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Value Education and Ecological Responsibility Questionnaires of evaluation RESULTS Students, parents and teachers

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1. I have heard about the Comenius Project ‘Value education and ecological responsibility’. Students and parents have a cursory knowledge of the project; while teachers are divided in two groups those who have a general and those who have a complete knowledge of the project Questionnaires of evaluation Value Education and Ecological Responsibility

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2. I find learning ‘Value education and ecological responsibility’ interesting. Teachers seem to be the only sustainers of the project, students and parents find it interesting only in some occasions, 21% of the students even rarely . Questionnaires of evaluation Value Education and Ecological Responsibility

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3. I prepare well for the environmental education activities and projects. Questionnaires of evaluation Value Education and Ecological Responsibility A certain superficiality emerges in affording the programmed activities. Only 27% of teachers seems to be aware of it.

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4. I enjoy working within the Project ‘Value education and ecological responsibility’ when it deals with human relationships and sharing values Parents are reasonably convinced of the relational development opportunities offered by the project. Students and teachers instead give slightly different answers. Questionnaires of evaluation Value Education and Ecological Responsibility

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5. I enjoy learning ‘Value education and ecological responsibility’ when it deals with ICT (computer techniques). Students and parents give different answers probably because the use of TIC skills is usual and consolidated, there are less granted skills in the teachers sample. Questionnaires of evaluation Value Education and Ecological Responsibility

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6. I am enthusiastic about what I can do in the environmental education activities and projects. The different responses of the samples are related to the type of the proposed activities, not all of them 'felt' by the students . Questionnaires of evaluation Value Education and Ecological Responsibility

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7. If I have any problem about doing environmental education activities and projects, I try to figure out why. The concerns raised during the project development have not always been clarified. The idea that emerges is that the students felt it as a 'homework' a duty to be fulfilled. Teachers only have addressed the ongoing concerns . Questionnaires of evaluation Value Education and Ecological Responsibility

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8. I feel enough involved in this Comenius Project. It comes out the clear idea that the project is a duty. Questionnaires of evaluation Value Education and Ecological Responsibility

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9. I think about how learning ‘Value education and ecological responsibility’ can help me become a better citizen. Students do not see the project as a moment to grow up, parents seem more convinced of its importance, while only 58% of teachers acknowledge it a socio-educational aim. Questionnaires of evaluation Value Education and Ecological Responsibility

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10. I expect to do as well as or better than other students in the environmental education activities and projects. Students and parents do not think the project gives an added value to the cultural formation of their children. This value is acknowledged by 57% of teachers . Questionnaires of evaluation Value Education and Ecological Responsibility

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11. The ‘Value education and ecological responsibility’ I learn is as important to me as the other subjects I learn. Students do not catch the interdisciplinary and added value of the project to their cultural formation of the project. Parents and teachers seem more convinced. Questionnaires of evaluation Value Education and Ecological Responsibility

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12. I think I will use the knowledge I acquire in ‘Value education and ecological responsibility’. Either students, parents or teachers recognize, anyhow, they have widened their own knowledge as regard as ecological responsibility. Questionnaires of evaluation Value Education and Ecological Responsibility

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13. I believe that I can master the knowledge and skills in the environmental education activities and projects. Students are sure the project could help them to become active-citizens. Parents are divided between the choices ‘rarely’ or ‘usually’ (it probably depends on the different involvement of their children). Teachers have different opinions, this is because they care a lot about the pedagogical aim. Questionnaires of evaluation Value Education and Ecological Responsibility

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14. I speak with my parents about the Comenius Project ‘Value education and ecological responsibility’. A big part of students 42%, rarely discuss about the project within the family. Parents and teachers are divided between 'sometimes' and 'usually'. Questionnaires of evaluation Value Education and Ecological Responsibility

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15. I speak about the Comenius Project ‘Value education and ecological responsibility’ outside school. The external echo, through the students parents and teachers‘ dissemination is very modest. Only teachers, probability if members of group work, became promoters of the project Questionnaires of evaluation Value Education and Ecological Responsibility

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Global opinion about Comenius project The given answers show the differences of importance given to the Comenius Project. The most convinced group seems to be that of the teachers with a 25% Questionnaires of evaluation Value Education and Ecological Responsibility

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