republic of belarus report on courses development for eco-bru tempus project zilina, april 2015
TRANSCRIPT
Republic of Belarus
REPORT
on courses development for Eco-BRU TEMPUS Project
Zilina, April 2015
The List of the Courses Developed for School Teachers№ п/п
The Course Title Developer
1. Project Design Activity in Environmental Education of Students
ISEU
1. Environmental Ethics: Contemporary Issues and Approaches to Training
ISEU
1. Key Competence in Radioecology for School Teachers ISEU
1. Geographic information system technologies in study and research activities on Geography and Ecology
GSU, VSTU, PolesSU
1. Organization of ecological education and training in extracurricular forms of study
GSU, VSTU, PolesSU
1. Environmental education of students: modern technologies of physical education
GSU, VSTU, PolesSU
1. Didactic approaches in the organization of environmental researches at secondary school
BSAA
1. Teaching the sustainable development of the social and natural systems
BSAA
1. Natural sciences teaching from the point of environmental aspects
BSAA
The List of the Courses Developed for College and University Teachers№ п/п
The Course Title Developer
1. Competence in Environmental Safety for Professional Adults
ISEU
1. Practical Ecoscience within the Framework of Distance Education for Teachers
ISEU
1. Environmental Ethics in Vocational Education ISEU
1. Ecological and economic aspects of businessGSU, VSTU,
PolesSU
1. Improving of environmental education of engineering students on the basis of a practice-oriented approach
GSU, VSTU, PolesSU
1. Environmental education as a basic component of the technosphere employees’ biospherically compatible activity
GSU, VSTU, PolesSU
1. Agroecology and Radiation Safety BSAA
1. Sustainable environmentBSAA
1. Sustainable development of the social and natural systemsBSAA
COMPETENCE IN
ENVIRONMENTAL
SAFETY
for professional adults
Zilina, April 2015
AUTHORED BY THE ISEU TEAM OF DEVELOPERS
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Yuliya A. Vishneuskaya, MSc, Senior staff lecturer, Chair of Philosophy
Elena Y. Zhuk
PhD, assistant professor, Head of the Chair of Human
Biology and Ecology
Natalia V. Prokopenko, PhD, assistant
professor, Head of the Chair of Environmental
Medicine and Radiobiology
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GENERAL INFORMATION ON THE ESC-COURSE
ON-LINE
INTEGRATIVE
INTERACTIVE
ADOPTABLE TO STUDENTS’ BACKGROUND
AUTHENTICITY FRIENDLY
ADVANCED
CERTIFICATE
INTENSIVE
GOALS and OBJECTIVES7
GOAL: to form an integrative vision of environmental safety issues
basing on:
• actual knowledge on ecological situation (Objective #1);
• modern approaches to building environmental awareness (Objective #2);
• strong environmental responsibility (Objective #3).
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TARGET GROUPS
School teachers
College teachers
University teachers
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WHY IS ENVIRONMENTALSAFETY?
Awareness of the special role of environmental
knowledge
Moral consciousness Proffessional activity
TEACHER
ACTUALITY
National Strategy for Sustainable Development
Continuous Ecological Education
No Ecology Subject at SchoolNo integrative view on ecosafety
elements of different levels
ACTUALITY FOR ECO-BRU
ESC-courseBlock I GENERAL ENVIRONMENTAL EDUCATION
Hours Weeks Credits Number of Students
60 10 2 10-15
1. Relevancy - the curriculum must be RELEVANT to the
adult’s work: the new information presented should be immediately useful to participants and as application-based as possible.
2. Spiraled curriculum - participants need the
opportunity to continually revisit material learned in ever increasing levels of complexity: adults benefit from multiple and increasingly complex looks at the same material. The more recursive the curriculum, the better.
3. Collegiality - adults learn best when their learning is
ASSOCIATIVE: since the participants most likely work as part of a team in their home settings, it is important to mimic that environment in their learning. Adults also learn more effectively when they are given
an opportunity to discuss and debate differing viewpoints.
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PRINCEPLES OF DESIGNINGESC-COURSE
PLANNING TOOLS & TIPS
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• Bloom’s Taxonomy
• Teaching and Learning Triangle
• Design with Interaction and Authenticity
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Bloom’s Taxonomy
Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge
B. Bloom specified that these levels are hierarchic, meaning that each level is a necessary prerequisite before one can achieve the next higher level.
The Bloom’s taxonomy was used to elaborate the learning outcomes for each topic of the ESC-course.
PLANNING TOOLS & TIPS
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ESC-COURSE CONTENT
Topic 1
Environmental Safety and Sustainable Development. Environmental Monitoring
Topic 2
The Anthropogenic Factors and The Biosphere
Topic 3
Modern Environmental Threats and The Ways to Reduce Environmental Risks
Topic 4
Radiation Safety
Topic 5
Energy Safety
Topic 6
Biosafety
Topic 7
Environment and Human Health
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ESC-COURSE CONTENT
Each topic includes:
Introduction to main terms and definitions;
Short theory;
Recursion to the materials of previous topics;
National and International regulation;
Relevant ethical issues;
Cases and examples
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STUDY MATERIAL FOR EACH TOPIC CONSISTS OF:
Syllabus
Discussion rubrics
Practical exercise, case- study
Topic #N
Assignment
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EACH SYLLABUS CONSISTS OF:
Introduction to the topic
Learning tasks
Learning objectives,
indicated according Bloom’s taxonomy
Syllabus #N
Required reading
Optional reading
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SYLLABUS EXAMPLE
Topic
Introduction
Terms
Learning outcomes
Tasks
Reading
Guidelines for assingments
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Moodle Platform Realization of the ESC-Course
withthese participants,
in this setting,at this time
Instruction:
How will I teach?
Planning: What will I teach?
Evaluation:What have they learned?How will this guide my
future teaching?
The Teaching and Learning Triangle
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Pre –Tests could be proposed todiagnose students’ background, strengths, weaknesses, attitudes.
According to the pre-testing results the topics could be learned in different order:
ASSESS STUDENT’S NEEDS
For students with more strengths in biology
For students with more strengths in environmental science
2 7 1 3 4 5 6
1 2 3 4 5 6 7
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• Pre and Post Tests
• Electronic Tools (ex. open questions survey)
• Discussion Rubrics (on-line forums)
• Assignments & essays
Tools for Evaluating Student Learning
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Trainees will know:- The basic concepts in the field of environmental safety;- The role of environmental safety for sustainable development;- The types and sources of anthropogenic load on the biotic and abiotic components;
be able to:- Analyze the effects of environmental factors on living organisms; - Apply the basic techniques and methods for environmental assessment; - Predict changes in the state of ecosystems due to human activity;
will master:- The conceptual approach to the methods and techniques of control of environmental pollution; - Risks assessment and managementskills; - Skills for environmental impact assessment.
EXPECTED RESULTS OF THE ESC-COURSE
