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A relevância da metodologia de aprendizagem ativa e fora da sala de aula para a eficácia da Educação Ambiental
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Abstract(s)
Passados mais de 30 anos desde o início dos programas de Educação Ambiental, é necessário perceber os progressos alcançados e definir estratégias que permitam atingir um Desenvolvimento Sustentável. Ao longo do tempo têm sido utilizadas diferentes metodologias de aprendizagem para promover a consciencialização da importância da preservação do ambiente e consequentemente, conduzir a comportamentos e tomadas de decisão ambientalmente responsáveis. Aliando duas metodologias que têm apresentado resultados positivos ao nível da motivação e empenho de jovens no estudo sobre ciência, neste trabalho pretendeu-se perceber a relevância do desenvolvimento de iniciativas no âmbito da Aprendizagem Ativa e Fora da sala de Aula para a eficácia da Educação Ambiental, em adolescentes entre os 12 e os 16 anos. Sendo os museus locais preferenciais para atividades de aprendizagem fora da sala de aula, o trabalho foi realizado no Jardim Botânico do Museu Nacional de História Natural e Ciência, da Universidade de Lisboa. Com base na aplicação de questionários pré e pós iniciativa, foi possível avaliar o nível de conhecimento dos participantes sobre questões relacionadas com a biodiversidade e alterações climáticas, bem como os seus comportamentos pró- -ambientais, e ainda dois indicadores que predizem esses comportamentos. Verificou-se que o nível de informação dos adolescentes sobre estas temáticas é elevado, identificando as plantas como recursos essenciais ao equilíbrio dos ecossistemas, bem como as suas diversas utilizações pelo ser humano. Estes revelam-se preocupados e pessimistas com as previsões dos impactes das alterações climáticas, e tendem a tomar decisões ambientalmente responsáveis. É, no entanto, necessário continuar a incentivar estes comportamentos, nomeadamente ao nível de práticas que não estejam relacionadas com poupança financeira. A aplicação das metodologias de Aprendizagem Ativa e Fora da Sala de Aula foi relevante ao nível dos comportamentos de reciclagem, da identidade ecológica e da norma pessoal para a conservação de recursos, verificando-se um aumento de proatividade. Não se encontraram diferenças significativas nas respostas entre géneros. Sendo este tipo de estudos muito recente em Portugal, é importante no futuro analisar as motivações dos alunos, para perceber a eficácia das estratégias até aqui implementadas.
After more than 30 years from the beginning of Environmental Education’ programs, it is necessary to understand the improvements that were made and define new strategies to achieve a sustainable development. During the last years different learning methodologies have been used in order to promote the consciousness about the importance of environment preservation and, consequently, to lead to conservation behaviours and environmental responsible decisions. Applying two methodologies that had presented good results at the students’ motivational and effort level in science education, in this investigation we sought to understand the relevance of Inquiry-Based Science Education (IBSE) and Learning Outside the Classroom (LOtC) for the effectiveness of Environmental Education initiative, among teenagers between 12-16 years old. Museums are one of the most used places for LOtC, therefore this research was took place in Botanic Garden of The National Museum of Natural History and Science (MUHNAC) of Lisbon University. To study the influence of both methodologies we used questionnaires after and before the initiative to allow the assessment both of the students’ information and knowledge, related to biodiversity and climate change, and their conservation behaviours, including some predictors of such behaviours. We verified that the knowledge about these themes is high, identifying plants as vital resources to ecosystem balance, as well as its different uses for the human beings. These turn out to be worried and pessimists about the predictions of climate change impacts, and there is a tendency revealed to have environmental responsible decisions on their daily life choices. However, it’s necessary to continue to encourage these behaviors, particularly in terms of practices that are not related to financial savings. The application of both methodologies seems to have some relevance at the recycling behavior level, ecological identity and personal norms for resource conservation, with an increase of proactivity/activism. There were not significant differences in responses between genders. These investigations are very recent in Portugal so, it is important to do more research to analyze students’ motivations, conservation behaviors, to understand the efficacy of the implemented strategies till now.
After more than 30 years from the beginning of Environmental Education’ programs, it is necessary to understand the improvements that were made and define new strategies to achieve a sustainable development. During the last years different learning methodologies have been used in order to promote the consciousness about the importance of environment preservation and, consequently, to lead to conservation behaviours and environmental responsible decisions. Applying two methodologies that had presented good results at the students’ motivational and effort level in science education, in this investigation we sought to understand the relevance of Inquiry-Based Science Education (IBSE) and Learning Outside the Classroom (LOtC) for the effectiveness of Environmental Education initiative, among teenagers between 12-16 years old. Museums are one of the most used places for LOtC, therefore this research was took place in Botanic Garden of The National Museum of Natural History and Science (MUHNAC) of Lisbon University. To study the influence of both methodologies we used questionnaires after and before the initiative to allow the assessment both of the students’ information and knowledge, related to biodiversity and climate change, and their conservation behaviours, including some predictors of such behaviours. We verified that the knowledge about these themes is high, identifying plants as vital resources to ecosystem balance, as well as its different uses for the human beings. These turn out to be worried and pessimists about the predictions of climate change impacts, and there is a tendency revealed to have environmental responsible decisions on their daily life choices. However, it’s necessary to continue to encourage these behaviors, particularly in terms of practices that are not related to financial savings. The application of both methodologies seems to have some relevance at the recycling behavior level, ecological identity and personal norms for resource conservation, with an increase of proactivity/activism. There were not significant differences in responses between genders. These investigations are very recent in Portugal so, it is important to do more research to analyze students’ motivations, conservation behaviors, to understand the efficacy of the implemented strategies till now.
Description
Tese de mestrado, Ecologia e Gestão Ambiental, Universidade de Lisboa, Faculdade de Ciências, 2015
Keywords
Aprendizagem ativa Desenvolvimento sustentável Adolescentes Jardim Botânico Comportamentos pró-ambientais Teses de mestrado - 2015