Contextualising Learning through the Participatory Construction of an Environmental Education Programme
Contextualising Learning through the Participatory Construction of an Environmental Education Programme
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通过环境教育计划的参与式建设实现情境化学习
DOI：
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发表时间：
2010
期刊：
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通讯作者：
V. Reyes‐García
中科院分区：
文献类型：
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作者：
I. Ruiz‐Mallén;Laura Barraza;B. Bodenhorn;Maria de la Paz Ceja‐Adame;V. Reyes‐García
加强学校和社区之间的联系对于提高人们对环境问题的参与度至关重要。然而，墨西哥的教育方案通常与农村学生的生活经历无关，在规划时没有考虑教师或学生的意见。本文描述了在Ixtlan de Juarez参与式建设预科学校环境教育(EE)方案，Ixtlan de Juarez是一个国际公认的可持续森林管理的墨西哥土著社区。所使用的定性研究方法是基于行动研究方法。对预科学校校长、协调员和九名教师进行的访谈结果提供了学校网站所需的文件，以便将学习活动与背景相结合。有6名学生、3名教师、5名地方社区当局和2名研究人员参加的重点小组的反馈强调，所有参与者都认为有必要制定一项侧重于地方森林管理的教育方案。方案的内容和活动是由重点小组的参与者设计的。自2005年以来，该方案一直由教师和森林工人授课，并于2006年正式纳入预科学校的科学课程。这种参与式的教育经历因此改变了伊斯特兰的必修学校课程。
Strengthening links between school and community is critical for improving people’s participation in environmental issues. However, Mexican education programmes are generally unrelated to rural students’ life experience and are planned without considering either teachers’ or students’ opinions. This article describes the participatory construction of a preparatory school environmental education (EE) programme in Ixtlan de Juarez, a Mexican indigenous community internationally recognised for sustainable forest management. The qualitative research methods used are based on the action research methodology. Results from interviews conducted with the preparatory school’s headmaster, the coordinator, and nine teachers provided the needed documentation of the school site for contextualising learning activities. Feedback during focus groups with six students, three teachers, five local communal authorities, and two researchers highlighted that all participants perceived the need for creating an educational programme focused on local forest management. The contents and activities of the programme were designed by the focus group’s participants. The programme has been continuously taught by teachers and forest workers since 2005 and was officially integrated with the preparatory school science curriculum in 2006. This participative educational experience has thus transformed the mandatory school curriculum in Ixtlan.