Good practices toolkit
purpose and method
Environmental pollution is a growing global problem around the whole world. Environmental awareness can be an important factor in solving the problems of environmental contamination. One of the ways to cultivate these values in people is environmental education. Ecological education is a key factor in improving the state of the environment, and it is important to be taught from an early age. Teachers are an important point in shaping children's interests, attitudes and opinions on issues about the environment and its problems.
Environmental pollution means the undesirable changes occurring in the physical, chemical, and biological composition of landscape and natural environment consisting of air, water, and soil. Environmental pollution refers to the presence of harmful pollutants in an environment that makes this environment unhealthy to live in. The issue of Environmental pollution should be an integral part of environmental education. Including Environmental education in schools is also being demanded by the United Nations Educational, Scientific and Cultural Organization (UNESCO). The teacher acts as a factor that can influence the environmental awareness of their students by implementing elements of Environmental education.
Before launching a project on pollution, it was appropriate to find out what is already happening at school and what attitude towards pollution exists among staff, pupils and possibly their parents.
Questionnaire
For staff
A questionnaire that contained 3 questions was implemented. This was a zero measurement to check the extent to which there was awareness about pollution.
The necessary information was obtained by a questionnaire (23 respondents) sent to all partners in the project Environmental Pollution Research at School. The results show a high level of teachers’ interest in topics related to environmental contamination. Though, the number of lessons taught on the topic is very low. Despite the fact that the topic of pollution is not really taught in the partner schools, teachers use interdisciplinary relationships to introduce the issue into the curriculum. The results of the survey generally indicate that teachers are interested in including the issue of environmental pollution in to the curriculum.
The research sample of respondents consisted of teachers of the five partner schools.
1. In how many lessons do you have the opportunity to talk or learn about the following topics per year? • air contamination • water contamination • soil contamination • light contamination • noise contamination
Most teachers say they regularly refer to contamination in their lessons, but a number of lessons is difficult to determine. Attention is mainly on air, water and soil contamination.
2. What didactic forms and methods have been used when talking in the lessons about soil, water, noise and air contamination?
The question about forms and methods used in the education process was answered by 23 respondents.
Up to 45% (n=10) of teachers use the project teaching method in the teaching process. The discussion method is used by 35% (n=8) of respondents. Teachers also apply field trips (65% - n=15) and laboratory work (84% - n=19). Simulation game and problem-based teaching are the least used method of teaching Environmental pollution.
3. Do you participate in environmental work shops and activities at your school through? Most of the respondents participate in environmental activities at our school (79% - n=18).
For students
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A questionnaire that contained 4 questions was implemented. This was a zero measurement to check the extent to which there was awareness about pollution.
Number of respondents: target was to have at least 50 respondents in each school
Young people from each partner country: n=363
POLAND 76 (21%)
SPAIN 66 (18%)
BELGIUM MALDEGEM 98 (=27%)
BELGIUM BREDENE 32 (=9%)
SLOVENIA 91 (=25%)
What forms of pollution are you aware of?
- Air pollution 302 (=83%)
- Soil pollution 221 (=61%)
- Water pollution 320 (=88%)
- Light pollution 59 (=16%)
- Sound pollution 98 (=27%)
What do you do yourself to prevent pollution?
- I sort waste 335 (=92%)
- I do not throw anything on the ground 266 (=73%)
- I don't take the car to school 126 (=35%)
What is done at school to avoid pollution?
- Sorting waste 294 (=81%)
- Soundproof walls or ceiling panels 34 (=9%)
- Ventilate classrooms regularly 281 (=77%)
How is the problem of pollution raised at school?
- Posters 154 (=42%)
- It is addressed in lessons 261 (=72%)
- There is a working group at school 127 (=35%)
- Other activities 244 (=67%)
- Participation in scientific programmes 122 (=34%)
Toolkit
The Toolkit is designed to assist teachers and students in the completion of an environmental project. This guide provide the instructions, tools and support materials needed for students to learn about important environmental projects that will positively impact the community.
This Pollution Toolkit will attempt to assist teachers in helping students increase their understanding of pollution and the ways it affects the environment, their health, family and community. The materials in this toolkit are compiled from various sources.This toolkit provides teachers with materials that can motivate students to learn about pollution, health effects of pollutants as well as actions that they can initiate to protect their health and reduce pollution. The materials in this toolkit supplement the environmental, health and science lessons.
It are stand alone activities that can complement the actual lessons and can be incorporated in the school curriculum.
During the Environmental research at school project, we introduced a number of projects to each other and also worked out new projects together.
The aim was not to work out ready-made teaching packages, but to present projects that teachers and pupils could work on.
The elaboration of the projects was in the hands of the organisation ASE and the partner school in Ljubljana. ASE concentrated on water contamination at sea; the partner school in Ljubljana coordinated the projects on water, noise and air contamination. In addition, the school in Maldegem has also proposed a number of projects that are mainly locally oriented, but could be a source of inspiration.