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learning as a developmental process, entailing concepts such as construction of
meaning in diverse groups (Wals and Lenglet 2016). This is consistent with the use
of constructive approaches, interaction with complex real-world learning environments (König 2015) and co-learning (Lotz-Sisitka et al. 2015) in agreement with the
use of collaborative approaches.
Action-based and task-based learning are other student-centred pedagogies with
a potential to integrate the key features previously mentioned and to promote transformative learning. They are especially useful in the development of pupils’ competences and problem-solving skills. Action-based interventions orient students’
thinking and action to the achievement of a particular goal and involve critical analysis and reflection. According to activity theory, the activity of the individual is
described as “active transformations of existing environments and creation of new
ones through collaborative processes” and “meaningfully transforming the world in
accordance with ideology-driven goals and agendas” (Stetsenko and Arievitch
2014, p. 65). Here, human activity is seen as a means to transform and create environments, but also to gain knowledge about the world (Andersen 2017). Similarly,
in task-based interventions, learning is planned at the same time that students are
trying to solve problematic situations, but in this case, the task can be approached in
many different ways, according to students’ competence level and motivations.
Though action-based learning and task-based learning have been widely recognised
as powerful pedagogical approaches, an analysis of curricular materials and teaching interventions for Environmental Citizenship at primary school level has revealed
that these pedagogies are scarcely used (Andersen 2017).
We can say that, along with exhibiting the key features discussed before (being
constructive, collaborative, critical and reflective), the pedagogies acknowledged
provide interesting opportunities to develop ownership and responsibility for environmental issues along with a sense of empowerment as citizens who can actively
contribute to improve the world around them.
In looking for effective ways to educate responsible citizens, some authors have
applied the principles of positive psychology to design pedagogical interventions
(Seligman et al. 2005), advocating the importance of promoting positive emotions,
positive traits and positive reference institutions (families, schools and communities). In this line, Ampuero et al. (2015) describes an experience involving 499 primary school students intended to strengthen both affective and cognitive skills
through local activities based on the principles of positive psychology, with an
emphasis on the exercise of empathy and critical thinking. The intervention involved
two big programmes – the ‘Life Lab’ – where students extended their school activities to their close surroundings (natural areas, gardens, vegetable markets) to
improve the quality of life around them and the ‘climbing wall’ where students had
to support and trust each other in order to achieve common goals. The findings
showed that the interventions fostered students’ collaboration, empowerment and
decision-making in local activities and strengthened empathy, care, reflective thinking and personal and collective responsibility for a sustainable future.
J. Činčera et al.
learning as a developmental process, entailing concepts such as construction of
meaning in diverse groups (Wals and Lenglet 2016). This is consistent with the use
of constructive approaches, interaction with complex real-world learning environments (König 2015) and co-learning (Lotz-Sisitka et al. 2015) in agreement with the
use of collaborative approaches.
Action-based and task-based learning are other student-centred pedagogies with
a potential to integrate the key features previously mentioned and to promote transformative learning. They are especially useful in the development of pupils’ competences and problem-solving skills. Action-based interventions orient students’
thinking and action to the achievement of a particular goal and involve critical analysis and reflection. According to activity theory, the activity of the individual is
described as “active transformations of existing environments and creation of new
ones through collaborative processes” and “meaningfully transforming the world in
accordance with ideology-driven goals and agendas” (Stetsenko and Arievitch
2014, p. 65). Here, human activity is seen as a means to transform and create environments, but also to gain knowledge about the world (Andersen 2017). Similarly,
in task-based interventions, learning is planned at the same time that students are
trying to solve problematic situations, but in this case, the task can be approached in
many different ways, according to students’ competence level and motivations.
Though action-based learning and task-based learning have been widely recognised
as powerful pedagogical approaches, an analysis of curricular materials and teaching interventions for Environmental Citizenship at primary school level has revealed
that these pedagogies are scarcely used (Andersen 2017).
We can say that, along with exhibiting the key features discussed before (being
constructive, collaborative, critical and reflective), the pedagogies acknowledged
provide interesting opportunities to develop ownership and responsibility for environmental issues along with a sense of empowerment as citizens who can actively
contribute to improve the world around them.
In looking for effective ways to educate responsible citizens, some authors have
applied the principles of positive psychology to design pedagogical interventions
(Seligman et al. 2005), advocating the importance of promoting positive emotions,
positive traits and positive reference institutions (families, schools and communities). In this line, Ampuero et al. (2015) describes an experience involving 499 primary school students intended to strengthen both affective and cognitive skills
through local activities based on the principles of positive psychology, with an
emphasis on the exercise of empathy and critical thinking. The intervention involved
two big programmes – the ‘Life Lab’ – where students extended their school activities to their close surroundings (natural areas, gardens, vegetable markets) to
improve the quality of life around them and the ‘climbing wall’ where students had
to support and trust each other in order to achieve common goals. The findings
showed that the interventions fostered students’ collaboration, empowerment and
decision-making in local activities and strengthened empathy, care, reflective thinking and personal and collective responsibility for a sustainable future.
J. Činčera et al.