Abstract
Emerging pedagogies and technologies are instrumental in adapting educational processes and tools to changes and challenges of the contemporary world. Among them, the global climate changes, together with their associated processes and consequences, bring capital questions for education of all levels, from policymakers to elementary students. This chapter presents the conceptual and practical integration between emerging pedagogies, as outdoor, phenomenon-based education and citizen science, within a transdisciplinary framework, to be applied in formal basic education. Two successful case studies at coastal areas are presented. “Phenomenon-based education” is focused on real-world problem solving and interdisciplinary approaches. Natural environments, the most usual in “outdoor education,” offer countless complex and systemic phenomena for analysis, which require not only interdisciplinary collaboration, but also ethical and normative coordination, whence a “transdisciplinary” approach. “Citizen science” is a complementary instrument for studying and comprehending phenomena through actual scientific investigation. All of them are in agreement with “environmental education” principles, which, besides providing an integrated vision of the world that includes all living beings and their environments, also empower people to develop proactive and responsible reactions to social problems. Recent and emerging technologies, including digital media, by contributing to emerging pedagogies, have become important allies for education, especially when considering younger generations, for whom smartphones, tablets, and other devices are essential elements in their lifestyle. Several tools, such as “QR codes,” and their alternatives, viz., “radio frequency identification tags” (RFID) and “augmented reality,” are discussed, according to how they can be particularly applicable to outdoor education. Efficient “social network” and “educommunication” strategies are complementary educational instruments, fostered by new technologies and digital media, essential to sharing and multiplying highly successful results, and to enabling students, educators, and community members to discuss and solve socio-environmental problems. Our understanding is that these emergent pedagogies and technologies can increase the society’s access to formal and environmental education, thus corresponding to relevant tools to sustainability.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Anderson A (2012) Climate change education for mitigation and adaptation. J Educ Sustain Dev 6(2):191–206. https://doi.org/10.1177/0973408212475199
Bayley A, Henry T, McBride L, Puckett J (2011) A new era in educational technology: why now? In: Bailey A, Henry T, McBride L, Puckett J (eds) Unleashing the potential of technology in education. The Boston Consulting Group, Boston, pp 6–12
Beames S, Humberstone B, Allin L (2017) Adventure revisited: critically examining the concept of adventure and its relations with contemporary outdoor education and learning. Journal of Adventure Education and Outdoor Learning 17:275–279. https://doi.org/10.1080/14729679.2017.1370278
Bogner FX (1998) The influence of short-term outdoor ecology education on long-term variables of environmental perspective. J Environ Educ 29(4):17–29. https://doi.org/10.1080/00958969809599124
Bonk CJ, Graham CR, Cross J, Moore MG (2012) The handbook of blended learning: global perspectives, local designs. Wiley, Hoboken
Brasil (1999) Lei n° 9.795, de 27 de abril de 1999. Dispõe sobre a educação ambiental, institui a Política Nacional de Educação Ambiental e dá outras providências. Diário Oficial da União, Brasília
Brown M (2006) Adventure education and physical education. In: Kirk D, Macdonald D, O’Sullivan M (eds) The handbook of physical education. Sage, Thousand Oaks, pp 685–702
Brown M (2009) Reconceptualising outdoor adventure education: activity in search of an appropriate theory. J Outdoor Environ Educ 13(2):3–13. https://doi.org/10.1007/BF03400882
Chang HY, Wu HK, Hsu YS (2013) Integrating a mobile augmented reality activity to contextualize student learning of a socioscientific issue. Br J Educ Technol 44:E95–E99. https://doi.org/10.1111/j.1467-8535.2012.01379.x
Chen CC, Huang TC (2012) Learning in a u-museum: developing a context-aware ubiquitous learning environment. Comput Educ 59(3):873–883
Darwall WRT, Dulvy NK (1996) An evaluation of the suitability of non-specialist volunteer researchers for coral reef fish surveys. Mafia Island, Tanzania — A case study. Biol Conserv 78:223–231. https://doi.org/10.1016/0006-3207(95)00147-6
Delaney DG, Sperling CD, Adams CS, Leung B (2008) Marine invasive species: validation of citizen science and implications for national monitoring networks. Biol Invasions 10:117–128. https://doi.org/10.1007/s10530-007-9114-0
Dunkley RA (2016) Learning at eco-attractions: exploring the bifurcation of nature and culture through experiential environmental education. J Environ Educ 47(3):213–221. https://doi.org/10.1080/00958964.2016.1164113
Field SC, Lauzon LL, Meldrum JT (2015) A phenomenology of outdoor education leader experiences. J Exp Educ 39(1):41–44. https://doi.org/10.1177/1053825915609950
Foster-Smith J, Evans SM (2003) The value of marine ecological data collected by volunteers. Biol Conserv 113:199–213. https://doi.org/10.1016/S0006-3207(02)00373-7
Gardiner SM (2004) Ethics and global climate change. Ethics 114(3):555–600. https://doi.org/10.1086/382247
