Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 6

first rewind previous Page / 1 next fast forward last

Search results

help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

Scientific and Technological Progress, Political Beliefs and Environmental Sustainability

100%
Makrakis V.
Discourse and Communication for Sustainable Education
|
2012
|
vol. 3
|
issue 1
63-74
EN
With the development of science and technology, a basically optimistic ideology of progress has emerged. This deterministic attitude has been challenged in recent decades as a result of harmful side-effects generated by the way technology and science have been approached and used. The study presented here is a part of a larger international and comparative study dealing with global/environmental issues related to political orientation, science and technology. 3 080 pre-service teachers from Finland, Greece, Sweden, Japan and Holland answered a closed-end survey instrument. The results of this study show that none of the sample country respondents identified themselves as optimists concerning the impact of science and technology on society and environment. The no-stance and the pessimistic attitudes towards technology and science seem to derive from the human and environmental costs associated with science and technology development. A strong connection was found between environmental consciousness and attitudes towards the role and impact of science and technology on society. These results indicate that society and education, in particular, should place higher critical concerns about scientific and technological issues and their relation to the development of a sustainable society.
2

Transforming the Classroom into a Reflective Community: A Blended Learning Instructional Approach

63%
Dovros N., Makrakis V.
Journal of Teacher Education for Sustainability
|
2012
|
vol. 14
|
issue 2
73-88
EN
Critical and reflective thinking is acknowledged as one of the key skills within education for sustainable development whereas sustainable development requires a shift in the mental models which frame our thinking and inform our decisions and actions. This paper describes the implementation of a blended learning lesson unit which aimed at activating pupils’ reflective thinking in order to negotiate the controversial topic of genetically modified food (GMF). It describes a small case study that was implemented in a semi-rural school in Chania, Crete, with the participation of 23 pupils from Form 6. Specific changes in the pedagogical practices were adopted, pertaining to content, time and space conventions and the use of online learning activities. The instructional design incorporated a five-stage instructional session, which started by the introduction of a problematic situation, continued with the infusion of cognitive dissonance procedures and ended with a reflective evaluation activity. The pupils’ stances towards the open learning procedure and the integration of online activities were positive, while certain changes in their beliefs about the issue of GMF were observed, due to the design of the learning approach.
3

Course Curricular Design and Development of the M.Sc. Programme in the Field of Ict in Education for Sustainable Development

63%
Makrakis V., Kostoulas-Makrakis N.
Journal of Teacher Education for Sustainability
|
2012
|
vol. 14
|
issue 2
5-40
EN
This paper presents the design and development of a virtual learning enviroment (VLE) for a M.Sc. programme on information and communication technologies (ICTs) in education for sustainable development (ESD) driven by a learning paradigm that merges three theories of learning, namely: experiential learning, constructivist learning and transformative learning (ExCon- Tra) funded by the European Commission. Learning activities were designed to offer the chance for students to interact asynchronously and synchronously, negotiate meaning and reflect on their learning and viewpoints through collaborative problem solving. The ExConTra learning process is also based on an interdisciplinary approach addressing the four pillars (environment, society, culture and economy) of sustainable development and makes use of an online course design methodology that uses four phases: needs analysis, curriculum design, development and formative evaluation. The VLE that encompasses both the curriculum programme and the online platform with its tools and online technologies merges ICTs with ESD in three ways: a) providing opportunities to target groups for reflective practice; b) using open source ICT tools and ESD-related learning objects available in the Web and c) using ICTs to develop interactive, interdisciplinary and cross-disciplinary ESD learning activities
4

Processes, strategies and practices for turning the University of Crete into a sustainable university

63%
Kostoulas-Makrakis N., Makrakis V.
Discourse and Communication for Sustainable Education
|
2012
|
vol. 3
|
issue 1
5-22
EN
In this paper, we look at the University of Crete experience to integrate the concept of sustainable development across all its operations. Through a review of current sustainability practices of universities worldwide, this paper has identified a number of principles for developing a sustainable university. These principles are then used as a framework for analysing the sustainable initiatives being implemented at the University of Crete in the context of the Reorient University Curricula to Address Sustainability (RUCAS) project - an EU-Tempus initiative. This effort has been backed-up by two research studies, which indicate the urgent need for institutionalising sustainability across all university functions.
5

ICT-Enabled Climate Change Education and Children Rights

51%
Makrakis V., Gkotzos D., Larios N.
Journal of Teacher Education for Sustainability
|
2012
|
vol. 14
|
issue 2
89-110
EN
This paper deals with a web-based learning environment that introduces primary school learners into the issue of children’s rights and climate change education. The methodological approach used is based on critical pedagogy and hypermedia technology. Through open source learning technologies and authentic learning activities that are enriched by open education resources and learning objects largely elicited from the Web, learners are being informed and construct knowledge related to six key areas of children’s rights affected by climate change.
6

ICT-Enabled Climate Change Education for Sustainable Development Across the School Curriculum

51%
Makrakis V., Larios N., Kaliantzi G.
Journal of Teacher Education for Sustainability
|
2012
|
vol. 14
|
issue 2
54-72
EN
A radical shift in pedagogy is necessary for information and communication technology (ICT) to enhance teaching and learning for sustainability. Climate change takes an inter/crossdisciplinary approach attempting to synthesise diverse ideas and observations concerning global warming. This paper deals with the integration of climate change across the school curriculum through a web-based hypermedia application entitled ICT-enabled integration of climate change education (CCE) that is used as a resource for the EU-funded project ICT-enabled education for sustainable development (ESD). The web-based environment includes interactive activities and supportive material on climate change and is open to all the six forms at the primary school level. The methodological approach used merges ICT, ESD, critical pedagogy and CCE principles and practices. Drupal (content management system) was chosen as the back-end system of our hypermedia learning environment. The main learning content is composed of learning objects (LOs) created through the authoring tool Adobe Flash. The combination of Drupal and Flash provides a dynamic and adaptable learning environment. Through this web-based learning environment that integrates six thematic areas supported by various ICT tools, learners are expected to gain insight into how climate change is altering the planet, potential impacts on the future, and how they can intervene to address its effects.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.