Journal of Applied Technical and Educational Sciences
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Review of Ecosystem Services of Headwater Catchments by J. Křeček et. al.
Full text linkThis new scientific book was published by Springer in this year 2017. It is not just a new work about headwater catchments in general, but a good summary of the different applications and methodology faces the stakeholders and attendants of catchment services around the world. As it is well known any changes in headwater and mountain watersheds have major impacts on not the development of its own region, but also those of downstream. As the climate change is already in reality, we feel this change regularly, it is important to stay for a minute and reconsider the eco-service practices. Do we get the best answer to the challenges of this changing environment
The Comparative Analysis of the Biological Diversity in Schools
Full text linkThe living nature is an incomparable treasure, an ever-changing unique world. Its priceless value lies in the appearance of its plant and animal species. Today newer and newer terrestrial and aquatic creatures are born and there is no such human mind that is able to memorise all of them existing in the world. However, what is directly perceptible from them exists only a short distance away. Could we see, or is it possible to show the real face of these remarkable aspects? Do we give or could we give the young generation enough to taste the real life of the actual world, attracting their attention to sustainability? Do we spend or are we able to spend enough time with our students getting acquainted with all animal and plant species, which appear directly around us? In other words, is there or to what extent does preservation of a considerably significant issue, the biodiversity exists factually in today\u27s public education? The study summarizes methods that nowadays serve the teaching of species diversity and attempt to sum up the institutions where they are used
Connective Practices in Sustainability Education
Full text linkConnective practices are affective educational activities and critical for sustainability education. They bridge the gap between knowledge of environmental problems and the will, personally, to do something about them. Three sources of pedagogic theory are tapped for this application to sustainability education. From Deep Ecology comes the pedagogic ladder leading to recognition of the Ecological Self, the deep intuitive appreciation of being a part of the living Earth. The Connective Practice concept comes from Social Sculpture and the provocative artistic and political work of Joseph Beuys, whose notion of participatory ‘response-ability’ envisages actions that unleash the positive creative potential of every individual. For Beuys, everyone is an ‘artist’ and everyone can become a world-maker. Finally, Invitational Education adds concern for the learner’s inner being. Learning invitations aim to remove the obstacles that hold learners back from positive creativity. It also fosters learner engagement by developing the positive aspects of the whole learning environment, building care trust, respect, and optimism from the sum of people, places, processes, programs and policies. Two case studies illustrate the task of inviting learners to develop pro-sustainability values and affirm them by a personal creative response. In the ‘Karma to Climate Change’ project, scriptural quotations and environmental information combine to invite learners to make a personal religious pledge to adopt a (slightly) more pro-sustainability lifestyle. In the ‘Restoration of Wychwood Forest’ project, learners join local community volunteers to plant trees and later reflect on the wider personal significance of their enacting sustainability values
Environmental Education and Active Citizenship
Full text linkNow at the 21st Century, education needs to be adapted to youth and children of our time. Learners are requesting active education into concrete situations of pedagogy. The model of «Action Research for the Community Problem Solving» (AR:CPS) responds to this need perfectly. As an example, in his last speech, former President of USA Barack Obama has raised the importance for active citizenship to engage people into the «problem solving process». This is what the Program in Environmental Education and Citizenship (PEEC) has developed as an expertise in the last 20 years. This approach can be applied in any situation, technical as educational. The program has been shown to build critical, reflective and empowering democratic skills and to inspire its participants to engage fully in problem-solving within their communities. Evaluation of the outcomes since 1993 suggest that this is a method that is considered beneficial by participants, by their communities as by educational institutions at all levels, and that it may provide a more effective mode of education for environmental citizenship
Gamification on the edge of educational sciences and pedagogical methodologies
Full text linkThe number of publications and best practices in the field of gamification are explosively growing, however, only a small percentage is linked to pedagogical methodologies. It is a well-known fact, that games are part of educational techniques since prehistorical times. In this paper we aim to explore the role of gamification in pedagogical methodologies, focusing on environmental education