Interdisciplinary Journal of Environmental and Science Education

Bringing Environmental Education to the Curriculum: Practical Elements Emergent from Teaching Experiences and Research  
Julio César Tovar-Gálvez 1 *
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1 Martin-Luther-Universität Halle-Wittenberg, Germany
* Corresponding Author
Research Article

Interdisciplinary Journal of Environmental and Science Education, 2021 - Volume 17 Issue 3 - In Progress, Article No: e2236
https://doi.org/10.21601/ijese/9606

Published Online: 20 Jan 2021

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APA 6th edition
In-text citation: (Tovar-Gálvez, 2021)
Reference: Tovar-Gálvez, J. C. (2021). Bringing Environmental Education to the Curriculum: Practical Elements Emergent from Teaching Experiences and Research  . Interdisciplinary Journal of Environmental and Science Education, 17(3 - In Progress), e2236. https://doi.org/10.21601/ijese/9606
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Tovar-Gálvez JC. Bringing Environmental Education to the Curriculum: Practical Elements Emergent from Teaching Experiences and Research  . INTERDISCIPLINARY J ENV SCI ED. 2021;17(3 - In Progress):e2236. https://doi.org/10.21601/ijese/9606
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Tovar-Gálvez JC. Bringing Environmental Education to the Curriculum: Practical Elements Emergent from Teaching Experiences and Research  . INTERDISCIPLINARY J ENV SCI ED. 2021;17(3 - In Progress), e2236. https://doi.org/10.21601/ijese/9606
Chicago
In-text citation: (Tovar-Gálvez, 2021)
Reference: Tovar-Gálvez, Julio César. "Bringing Environmental Education to the Curriculum: Practical Elements Emergent from Teaching Experiences and Research  ". Interdisciplinary Journal of Environmental and Science Education 2021 17 no. 3 - In Progress (2021): e2236. https://doi.org/10.21601/ijese/9606
Harvard
In-text citation: (Tovar-Gálvez, 2021)
Reference: Tovar-Gálvez, J. C. (2021). Bringing Environmental Education to the Curriculum: Practical Elements Emergent from Teaching Experiences and Research  . Interdisciplinary Journal of Environmental and Science Education, 17(3 - In Progress), e2236. https://doi.org/10.21601/ijese/9606
MLA
In-text citation: (Tovar-Gálvez, 2021)
Reference: Tovar-Gálvez, Julio César "Bringing Environmental Education to the Curriculum: Practical Elements Emergent from Teaching Experiences and Research  ". Interdisciplinary Journal of Environmental and Science Education, vol. 17, no. 3 - In Progress, 2021, e2236. https://doi.org/10.21601/ijese/9606
ABSTRACT
Bringing theories or policies about environmental education into the classroom is a common problem that  teachers must confront. The purpose of this paper is to provide teachers with practical elements emergent from teaching experiences and research. A Complex Environmental Formation framework is proposed to curricularize a self-eco-organized understanding of the environment and being. Methodologically, three cases are studied using in two methods – a content analysis to identify emergent teaching elements, and a conducted analysis using the framework. The analysis and results indicate some potentially transferable teaching elements –a) selecting local environmental situations to contextualize curriculum, b) integrating knowledge for reading/transforming reality, c) guiding teaching and learning through questions, d) competence-based teaching and learning, e) project-based teaching and learning, f) assessing cooperatively and with formative purpose, g) addressing environmental education from different educational approaches, and h) breaking institutional barriers. There is an approximation to self-eco-organize the subject, communities, institutions, knowledge, learning, teaching, and assessment.
KEYWORDS
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