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Identifier 000442215
Title Η "Περιβαλλοντική Εκπαίδευση βασισμένη στον τόπο" : μια εκπαιδευτική παρέμβαση στο Σχολείο Ευρωπαϊκής Παιδείας Ηρακλείου, διερεύνηση επιδράσεων στους μαθητές και εκπαιδευτικούς, έρευνα - δράση
Alternative Title "Environmental place - based Education ": an educational intervention in School of European Education, investigation of inpact in students and teachers, an action research
Author Φιλιππάκη, Αμαλία
Thesis advisor Καλαϊτζιδάκη Μαριάννα
Reviewer Κατσαρού Ελένη
Leou Mary
Abstract The aim of the current doctoral thesis is the implementation of an educational intervention and the investigation of the impacts on students and teachers. This intervention based on the implementation of an Urban Environmental Education (U.E.E.) project through the educational approach of Pace-Based Education (P.B.E.). “Place-based Education” has emerged as a distinctive scientific term during the last twenty years in the international scientific bibliography as a new educational approach which takes advantages of the local environment for the teaching of all the school subjects (Math, Physics, Chemistry, etc.). Furthermore, when the Environmental Education focus on the “urban place”, then a new field of Environmental Education is distinguished: “Urban Environmental Education”. The need of focus of the Environmental Education on urban places came up in the early 1980s, when the half of the world population has moved to the cities. In this study, the Action Research was used as research method, because we, as teachers in action, wanted to improve the educational conditions that we and our students experienced in the School of European Education in Heraklion Crete. In this research, the following persons were participated: a) I as the research coordinator and facilitator, b) 3 school teachers as members of the research team, c) 2 critical friends: the supervisor of this PhD thesis Kalaitzidaki Marianna and the co-supervisor Katsarou Eleni, and d) 26 school students. In the school year 2014-2015 a first intervention was implemented during the time of 4 months, in order to outline the research context. During the whole next school year 2015 – 2016 we implemented an Urban Environmental Education project (in the framework of our Action Research) in which 17 students of 5th grade of Greek Section of the Primary School and 9 students of 4th & 5th grade of the English Section (co-teaching) participated. The research data were collected using mainly qualitative methods and trying to enhance their validity through the "triangulation" method. So the research data came out from at least 3 data sources: me as the research coordinator, the school teachers as members of the research team and the students. As qualitative data collection tools we used: a) Participatory Observation Journals from the research coordinator, teachers and students who participated , 1997) b) teachers’ reflection discussions and students’ group discussions in the class, c) teachers’ open questionnaires d) students’ free writings, paintings and photos. Furthermore we used a quantitative rating scale to evaluate the “sense of place” of the students. For the analysis of qualitative data we used mainly the method of “Thematic Analysis”. According to the data analysis’ results, the implementation of an U.E.E. project trough the educational approach of P.B.E. had a significant impact on students and teachers who participated in. Specifically regarding the students, their participation led to the change of a) the interactions among the students of different cultural identity, b) the students’ sense of place, and c) students’ environmental behavior towards the local environment. Regarding the teachers, their participation in the U.E.E. project trough Action Research led to the change of a) their personal educational theories and teaching practices regarding the educational approach of P.B.E, b) their cooparation’s framework, and c) their professional development. Furthermore, the implementation of the U.E.E. project trough P.B.E. approach led to the awareness of the whole school community (other students, teachers, parents, etc) trough the change of the school culture. At last, the implementation of the U.E.E. project led to the awareness of the local community. The results of this research are discussed on the basis of the theoretical framework of U.E.E. through the approach of P.B.E. and also the learning social-cultural theories. The value of this research is related with the specific methodological proposal of empowerment the students and teachers’ active role, having the chance for reflection and re-evaluation of their theories and practices based on open and democratic educational approaches and leading to their professional development.
Language Greek
Subject Action Research
Ecological Place Meaning
Place attachment
Place meaning
Place-based Education
Sense of place
Socio-cultural Learning
Urban Environmental Education
Έρευνα-Δράση
Αντίληψη του Τόπου
Αστική Περιβαλλοντική Εκπαίδευση
Εκπαίδευση βασισμένη τον Τόπο
Κοινωνικοπολιτισμική Μάθηση
Οικολογική σημασία του Τόπου
Σύνδεση με τον Τόπο
Issue date 2021
Collection   School/Department--School of Education--Department of Primary education--Doctoral theses
  Type of Work--Doctoral theses
Permanent Link https://elocus.lib.uoc.gr//dlib/d/8/f/metadata-dlib-1632394610-451833-23124.tkl Bookmark and Share
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