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thanks. Finally, they can inform the public of their success and disseminate successful actions.
Evaluation & Reflection is the last stage included in the Education for
Environmental Citizenship Pedagogical Approach. Students can audit the success
of different actions (e.g. demonstrations, official letters). They can measure several
achievements (e.g., knowledge of students before and after, attitudes of students
before and after, values of stakeholders or of the community, skills and competencies before and after the intervention). Students can also assess the efficiency of
their applied Education for Environmental Citizenship Pedagogical Approach, and
inspect hidden dimensions of the procedures and steps of the applied approach.
Finally, students can focus on positives and negatives of the applied Education for
Environmental Citizenship Pedagogical Approach and lessons learned.
15.4 Curriculum and Learning Materials for Education
for Environmental Citizenship
Environmental Citizenship is not commonly dealt with in current textbooks, curricula, learning materials, and frameworks. Important guidelines for Education for
Environmental Citizenship could be envisaged through Curriculum and Learning
materials. What are the characteristics necessary for curricula to promote Education
for Environmental Citizenship? What kind of learning materials, programmes, curricula, scope and educational tools and instruments are necessary for Education for
Environmental Citizenship? What are the differences in the educational context of
several countries and which cases could serve as good practices to learn from?
Education for Environmental Citizenship could enrich curricula with an innovative, integrated and holistic perspective combining knowledge, skills, values and
beliefs, attitudes, and behaviours with individual and collective environmental
action in private and public spheres as previously described. Such a perspective
reinforces the teaching of education for sustainability with a novelty not always
found in other areas of the curriculum (Stokes et al. 2001). This removes the walls
that isolate the school from society and science and allow for the elaboration of
important partnerships between school, science and society. Apart from the philosophy and general purpose, the curricula should also incorporate methodology, differentiation in the several levels from early childhood to higher education, and any
educational sector from formal to non-formal and informal settings. The ways of
assessing and measuring the outcomes of Education for Environmental Citizenship
is also of crucial importance. Teaching Attainment Targets and Indicators of
Competence for Environmental Citizenship will embody curricula with even greater
efficiency. Due to the innovation of Education for Environmental Citizenship, it will
be important to identify some best practices as successful learning materials, programmes and projects.
A. Ch. Hadjichambis and D. Paraskeva-Hadjichambi
thanks. Finally, they can inform the public of their success and disseminate successful actions.
Evaluation & Reflection is the last stage included in the Education for
Environmental Citizenship Pedagogical Approach. Students can audit the success
of different actions (e.g. demonstrations, official letters). They can measure several
achievements (e.g., knowledge of students before and after, attitudes of students
before and after, values of stakeholders or of the community, skills and competencies before and after the intervention). Students can also assess the efficiency of
their applied Education for Environmental Citizenship Pedagogical Approach, and
inspect hidden dimensions of the procedures and steps of the applied approach.
Finally, students can focus on positives and negatives of the applied Education for
Environmental Citizenship Pedagogical Approach and lessons learned.
15.4 Curriculum and Learning Materials for Education
for Environmental Citizenship
Environmental Citizenship is not commonly dealt with in current textbooks, curricula, learning materials, and frameworks. Important guidelines for Education for
Environmental Citizenship could be envisaged through Curriculum and Learning
materials. What are the characteristics necessary for curricula to promote Education
for Environmental Citizenship? What kind of learning materials, programmes, curricula, scope and educational tools and instruments are necessary for Education for
Environmental Citizenship? What are the differences in the educational context of
several countries and which cases could serve as good practices to learn from?
Education for Environmental Citizenship could enrich curricula with an innovative, integrated and holistic perspective combining knowledge, skills, values and
beliefs, attitudes, and behaviours with individual and collective environmental
action in private and public spheres as previously described. Such a perspective
reinforces the teaching of education for sustainability with a novelty not always
found in other areas of the curriculum (Stokes et al. 2001). This removes the walls
that isolate the school from society and science and allow for the elaboration of
important partnerships between school, science and society. Apart from the philosophy and general purpose, the curricula should also incorporate methodology, differentiation in the several levels from early childhood to higher education, and any
educational sector from formal to non-formal and informal settings. The ways of
assessing and measuring the outcomes of Education for Environmental Citizenship
is also of crucial importance. Teaching Attainment Targets and Indicators of
Competence for Environmental Citizenship will embody curricula with even greater
efficiency. Due to the innovation of Education for Environmental Citizenship, it will
be important to identify some best practices as successful learning materials, programmes and projects.
A. Ch. Hadjichambis and D. Paraskeva-Hadjichambi