Course Details

Course Information Package

Course Unit Title	OUTDOOR EDUCATION
Course Unit Code	ELE102
Course Unit Details
Number of ECTS credits allocated	4
Learning Outcomes of the course unit	By the end of the course, the students should be able to: Explain and present the theoretical scientific and pedagogical background of outdoors education. Develop and implement in local and peripheral environments (natural and cultural) lessons that employ the scientific skills and processes for outdoor problem solving or appropriate qualitative techniques according to the topic studied. Develop and implement educational interventions for the exploration of different ecosystems. Employ their experiences and acquired knowledge, to plan outdoor lessons that highlight the studied issues’ connections to their economic, environmental and social aspects. Use the school grounds, local community and local natural and cultural sites within their teaching in ways that can help students become responsible and active citizens.
Mode of Delivery	Face-to-face
Prerequisites	SCI100	Co-requisites	NONE
Recommended optional program components	Coliopoulos, D. (2004). The educational approach of natural sciences museums. Athens: Metehmio.
Course Contents	-  Introduction to non-formal education -  The pedagogical value of outdoors education – Field work and learning outdoors. -  Outdoors teaching techniques (outdoors scientific investigations and techniques) -  Outdoors teaching techniques (qualitative, experiential techniques) -  Use of special equipment (e.g. for measuring humidity in the atmosphere, in the soil, the light intensity, slope, temperature, pH, etc), the use of the quadrant. Make a quadrant and a clinometer using simple materials.  -  Outdoors studies (study of a variety of local ecosystems: meadow, sand dunes, fresh water ponds, soil and desertification indications, etc.) Visits take place in areas near the university as well as in environmental education centres. -  Integrating ESD in Outdoor teaching and learning (co-examination of environmental issues with social and economical issues) -  The natural sciences museums and their educational value.
Recommended and/or required reading:
Textbooks	Lessons’ notes and handouts.
References	Tsindidis Τ., Christodoulou S., Delipetrou P., Georgiou Κ. (2007). The Red book of Cypriot flora. Cyprus Association of the Friends of the Forest, Nicosia. Ballantyne, R. & Packer, J. (2008). Learning for Sustainability: The role and impact of Outdoor and Environmental Education Centers. University of Queensland. Braund, M. & Reiss, M. (2004). Learning science outside the classroom, London: Roudledge Falmer. Falk, J.H., & Dierking, L.D. (2002). Lessons without limit: how free-choice learning is transforming meaning. Alta Mira Press. Jacobson, S.K., McDuff, M. & Monroe, M. (2006). Conservation Education and Outreach Techniques: A Handbook of Techniques. Oxford University Press. Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi Young, M., Sanders, D. & Benefield, P. (2004). A Review of Research on Outdoor Learning. National Foundation for Educational Research and Kings College. Sobel, D. (2008). Childhood and Nature: Design Principles for Educators. USA: Stenhouse Puplishers.
Planned learning activities and teaching methods	Experiential and collaborative learning through Field work and workshops in the science laboratory. Students have the opportunity to reflect and be critical upon the modules’ activities through their reflective diary.
Assessment methods and criteria	Test 20% Research Project 20% Lesson Plan 20% Final Exam 40%
Language of instruction	Greek
Work placement(s)	NO