings,
explanations and
solutions.
ADMIN
[COMPANY NAME]
, 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] A
In the context of environmental education, my role as an educator involves facilitating active
learning experiences that promote problem solving and critical thinking. According to Rosenberg
et al. (2013), active learning involves engaging students directly in the learning process,
encouraging them to think critically and solve problems. Below is an explanation of how I would
promote problem solving and critical thinking, including specific programs and strategies to keep
learners engaged.
a. Problem Solving (5 Marks)
Role in Promoting Problem Solving:
1. Facilitating Real-World Projects:
o Initiate projects that require learners to address real environmental issues in their
community, such as waste management or water conservation. This approach
helps learners to apply theoretical knowledge to practical situations, fostering
problem-solving skills.
2. Collaborative Learning:
o Encourage group work where learners collaborate to identify environmental
problems and develop solutions. This collaborative approach enables them to
share diverse perspectives and brainstorm collectively.
3. Inquiry-Based Learning:
o Promote inquiry-based learning by posing open-ended questions related to
environmental challenges. Encourage students to investigate, gather data, and
propose evidence-based solutions.
4. Scaffolded Problem-Solving Activities:
o Design activities that progressively increase in complexity. Start with simpler
problems and gradually move to more complex ones, providing scaffolding to
support learners' development of problem-solving skills.
5. Use of Technology and Simulations:
o Integrate technology, such as simulations and modeling software, to allow
learners to explore different scenarios and predict outcomes. This hands-on
experience enhances their problem-solving abilities by providing a safe
environment to test solutions.
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