Goffredo S, Pensa F, Neri P et al (2010) Unite research with what citizens do for fun: “recreational monitoring” of marine biodiversity. Ecol Appl 20:2170–2187. https://doi.org/10.1890/09-1546.1
Grabinger RS, Dunlap JC (1995) Rich environments for active learning: a definition. Res Learn Technol 3:5–34. https://doi.org/10.1080/0968776950030202
Hechter RP, Phyne LD, Vermette LA (2012) Integrating technology in education: moving the TPCK framework towards practical applications. Educ Res Perspect 39:136–152
Harari YN (2014) Sapiens: A Brief History of Humankind. HarperCollins, New York
Klopfer E, Squire K (2008) Environmental detectives—the development of an augmented reality platform for environmental simulations. Educ Technol Res Dev 56:203–228. https://doi.org/10.1007/s11423-007-9037-6
Kurti A, Spikol D, Milrad M (2008) Bridging outdoors and indoors educational activities in schools with the support of mobile and positioning technologies. Int J Mob Learn Org 2(2):166–186. https://doi.org/10.1504/IJMLO.2008.019767
Leather M (2018) A critique of forest school: something lost in translation. J Outdoor Environ Educ 21(1):5–18. https://doi.org/10.1007/s42322-017-0006-1
Liu TY (2009) A context-aware ubiquitous learning environment for language listening and speaking. J Comput Assist Learn 25:515–527. https://doi.org/10.1111/j.1365-2729.2009.00329.x
Liu TY, Tan TH, Chu YL (2009) Outdoor natural science learning with an RFID-supported immersive ubiquitous learning environment. Educ Technol Soc 12(4):161–175
Max-Neef MA (2005) Foundations of transdisciplinarity. Ecol Econ 53(1):5–16. https://doi.org/10.1016/j.ecolecon.2005.01.014
McCurdy LE, Winterbottom KE, Mehta SS, Roberts JR (2010) Using nature and outdoor activity to improve children’s health. Curr Probl Pediatr Adolesc Health Care 40:102–117. https://doi.org/10.1016/j.cppeds.2010.02.003
Mendez D, Slisko J (2013) Software socrative and smartphones as tools for implementation of basic processes of active physics learning in classroom: an initial feasibility study with prospective teachers. Eur J Phys Educ 4(2):17–24
Nichele AG, Schlemmer E, Ramos AF (2015) QR Codes na Educação em Química. Renote 13(2):1–9
Norris C, Hossain A, Soloway E (2011) Using smartphones as essential tools for learning: a call to place schools on the right side of the 21st century. Educ Technol 51(3):18–25
O'Brien L (2009) Learning outdoors: the forest school approach. Education 3-13 37(1):45–60. https://doi.org/10.1080/03004270802291798
OECD (2016) PISA 2015: Brasil, 2016. Available at: http://www.compareyourcountry.org/pisa/country/bra. Accessed 09 May 2017
Pantzar M (1997) Domestication of everyday life technology: dynamic views on the social histories of artifacts. Des Issues 13(3):52–65. https://doi.org/10.2307/1511941
Riordan M, Klein EJ (2010) Environmental Education in Action: How Expeditionary Learning Schools Support Classroom Teachers in Tackling Issues of Sustainability. Teacher Education Quarterly 37(4): 119–137
Rozzi R, Stuart Chapin III F, Baird Callicott J, Pickett STA, Power ME, Armesto JJ, May Jr. RH (2015) Introduction: Linking Ecology and Ethics for an Interregional and Intercultural Earth Stewardship. In: Rozzi R, Stuart Chapin III F, Baird Callicott J, Pickett STA, Power ME, Armesto JJ, May Jr. RH (eds) Earth Stewardship: Linking Ecology and Ethics in Theory and Practice. Springer International Publishing AG, Cham, pp 1–16
Santos CR, Grilli NM, Ghilardi-Lopes NP, Turra A (2018) A collaborative work process for the development of coastal environmental education activities in a public school in São Sebastião (São Paulo State, Brazil). Ocean Coastal Manag 164:147–155. https://doi.org/10.1016/j.ocecoaman.2017.08.011
Schaal S, Lude A (2015) Using mobile devices in environmental education and education for sustainable development - comparing theory and practice in a nation wide survey. Sustainability 7:10153–10170. https://doi.org/10.3390/su70810153
Sibthorp J, Paisley K, Gookin J, Furman N (2008) The pedagogic value of student autonomy in adventure education. J Exp Educ 31:136–151. https://doi.org/10.1177/105382590803100203
Soares IO (2011) Educomunicação: o Conceito, o Profissional, a Aplicação. Editora Paulinas, São Paulo
Tanner T (1980) Significant life experiences: a new research area in environmental education. J Environ Educ 11(4):20–24. https://doi.org/10.1080/00958964.1980.9941386
UNESCO (1978) Intergovernmental conference on environmental education. Tbilisi (USSR) 74–26 October 1977. UNESCO ED/MD 49, Paris, 101p
Wu H-K, Lee SW-Y, Chang H-Y, Liang J-C (2013) Current status, opportunities and challenges of augmented reality in education. Comput Educ 62:41–49. https://doi.org/10.1016/j.compedu.2012.10.024
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this chapter
Cite this chapter
de Souza Berchez, F.A., Ghilardi-Lopes, N.P., Raimundo, S.G., Saraiva, A.M. (2019). Integrating Emerging Pedagogies and Technologies in Environmental and Formal Basic Education. In: Ghilardi-Lopes, N., Berchez, F. (eds) Coastal and Marine Environmental Education. Brazilian Marine Biodiversity . Springer, Cham. https://doi.org/10.1007/978-3-030-05138-9_4
Download citation
DOI: https://doi.org/10.1007/978-3-030-05138-9_4
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-05137-2
Online ISBN: 978-3-030-05138-9
eBook Packages: Biomedical and Life SciencesBiomedical and Life Sciences (R0)