Engaging Learners in Cooperative Learning Through Environmental and Cross-Cultural Activities

• Authors: Soula Mitakidou , Konstantia Tamoutseli
• Languages of publication: EN

Abstracts

EN

There is a definite intersection of targets and intentions between education for sustainable development (ESD) and cross-cultural education (CCE), since both ESD and CCE aspire to pursue and develop values such as equity, democracy and quality of life in a multicultural setting. Apart from their common philosophical basis, ESD and CCE endorse similar teaching methods, i.e. experiential and cooperative learning, and pursue the development of abilities such as research interest, critical thought and political awareness, with the intention to develop a learning community intrinsically connected with the wider community and society. This study aspires to explore the possibilities of cooperative learning to effectively promote the aims of both ESD and CCE. The children of a public school in Thessaloniki, Greece, were involved in this action research related to their local environment. The methodological tools used included walk mapping and landscape analysis charts combined with environmental assessment sheets. The ensuing discussion facilitates reflection on the prospects of cooperation in a class with a mixed ability population.

Keywords

EN

cooperative learning; education for sustainable development; cross-cultural education

• Publisher: Sciendo
• Journal: Journal of Teacher Education for Sustainability
• Year: 2011
• Volume: 13
• Issue: 1
• Pages: 5-18

Dates

published

2011-01-01

online

2011-07-12

Contributors

author

Soula Mitakidou

• Aristotle University of Thessaloniki, Greece

author

Konstantia Tamoutseli

• Aristotle University of Thessaloniki, Greece

References

• Alahiotis, S. (2003). Για ένα σύγχρονο ϵκπαιδϵυπκό σύστημα: Η Διαθϵματικότητα και η Ευέλικτη Ζώνη αλλάζουν την παιδϵία και αναβαθμίζουν την ποιότητα της Εκπαίδϵυσης [For a contemporary educational system: The cross-thematic approach and the flexible zone changing education and upgrading its quality]. Retrieved December 16, 2010, from
• Chambers, D. W. (1983). Stereotypic images of the scientist: The draw-a-scientist test. Science Education, 67(2), 255-265.[Crossref]
• Cohen, E. (1994). Designing groupwork. New York: Teachers College Press.
• Connelly, F. M., & Clandinin, D., J. (1988). Teachers as curriculum planners: Narrating of experience. New York: Teachers College Press, Columbia University.
• Cook, T., & Hess, E. (2007). What the camera sees and from whose perspective: Fun methodologies for engaging children in enlightening adults. Childhood, 14(1), 29-45.
• Crook, C. (1985). Knowledge and appearance. In N. H. Freeman & M. V. Cox (Eds.), Visual order: The nature of development of pictorial representation (pp. 268-245). Cambridge: Cambridge University Press.
• Cronin-Jones, L. L. (2005). Using drawings to assess student perception of schoolyard habitats: A case study of reform-based research in the United States. Canadian Journal of Environmental Education, 10, 225-240.
• Department of Education and Skills (DfES). (2006). Communities and the environment: Government response to the consultation on the sustainable schools strategy. London: DfES.
• Fullan, G. M. (1993). The new meaning of educational change. New York: Cassell.
• Ghosh, N. (2009). Sustainable development through cooperative learning. In G. Siemens & C. Fulford (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp.1704-1709). Chesapeake, VA: AACE. Retrieved August 29, 2010, from http://www.editlib.org/p/31707/editlib.org
• Haralambous, N. (1996). Η διαϕορϵτική ϵπίδραση συνϵργατικής και της ατομικής μάθησης στη σχολική ϵπίδοση [The different approach to cooperative and individual learning in school performance]. Λϵυκωσία: Πολντιστικές Υπηρϵσίϵς Υπουργϵίου Ποαδϵίας και Πολιτισμού Κύπρου [Nicosia: Cultural Services of the Ministry of Education of Cyprus].
