Unit:
Κατεύθυνση Περιβαλλοντική Εκπαίδευση και Εκπαίδευση για την Αειφόρο ΑνάπτυξηLibrary of the School of Science
Author:
Liarakos Georgios
Supervisors info:
1. ΔΑΣΕΝΑΚΗΣ ΕΜΜΑΝΟΥΗΛ , ΚΑΘΗΓΗΤΗΣ ,ΧΗΜΕΙΑΣ, ΕΚΠΑ, ΕΠΙΒΛΕΠΩΝ
2. ΜΕΘΕΝΙΤΗΣ ΚΩΝΣΤΑΝΤΙΝΟΣ,Αν ΚΑΘΗΓΗΤΗΣ,ΧΗΜΕΙΑΣ,ΕΚΠΑ
3. ΜΠΑΚΕΑΣ ΕΥΑΓΓΕΛΟΣ,Αν. ΚΑΘΗΓΗΤΗΣ,ΧΗΜΕΙΑΣ, ΕΚΠΑ
Original Title:
Ο ΣΧΟΛΙΚΟΣ ΚΗΠΟΣ ΩΣ ΕΡΓΑΛΕΙΟ ΜΕΤΑΣΧΗΜΑΤΙΣΜΟΥ ΚΑΙ ΑΝΑΠΛΑΙΣΙΩΣΗΣ ΤΗΣ ΣΧΟΛΙΚΗΣ ΓΝΩΣΗΣ ΤΗΣ ΧΗΜΕΙΑΣ ΚΑΙ ΜΕΤΕΞΕΛΙΞΗΣ ΤΟΥ ΣΧΟΛΕΙΟΥ ΣΕ ΑΕΙΦΟΡΟ
Translated title:
THE SCHOOL GARDEN AS A TOOL FOR TRANSFORMATION AND DEVELOPMENT OF THE SCHOOL CHEMISTRY KNOWLEDGE AND THE DISCOVERATION OF THE SCHOOL IN SUSTAINABLE SCOOL.
Summary:
ABSTRACT
The reframing of school knowledge using the school garden as a tool may constitute an alternative approach to the teaching of Chemistry and generally to the teaching of Science, aiming at the interconnection between the Education for Sustainable Development and the daily lives of students in Secondary Education. In the present dissertation the school garden was utilized as the appropriate tool for the transformation and reframing of the school knowledge of Chemistry, for example, of the basic concepts of acidity and neutralization, as well as a tool for the mobilization and the sensitization of both the education and local communities to issues concerning the Environment and Sustainable Development (SD).In view of all the above, a teaching intervention was designed and educational material was developed, which were applied to twenty-three (23) first year students of the 1st General Lyceum of Kesariani ‘Marios Chakkas’. The teaching intervention lasted one term and was conducted as part of the obligatory Creative Project in the subject of Chemistry. The impact of the teaching intervention was assessed by means of a semi-structured interview of all the students that participated in the Creative Project. The results of the survey demonstrated a positive impact of the intervention on both the knowledge and attitudes of the students. In addition, the interest shown by students during their participation in the school garden activities, the positive comments of the school educators as well as the social activities that developed demonstrate that the school garden as a vehicle for the transformation of Chemical Knowledge and for the introduction of issues concerning Sustainable Development, on a Secondary Education level, was in general successful.
SUBJECT AREA: Experiential Learning, Teaching of Chemistry
KEY WORDS: Chemistry, Education for Sustainable Development (ESD), School Garden, Acidity, Neutralization, School Curriculum, Qualitative Survey.
Main subject category:
Science
Keywords:
Chemistry, Education for Sustainable Development (ESD), School Garden, Acidity, Neutralization, School Curriculum, Qualitative Survey.
