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Future Education

To help students think
about what will happen
in the future and to
want to help make it
better.
Solo in Nature

To get students closer
to the natural
environment and to
help them create links
with elements of that
environment
Solving Environmental Problems

To show students
problems on the field
and to give them the
opportunity to take on
an environmental action
Environmental Values Education
(continuum)

To have students reflect
on their behaviours and
values

To have them hear
about values and
behaviours of others
Outdoor excursion using our 5 senses
(sensorial approach)

To have students
connect with elements
from their natural
surroundings.

To help them become
better observers.
Reading Environmental Stories
(about natural elements)

To have students
appreciate nature
The reading of success stories
(stories that tell of environmental successes)

To give them the
incentive to undertake
an action
Urban Sustainability Education
(visit and critisize your town in order to transform it)

To make students
understand the concept
of sustainability,
develop critical and
creative abilities. To
give them the chance
to do an environmental
action.
Participatory Rural Appraisal
(different techniques: mapping, seasonal
calendar, transect…)

To help citizens see
their surroundings, to
share their opinions
about it and to
undertake actions
Role Playing
(with people involved in a local environmental conflict)

To have students study
a local problem so as to
understand the
complexities of
environmental
problems
Modeling
(the teacher demonstrates environmental actions
and values)

To be an example and
to show students that
environmental
behaviours can be
done
Critical Approach
(have students criticize articles or texts on
environmental subjects)

To help students learn
how to analyse the
sources of an article, its
bias, etc.
The Socioconstructivist Approach

To help students build
environmental
knowledge rather than
give it to them
Bioregional Approach
(map an area, analyse the uses of it’s resources…)

So that students can
appreciate their area
and it’s characteristics

So that they can take
charge of the uses of
local resources
Reflexive Approach
(example: have students write in a reflexive journal on a
subject relating to the environment)

To make them reflect
on their way of life or
their emotions towards
the environment
Teaching by Project

So that students can
choose, plan and
accomplish a personal
or group project
Experiential Learning
(do an activity outside and reflect on your experience)

To realise what’s really
going on in one’s own
life or in one’s own
region
Environmental Audit
(research in your area to identify its resources or
energy used)

To realise what’s
happening and to make
better plans for the use
of resources and
energy
Esthetic Education
(walk through an area to evaluate its
esthetic aspect)

To become aware of
the quality of life in your
town and to develop
the will to act
Case Study
(analyse an environmental problem without
necessarily taking action)

To become aware of
environmental
problems and to gain
knowledge
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