• Haralambous, N. (2000). αλληλϵπιδράσϵις στη μικρή ομάδα και ϵπίδοση των μαθητών στα μαθηματικά κοα στα ϵλληνικά [Interactions in small groups and performance of students in mathematics in Greek]. Παιδαγωγική Επιθϵώρηση [Educational Review], 30, 235-252.
• Hargreaves, A. (1995). Changing teachers, changing times. London: Cassell.
• Hart, R. (1997). Children's participation: The theory and practice of involving young citizens in community development and environmental care. London: UNICEF/Earthscan.
• Johnson, D. W., & Johnson, R. T. (1998). Learning together and alone (5th ed.). Boston: Allyn & BaconLe.
• Kagan, S. (1994). Cooperative learning. San Clemente, CA: Kagan Publications.
• Lewis, D., & Greene, J. (1983). Your child's drawings: Their hidden meanings. London: Hutchinson.
• Matsagouras, E. G. (1987). Ομαδοσυνϵργατική διδασκαλία και μάθηση: θϵωρία και πράξη της διδασκαλίας κατά ομάδϵς [Group cooperative teaching and learning]. αθήνα: Γρηγόρη [Athens: Grigoris].
• Nichols, J. D. (1996). Cooperative learning: A motivation tool to enhance student persistence, self regulation and efforts to please teacher and parents. Educational Research and Evaluation, 2(3), 246-260.
• Orr, D. (2005). Place and pedagogy. In M. Stone & Z. Barlow (Eds.), Ecological literacy: Educating our children for a sustainable world (pp. 85-95). San Francisco: Sierra Books.
• Piliouras P., Malamitsa A., Theodoridou S., Fisfi A., & Kokkotas, P. (2000). αντιλήψϵις και στάσϵις Ελλήνων ϵκπαιδϵυπκών της Πρωτοβάθμιας Εκπαίδϵυσης για τη συνϵργατική μάθηση στη διδασκαλία των Φυσικών Επιστημών [Perceptions and attitudes of Greek primary school teachers to cooperative learning and teaching science]. Retrieved March 27, 2010, from
• Piliouras P., Kokkotas P., Georgiou A., & Nikolaou, C. (2002). Συγκριτική μϵλέτη των απόψϵων ΕΜήνων και Κυπρίων ϵκπαιδϵυτικών της Πρωτοβάθμιας Εκπαίδϵυσης για τη συνϵργατική μάθηση στη διδασκαλία των Φυσικών Επιστημών [Comparative study of Greek-Cypriot primary school teachers' ideas on cooperative learning]. Retrieved March 27, 2010, from
• Roberts-Holmes, G. (2005). Doing your early years' research project: A step-by-step guide. London: Sage Publications.
• Rogoff, B. (1994). Developing understanding of the idea of communities of learners. Mind, Culture and Activity, 4, 209-299.
• Shallcross, A. (2004). School development through whole school approaches to sustainability education: The SEEPS project. Manchester: Metropolitan University
• Shallcross, T., Robinson, J., Pace, P., & Wals, A. (2006). Creating sustainable school environments. Stoke on Trent, UK: Trentham Books.
• Shallcross, T., Robinson, J., Pace, P., & Tamoutseli, K. (2007). The role of students' voices and their influence on adults in creating sustainable environments in three schools. Improving Schools, 10(1), 72-84. Retrieved October 1, 2007, from http://www.sagepublications.com
• Sharan, S., & Sharan, Y. (1992). Expanding cooperative learning through group investigation. New York: Teachers College Press.
• Skoullos, M. & Malotidi, V. (2004). Handbook on methods used in environmental education - education for sustainable development. Athens: MIO-ECSDE.
• Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd ed.). Boston: Allyn & Bacon.
• Stavridou E. (1999). Συνϵργατική μάθηση στις Φυσικές Επιστήμϵς [Cooperative learning in science education]. Πανϵπιστημιακές Εκδόσϵις Θϵσσαλίας [Volos: University of Thessaly Publications].
• Thomas, G., & Silk, A. (1992). An introduction to the psychology of children's drawings. Oxford: Harvester Blackwell.
• UNESCO. (1998). Education for the twenty-first century: Issues and prospects. Paris: UNESCO.

Identifiers

DOI

10.2478/v10099-011-0001-5