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Design of a Pedagogical Model of Education for Environmental Citizenship in Primary Education

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  • Teresa Monte

    (Instituto de Educação, Universidade de Lisboa, Alameda da Universidade, 1649-013 Lisboa, Portugal)

  • Pedro Reis

    (Instituto de Educação, Universidade de Lisboa, Alameda da Universidade, 1649-013 Lisboa, Portugal)

Abstract

Education for Environmental Citizenship plays an important role in social change toward sustainable development, achieving economic, social, and environmental balance through informed, cooperative, and participative citizens. There are several pedagogical models with the potential to involve students in environmental activities, but no specific model suitable for primary education is found. This article describes the preliminary investigation phase of a Design-Based Research that resulted in the development of the first prototype of a Pedagogical Model of Education for Environmental Citizenship in Primary Education (students aged 6 to 10 years), in Portugal. This preliminary investigation phase was based on a systematic analysis and literature review on the topic (thesis, articles, projects, and curricular guidelines for primary education), seeking to answer the following research questions: (1) According to the current world characteristics, which learning outcomes should an environmental citizen achieve, and which of them can be promoted in primary education? (2) What are the most appropriate teaching methodologies and strategies for promoting environmental citizen learning outcomes in primary education? The methodology used is presented, and the proposed prototype is described, along with the desired learning outcomes that are considered necessary for the formation of an Environmental Citizen and the most appropriate methodologies and educational activities to promote them.

Suggested Citation

  • Teresa Monte & Pedro Reis, 2021. "Design of a Pedagogical Model of Education for Environmental Citizenship in Primary Education," Sustainability, MDPI, vol. 13(11), pages 1-23, May.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:11:p:6000-:d:562652
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    References listed on IDEAS

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    1. Vasiliki Kioupi & Nikolaos Voulvoulis, 2019. "Education for Sustainable Development: A Systemic Framework for Connecting the SDGs to Educational Outcomes," Sustainability, MDPI, vol. 11(21), pages 1-18, November.
    2. Andrew Dobson, 2007. "Environmental citizenship: towards sustainable development," Sustainable Development, John Wiley & Sons, Ltd., vol. 15(5), pages 276-285.
    3. Silvia Collado & Claudio D. Rosa & José A. Corraliza, 2020. "The Effect of a Nature-Based Environmental Education Program on Children’s Environmental Attitudes and Behaviors: A Randomized Experiment with Primary Schools," Sustainability, MDPI, vol. 12(17), pages 1-12, August.
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    Cited by:

    1. Mykolas Simas Poškus, 2024. "Testing the simple model of environmental citizenship in a sample of adolescents," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-8, December.
    2. Hilal Uğraş & Mustafa Uğraş & Stamatios Papadakis & Michail Kalogiannakis, 2024. "ChatGPT-Supported Education in Primary Schools: The Potential of ChatGPT for Sustainable Practices," Sustainability, MDPI, vol. 16(22), pages 1-20, November.
    3. Anastasia Adamou & Yiannis Georgiou & Demetra Paraskeva-Hadjichambi & Andreas Ch. Hadjichambis, 2021. "Environmental Citizen Science Initiatives as a Springboard towards the Education for Environmental Citizenship: A Systematic Literature Review of Empirical Research," Sustainability, MDPI, vol. 13(24), pages 1-29, December.

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