Alwielland Q. Bello Here are some ways that active learning techniques can help teachers promote environmental education:

Hands-on Activities: Hands-on activities are a great way to engage students in environmental education. Teachers can use experiments, simulations, and project-based learning to help students understand environmental concepts and issues. For example, students can conduct experiments to test the effects of pH on plants, simulate the water cycle, or create a mini ecosystem to study the interdependence of living organisms. .

Real-world applications: Connecting environmental concepts to real-world situations can help students see the relevance of environmental education to their everyday lives. Teachers can use case studies, field trips, and guest speakers to illustrate how environmental principles are applied in practice. For example, students can visit a local park to learn about conservation efforts, tour a recycling facility to understand waste management, or invite a guest speaker from a local environmental organization to discuss environmental policies.

Cooperative learning: Cooperative learning activities can foster a sense of community and encourage students to work together to solve environmental problems. Teachers can use group projects, role-playing, and peer teaching to promote collaboration and teamwork. For example, students could work in groups to plan a sustainable community, role-play a debate about climate change, or teach each other about different types of renewable energy.

Interactive technology: Interactive technology can enhance student engagement and motivation in environmental education. Teachers can use multimedia presentations, videos, and online resources to present environmental concepts in an engaging and interactive way. For example, students can use interactive software to explore the carbon cycle, watch videos about climate change, or participate in online forums to discuss environmental issues.

Outdoor Learning: Outdoor learning can provide students with first-hand experiences with environmental concepts and promote a sense of stewardship toward the natural world. Teachers can use outdoor activities such as field trips, nature walks, and outdoor experiments to teach environmental concepts. For example, students might conduct a stream assessment, study local flora and fauna, or participate in a citizen science project.

Project-based learning: Project-based learning can help students develop problem-solving skills and apply environmental concepts to real-world problems. Teachers can use projects that ask students to investigate environmental problems, design solutions, and implement them in their communities. For example, students could design a sustainable community garden, create a recycling program, or develop a plan to reduce energy consumption in their school.

Gamification: Gamification can make environmental education more engaging and interesting for students. Teachers can use games, quizzes, and challenges to teach environmental concepts and motivate students to take action. For example, students can play a game that simulates the impact of human activities on the environment, participate in a recycling challenge, or compete in a sustainability quiz.

Community engagement: Engaging the community in environmental education can help students see the relevance of environmental concepts to their everyday lives and increase their sense of responsibility towards environment. Teachers can invite guest speakers from local environmental organizations, engage students in community projects, or participate in environmental events. For example, students could participate in a local cleanup event, create a public awareness campaign about environmental issues, or invite a guest speaker from a local environmental organization to discuss environmental policies.

By incorporating these active learning techniques into their teaching practices, teachers can help students develop a deeper understanding of environmental concepts, promoting critical thinking and problem-solving skills. problem solving, while encouraging active participation in environmental issues.

Active learning techniques can help teachers promote environmental education in many ways, including:

1. Problem-Based Learning (PBL):

o Teachers can design lessons around environmental issues such as pollution, climate change, scarce natural resources, etc.

o Students will actively participate in researching, analyzing and finding solutions to these problems.

o This process helps students develop skills such as critical thinking, problem solving, and hands-on learning.

2. Project-Based Learning (PjBL):o Teachers can assign students projects related to environmental protection, such as planting trees, recycling waste, saving energy, etc.

o Students will plan, execute and present these projects, developing skills such as teamwork, communication and creativity.

o This process helps students apply knowledge into practice and see the impact of their actions on the environment.

3. Inquiry-Based Learning:

o Teachers can encourage students to ask questions and conduct exploratory activities about environmental issues.

o Students will collect data, conduct experiments, analyze and draw conclusions about these issues.

o This process helps students develop skills such as asking questions, designing experiments, and scientific reasoning.

4. Experiential Learning:

o Teachers can organize tours, field trips or practical activities related to the environment.

o Students will have the opportunity to observe, interact and directly experience the natural environment.

o This process helps students increase awareness and emotions about the importance of environmental protection.

By applying these active learning techniques, teachers can create a dynamic, engaging, and hands-on learning environment that helps students develop knowledge, skills, and positive attitudes about environmental protection.

Some thoughts on such education:

1. "Using a Spare-Time University for Disaster Risk Reduction Education", chapter 8 in https://www.routledge.com/Learning-and-Calamities-Practices-Interpretations-Patterns/Egner-Schorch-Voss/p/book/9780415334907

2. Disaster education https://doi.org/10.1080/10382046.2011.619810

3. "Using a Spare Time University for Climate Change Education" https://doi.org/10.1007/978-3-642-10751-1_16

4. Climate change education, chapter 7 in https://www.routledge.com/Disaster-Management-International-Lessons-in-Risk-Reduction-Response/Lopez-Carresi-Fordham-Wisner-Kelman-Gaillard/p/book/9780415717441

I agree with Trung Thành Anthony, adding that his examples are most effective, when students work to resolve real problems related to sustainability instead of just learning about them. (PDF) Historical Memory and Eco-centric Education: Looking at the Past to Move Forward with the 2030 Agenda for Sustainable Development (researchgate.net)