Transcript
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Contributions of transdisciplinary teaching and learning strategies

supported by GIS to ESD:the point of view of the teacher

Vânia Carlos (University of Aveiro) | [email protected]ónio Moreira (University of Aveiro) | [email protected]

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Example of a cycle..

The Action/Research Project

Given, 2008

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Geographical Educational (competences, spatial dimension and geospatial technologies) can promote learning agglutinating and foster transdisciplinarity, essential in ESD

Hypothesis

http://327sustainability.files.wordpress.com/2010/01/logo20omep20suecia.jpg

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What are the main principles to implement ESD? Do teachers consider transdisciplinary planning

beneficial for ESD goals? What characteristics of GE promote transdisciplinary

approaches in ESD? What are the main difficulties of integration of

specific subject contents? How to promote Transdisciplinarity? Does GIS help to support a more holistic teaching of

ESD?

Research questions…

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Literature Review (ESD, transdisciplinarity, geographic education, geospatial technologies)

Seminar (Spatial Thinking and Transdisciplinarity - Curriculum, Strategies and Technology, with teachers and researchers)

Surveys (teachers) Focus Group (before and after practice) Individual assignments Reflection on critical incidents

Methodology

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- “to focus on problems, to evaluate alternatives, to calculate risks- to perceive complex cause-effect relations and dynamics- to reflect about side effects and consequences that are to be expected from an

action- to think in systems and complex networks- to find, evaluate, process and use information with appropriate methods- to respect other views and opinions- to think about and evaluate one’s own personal motives- to give one’s own life sense and an ethical basis- to contribute to common tasks with one’s own competencies- to commit to environmental planning and projects- to evaluate one’s own actions and their results- to perceive life-long learning as an enrichment of one’s quality of life- to perceive problems and phenomena from different perspectives- to flexibly apply different methods to solve problems- to relate local and regional experiences to global phenomena”

Lucerne Declaration: Interdisciplinary competencies

to enhance SD

Lucerne Declaration, 2007, pp. 245-246

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“to acquire up-to date knowledge easily to compare contradicting information to look at things from different, multi-perspective points of

views to gain direct insight into the attitudes and perspectives of people who

are personally affected by issues of sustainability to analyze the world and its mental representations to better understand the conceptualizations and attitudes concerning

issues of sustainability of people from different cultures to visualize multi-dimensional environmental issues related to SD to promote higher thinking skills like synthesis and evaluation to develop understanding, skills, attitudes and values,

necessary for sustainable behavior”

Lucerne Declaration: Importance of ICT in Geography for ESD

Lucerne Declaration, 2007, pp. 248-249

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Matrix of transformativesustainability learning (TSL)

objectives Head- Cognitive engagement- Transdisciplinary curriculum- Critical thinking- Systems thinking- Understanding of sustainability- Understanding of global

citizenship

Sipos (2008, P. 78-80)

HandsPersonal- Experiential learning- Applied learningClassroom- Democratic and participatory

learning- Conflict resolutionCommunity- Collaborative- Service learning

Heart- Empowering- Creative- Fun- Values-focused thinking- Inclusive- Place-based

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GE and transdisciplinary approaches in ESD- Space as Geography lab, but not exclusive- Enhancement of spatial thinking in other fields, and outside school- Active and Interventive Difficulties of integration of specific subject contents- Curriculum documents praise but not potentiate Transdisciplinarity

(disarticulated curriculum, stricted content and objectives)- Teacher´s work (burocratic, instable, lack of teacher training and

leadership project´s positions)- Projects not truly educational and/or significant Promotion of Transdisciplinarity- Teachers need time and space to think, share and articulate- Disciplinarity as a condition to Transdisciplinarity- Teacher training

Seminar results (Spatial Thinking and Transdisciplinarity -

Curriculum, Strategies and Technology)

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Expectations- Pedagogical

innovation Needs- Environment- Location Skills in ESD- Sustainable

lifestyles- Civic Participation- Values- Entrepreneurship- Critical thinking- Environmental

responsability

Surveys: Teacher´s representation in ESD

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Expectations

- Technological skills

Needs - Attitudes /

Practice

Surveys: Teacher´s representation in GIS

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Transdisciplinarity and ESD (curriculum articulation)- is beneficial for ESD goals, except if it takes time to teach

curricular contents (if curricular articulation is possible)- Spatial thinking as transversal…but how to promote? - Think and act at local and global scales (impact of one´s choices)- The ability to cross space and time / easier in some disciplines Geospatial technologies and Critical Spatial Thinking- access to immediate information - Use of the same technology in every discipline (PDAs with GPS)- Student-centered learning (problem-solving and fieldwork

strategies)

Focus Group (before practice)

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Conceptual T/L process- Teaching: fundamental concepts of CST , discussion of inter-and

transdisciplinary issues, spatial-oriented issues - Learning: everyday problem situations with CST, usable in day-to-day (less

focused on CST process)- Conception on fieldwork: enquiry and geographical research as guides for

CST and information to identify problem situations (not solutions)

Procedural T/L process- Strategies: questioning and Geographic enquiry and embedded in real

environments- Resources/materials: GIT as cognitive tools (low level), materials designed

in a transdisciplinary perspective (not the discussion of ESD spatial issues)- Environment: predisposition to be geographically informed and reflection

and questioning (not interrelationships Environment-Economy-Society)

Focus Group (after practice)

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How can ST promote learning in your discipline, considering content and skills to be acquired by the end of this school year?

- Mathematics: understand and recreate the real world, even in the absence of physical stimulation (calculate real distances from various types of representations such as plans, maps and diagrams). Geometry and the development of students´ spatial perspective

- Technological education: GIT as a new way of interpreting the world

- Geography: analysis, interpretation and application to practical situations of everyday life, to analyze the phenomena at different scales, to understand the environmental, political and socio-economic aspects of the territory. Location skills

- Sciences: learning experiences such as observation and questioning of the environment

Individual assignments

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Global appreciation- Tasks completed as planned and on schedule- Enthusiastic and motivated students

Critical incidents- Reflection and debate of ideas (choosing the routes)- One student guiding the group, within the natural reserve- Limited autonomy of the equipment (PDA)- The time of the routes was not recorded

Reflection on Critical Incidents

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Conclusions

What are the main principles to implement ESD?Transdisciplinarity, Collaborative, Critical Thinking, Place-based, Experiential learning Do teachers consider transdisciplinary planning

beneficial for ESD goals? Yes, but with a lot of “BUT”! What characteristics of GE promote

transdisciplinary approaches in ESD? Fieldwork (yes), Spatial thinking (not so convinced…)

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Conclusions

What are the main difficulties of integration of specific subject contents?

- Curriculum - Teacher´s work and competences Does GIS help to support a more

holistic teaching of ESD? - Agree, with reservations…- Need concrete examples…

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Further development

Examples of transdisciplinary strategies Conceptual framework simplified… a

taxonomy for critical spatial thinking in ESD

http://cms.mun-aljustrel.pt/upload_files/client_id_2/website_id_2/Actividade_Municipal/Ambiente/Educacao%252520Ambiental/Educacao_Ambiental_2.jpg

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Thanks, Danke, Obrigada!