164
The concept of ‘formal education’ is, however, less straightforward. Formal education is interpreted as mandatory, usually within a school setting, and delivered by
teachers (UNESCO 2012; Patrick 2010; Hofstein and Rosenfeld 1996). According
to OECD (2018, p. 1), formal learning is “always organized and structured, and has
learning objectives. From the learner’s standpoint, it is always intentional: i.e. the
learner’s explicit objective is to gain knowledge, skills and/or competences. Typical
examples are learning that takes place within the initial education and training system or workplace training arranged by the employer.”
However, the borders between ‘formal’, ‘non-formal’ and ‘informal’ education
are often blurred. Teachers may use both formal and non-formal settings to achieve
both intended and unintended educational outcomes; they may apply teachercentred (instrumental) and student-centred (emancipatory) approaches (Wals et al.
2008) or combine mandatory teaching with free choice activities for motivated students. Because of this, some authors call for a ‘hybrid approach’ (Hofstein and
Rosenfeld 1996).
As non-formal education is the subject of another chapter, we focus on learning
that occurs as a part of primary education school curricula, and it is delivered by
teachers, in school settings.
We focus specifically on the following two questions:
• What are the most important educational goals regarding the development of
Environmental Citizenship in primary formal education?
• How can these goals be achieved in primary formal educational settings?
In this chapter, we start with a brief overview of the educational approaches relevant in developing Environmental Citizenship at primary level. Then we discuss
the way Education for Environmental Citizenship is promoted by curricular materials. In the last part, we provide specific examples of educational outcomes and relevant methods for developing Education for Environmental Citizenship.
11.2 Education for Environmental Citizenship: Relevant
Approaches
The Global Education Monitoring Report (UNESCO 2016) claims that the ‘transformation needed for a cleaner, greener planet’ demands innovative, creative and
integrative thinking, and this requires interactive, discursive and experiential teaching and learning (Cotton and Winter 2010; Cotton et al. 2009). But, how should it
be operationalised in the context of formal primary school education? What are the
pedagogies that better prepare students to actively contribute to a sustainable future?
Studies such as Citizenship Education at School in Europe (2017) reveal the
importance of directly linking together critical citizenship and environment. In this
line, the approach known as ecopedagogy (Vilches et al. 2016; Misiaszek 2015,
J. Činčera et al.
The concept of ‘formal education’ is, however, less straightforward. Formal education is interpreted as mandatory, usually within a school setting, and delivered by
teachers (UNESCO 2012; Patrick 2010; Hofstein and Rosenfeld 1996). According
to OECD (2018, p. 1), formal learning is “always organized and structured, and has
learning objectives. From the learner’s standpoint, it is always intentional: i.e. the
learner’s explicit objective is to gain knowledge, skills and/or competences. Typical
examples are learning that takes place within the initial education and training system or workplace training arranged by the employer.”
However, the borders between ‘formal’, ‘non-formal’ and ‘informal’ education
are often blurred. Teachers may use both formal and non-formal settings to achieve
both intended and unintended educational outcomes; they may apply teachercentred (instrumental) and student-centred (emancipatory) approaches (Wals et al.
2008) or combine mandatory teaching with free choice activities for motivated students. Because of this, some authors call for a ‘hybrid approach’ (Hofstein and
Rosenfeld 1996).
As non-formal education is the subject of another chapter, we focus on learning
that occurs as a part of primary education school curricula, and it is delivered by
teachers, in school settings.
We focus specifically on the following two questions:
• What are the most important educational goals regarding the development of
Environmental Citizenship in primary formal education?
• How can these goals be achieved in primary formal educational settings?
In this chapter, we start with a brief overview of the educational approaches relevant in developing Environmental Citizenship at primary level. Then we discuss
the way Education for Environmental Citizenship is promoted by curricular materials. In the last part, we provide specific examples of educational outcomes and relevant methods for developing Education for Environmental Citizenship.
11.2 Education for Environmental Citizenship: Relevant
Approaches
The Global Education Monitoring Report (UNESCO 2016) claims that the ‘transformation needed for a cleaner, greener planet’ demands innovative, creative and
integrative thinking, and this requires interactive, discursive and experiential teaching and learning (Cotton and Winter 2010; Cotton et al. 2009). But, how should it
be operationalised in the context of formal primary school education? What are the
pedagogies that better prepare students to actively contribute to a sustainable future?
Studies such as Citizenship Education at School in Europe (2017) reveal the
importance of directly linking together critical citizenship and environment. In this
line, the approach known as ecopedagogy (Vilches et al. 2016; Misiaszek 2015,
J. Činčera et al.