Reference : “Public-based-Learning”: The Place of Publics in Exploring Environmental Controversie...
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/2268/192957
“Public-based-Learning”: The Place of Publics in Exploring Environmental Controversies for Pedagogical Purposes
English
Melard, François mailto [Université de Liège > DER Sc. et gest. de l'environnement (Arlon Campus Environ.) > DER Sc. et gest. de l'environnement (Arlon Campus Environ.) >]
Denayer, Dorothée mailto [Université de Liège > DER Sc. et gest. de l'environnement (Arlon Campus Environ.) > Socio-économie, Environnement et Développement (SEED) >]
Semal, Nathalie mailto [Université de Liège > DER Sc. et gest. de l'environnement (Arlon Campus Environ.) > DER Sc. et gest. de l'environnement (Arlon Campus Environ.) >]
Dec-2015
International Journal of Environmental and Science Education
10
6
905-920
Yes (verified by ORBi)
International
1306-3065
[en] Public-based-Learning ; Pragmatic learning approach ; higher education ; environmental controversies ; Posture ; Symmetry
[en] This article examines a 15 year-old master level seminar dedicated to the exploration of local and complex environmental issues marked by scientific or technological uncertainties. Following a pragmatic learning approach, we focus our discussion on a triadic relationship between supervisors, students and various concerned publics. A local flood management controversy in Belgium will help to illustrate our approach and point to some learning outcomes. On the basis of this pedagogical experience, we propose to shift from Problem-based-learning towards Public-based-learning that rests on the comparison of the various ways a problem is defined by publics. This comparative approach allows us to deduce a plurality of modes of involvement mobilized in the management of the environmental problems.
Socio-Economy, Environment and Development Research Unit
Researchers ; Professionals ; Students
http://hdl.handle.net/2268/192957
http://iserjournals.com/journals/ijese/articles/10.12973/ijese.2015.283a
The article is in open access and accessible for free at the editor website (International Journal of Environmental and Science Education - see link below)

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