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Rethinking Environmental Education: Reflections on AAU UNESCO Center Certificate Course of Problem-Based Learning

Rethinking Environmental Education: Reflections on AAU UNESCO Center Certificate Course of Problem-Based Learning

Fenghua Li (Northeastern University, China)
Copyright: © 2019 |Pages: 42
DOI: 10.4018/978-1-5225-9961-6.ch004
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Abstract

This chapter brings a participatory learning experience on PBL at Aalborg University in Denmark. Based on the inherent wholeness of the human-nature ecosystem, interdisciplinary, sustainability-oriented teaching philosophies in environmental education endeavor for the appeal of more concern the value of life, aiming at promoting greater sensitivity to critical thinking, individual happiness, and social responsibility. Problem-based learning may be an effective way to realize the action competence of students by solving real problems and adjusting their behavior and finally to compass transformative learning and lifelong learning.
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Teaching Philosophies In Environmental Education

In China, teachers are expected to be able to “propagate the doctrine, impart professional knowledge, and resolve doubts”. The supposed objective of teaching in universities is to improve the scientific literacy of students. The approach to teaching is to put a good deal of effort into preparation before class. For each class, responsible teachers always collect far more materials than they can present. What they concerned most is whether they have delivered all they had known to the students.

Modern teaching philosophy is that teaching should help both academic and lifelong learning, attend students more concern for the value of life, promote greater sensitivity to individual happiness and social responsibility, finally escort humanistic learning. The followings present advanced approaches to teaching philosophies in environmental education.

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