The second strategy is authentic learning where learners learn about real environmental threats and problems (pollution, waste, littering, global warming, depletion of natural resources, ozone depletion etc.) and using/seeking real solutions (recycling, walking to school, use fluorescent light bulbs, solar panels, increase biodiversity etc.) to these problems in their environment. Learning consists of real-life activities taking place in real-world contexts. 5.3. Not all learners learn the best in the same way. Learners learn through either seeing, hearing or doing or a combination of these learning styles. Each learner learns differently. Auditory learners learn best through listening to verbal presentations and discussions about topics of environmental education. These learners interpret the underlying meanings of speech through listening to the educator’s tone of voice, pitch, speed and other nuances. Visual learners learn best through seeing for instance visual presentations, displays, pictures, computer programmes, diagrams illustrated text books overhead projectors, videos, flipcharts and hand outs regarding environmental education. They look at the body language and facial expressions of the educator in order to fully understand the content of a presentation. 5.4. People have different ways they demonstrate intellectual ability. There are eight different types of intelligences identified such as visual/spatial intelligence refers to learners who visualise their world and think in pictures in their mind to retrain information, they have a spatial skill to perceive and understand visual information. They are good with puzzles, reading, writing painting etc. Verbal / linguistic intelligence refers to learners with a special skill to understand and use words and language very good. Their auditory skills (hearing) are highly developed and they are good speakers. They are good with listening, writing, storytelling, explaining, teaching etc. Logical/mathematical intelligence refers to learners who have a special
skill to use reason, logic and numbers, they have a tendency to be very curious about their surrounding environment and they are always trying to find answers to questions. Their thinking pattern is in logical and numerical patterns, they see the connections between the pieces of and they make sense of lots of information. Bodily/kinaesthetic intelligence refers to learners who can control their body movements and handle objects skilfully. 5.5. Educators must choose the strategies and methods they are going to use in their teaching contexts. The methods and criteria that are appropriate to environmental education include questioning (including tests, examinations and teaching by peers), discussions (group discussions, debates, stories, panel discussions, quest speakers, teaching by peers, oral reports), investigation and problem solving, demonstrations, cooperative group work, and experimental methods (including exploratory learning, excursions, laboratory activities and projects.
You've reached the end of your free preview.
Want to read all 15 pages?
- Fall '15
- Environmentalism, Natural environment, environmental education