Dissertation committee:
Σκούλλος Μ(Καθηγητής) Επιβλέπων,Βαλαβανίδης Α(Καθηγητής),Σταμπάκη-Χατζηπαναγιώτη Δ(Αναπληρώτρια Καθηγήτρια),Δασενάκης Ε(Καθηγητής),Τσουγκράκη Χ(Καθηγήτρια),Αριανούτσου-Φραγκιτάκη Μ(Καθηγήτρια),Ζέρη Χ(Ερευνήτρια Γ ΕΛΚΕΘΕ)
Summary:
The present dissertation, which was elaborated in the laboratory of
Environmental Chemistry in the department of Chemistry in the National and
Kapodistriako University of Athens, has as its aim the
‘Elaboration and application of appropriate methodologies for the Environmental
Education and Education for Sustainable Development’.
In order to achieve this aim questionnaires were created and applied to Lycee’s
students of different studying directions, questionnaires which refer to
different cognitive fields.
These cognitive fields were related to the sciences of Chemistry, Economics
and Marketing as well as to the domain of Environmental Education and to the
Education for sustainability. The sample consisted of 342 Lycee’s students from
all three studying directions (exact sciences, technological sciences,
theoretical sciences).
Through the examination of the results, the following conclusions can be
extracted
• When related to if the sample and, by extension, the population uses
specific methods in the effort to acquire new knowledge, it seems that this
happens in a significant rate.
• However, the decision of choosing the method is not independent.
Moreover, a significant rate of students is not satisfied with the
effectiveness of their choice.
• As a result, the need to strengthen the mechanisms of realization of
knowledge is created with the final aim of acquiring and strengthening the
meta-cognitive procedures.
• Speculation is presented concerning the discovery of combinations
between the two marginal models of approaching knowledge which were presented,
since in a significant rate of questions significant satisfaction from the
possible independent use of them doesn’t seem to exist.
• A compound model which combines in every instance the possibilities
offered by the two marginal models is clearly applauded by the discoveries of
the present research.
• This demand appears in all the cognitive domains examined . The
aforementioned positive tendency for one such compound model is particularly
increased in Environmental Education as well as in Economical Sciences.
• Combination is proved to be a basic demand in the effort to find and
apply of more effective procedures in a current of learning for life.
• The effort of visualization of whichever mechanism is evaluated
particularly positively in the effort to achieve this aim.
• The necessity of specific, multilateral and often heterogeneous
competencies which continually interact forcefully and creatively in a
continual meta-cognitive route with high demands, is judged essential.
• This demand is considered of extreme importance for every person but
even more for persons who possess positions of responsibility or/and have an
institutional role.
• This event is considered very basic and necessary not only for their
successful training is concerned but mainly for the ability of these persons to
take vital decisions.
• A significant rate of the sample had a very positive opinion about the
whole presentation when combined with its application since it considered that,
in general, it helped it as far as certain ways/methods through which knowledge
can be successfully approached are concerned.
• All in all, the positive and sceptical attitude of those questioned in
the part of the research concerning the environment must be particularly
underlined, as well as their demand, expressed through their answers, for
compound models which combine the characteristics of the different models.
• The synthesis of all the above elements is important in the
procedures of the education for sustainability since the diversity of discent
and the functionalism of elaborating the information they can offer are
compatible with the research findings that had lead today in the evolution of
environmental education to education for sustainable development.
Keywords:
Sustainable Development , Education for Sustainable Development, learning theories , learning models , Αpplied educational methodology for Sustainability
