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Andreas Ch. Hadjichambis

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Earthkeepers

Greek

Cyprus

The Earthkeepers program begins with an invitation from a mysterious character known as the E.M., inviting the students to visit the CYCERE (Earthkeepers Training Center) in order to become Earthkeepers. A few weeks later, students arrive in order to spend three days at the CYCERE Exploring the natural environment, students learn basic ecological concepts and try to earn the four K.E.Y.S. needed in order to become Earthkeepers. Knowledge Through a sequence of four activities, students understand that all of the things necessary for life can be found in an appropriate balance upon the Earth – sun, air, water and soil. They also learn that the flow of the sun energy and the materials recycling are responsible for the existence of all the life – including us. As the training continues, students become aware of the interdependence of everything as well as that everything we do effects many other parts of the systems of life. When students complete the four activities, they receive the K key (Knowledge). With this key, they open the first box (K box) in order to find out the first secret meaning of E.M. Experience Students through a sequence of activities, derive catalytic sensory experiences that transform the unfamiliar natural world in a familiar and intimate world by changing the perspectives of the participants and involving them directly with nature. Completing these activities participants receive the key E (Experience), in order to open the second secret box and learn the second secret meaning of E.M. When students get the first two keys then they become Apprentice Earthkeepers. However, the program has not been completed yet because the activities of students continue both at their schools and homes, in order to receive the other two keys remaining, the Y key and the S key. Students through understand now that they are responsible for the protection of our planet – they have become now into Earthkeepers

Andreas Ch. Hadjichambis

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  • 6
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  • 18

Ecosystems of the Akrotiri Peninsula

Greek

Cyprus

This daylong program is based on a sequence of activities that give emphasis both on theoretical and practical aspects as well as on the aspects of the expression and evaluation. It is organized in such a way that supports the conceptual development of students on both environmental concepts and issues and at the same time, its design enables a smooth transition from the simple to the complex, from the familiar to the unfamiliar and from the easiest to the most difficult. 1. The nature is our home. Students are gathered into a special screening room where they have the opportunity to watch an excellent eco-documentary entitled Akrotiri Peninsula – An Environmental Tour created by the CYCERE as an introduction to its programs. Through an interactive discussion concepts related with the ecosystems are highlighted and are discussed. In addition, the role and the functions of the ecosystems are considered into the framework of the culture and the human societies. The emphasis of the program is focused on ecosystems of the Akrotiri peninsula. The pressures and the threats that these ecosystems receive are also considered and the need for conservation through appropriate environmental management practices as well as the adoption of attitudes and behaviors friendly to the environment are also stressed. 2. Study and discover. Students study and discover the variety of ecosystems that surround them. They are organized in groups and they follow an educational path. They observe, they record, they collect materials and information, they make measurements of biotic and abiotic factors and they notice the structure of the different ecosystems. 3. The ecosystems and the man. Students are gathered into the ecology laboratory where they organize their data and create models of the ecosystems that have studied. They present their models to their peers, they discuss and they draw conclusions. In addition, students explore the relationship between man and ecosystems. They discover relationships of mutual benefit, effects, problems and they identify the need for sustainable management of ecosystems and in the end they develop positive attitudes and values towards the environment. 4. Expression – Evaluation. Students participate in artistic activities and in activities of creative expression. At this time, the program is also evaluated.

Andreas Ch. Hadjichambis

  • From
  • 6
  • To
  • 18

Flora, plant exploration

Greek

Cyprus

This daylong program is based on a sequence of activities that give emphasis both on theoretical and practical aspects as well as on the aspects of the expression and evaluation. It is organized in such a way that supports the conceptual development of students on both environmental concepts and issues and at the same time, its design enables a smooth transition from the simple to the complex, from the familiar to the unfamiliar and from the easiest to the most difficult. 1. The life of plants. Students are gathered into a special screening room where they have the opportunity to watch an excellent eco-documentary entitled Akrotiri Peninsula – An Environmental Tour created by the CYCERE as an introduction to its programs. Through an interactive discussion concepts related with the plants and the flora are highlighted and are discussed. In addition, the role and the functions of the plants are considered into the framework of the culture and the human societies. The emphasis of the program is focused on the identification and the classification of the plants. The pressures and the threats that these plants receive are also considered and the need for conservation through appropriate environmental management practices as well as the adoption of attitudes and behaviors friendly to the environment are also highlighted. 2. Study and discover. Students study and discover the variety of plants in several ecosystems. Students are divided in groups and are asked to follow a driving question. Students observe, record, collect samples and other information about the plant habitats and distinguish several microhabitats. 3. The plants and the man. Students in the ecology laboratory, use both a print and an electronic identification kit in order to identify the plants recorded. Students classify and categorize the plants; they relate them to their habitats, they identify their adaptive features, they discuss their concerns and they compare their results. In addition, they investigate the relationship between man and the flora of a place and they identify the need for sustainable management of ecosystems developing positive attitudes and values towards the environment. 4. Expression – Evaluation. Students participate in artistic activities and in activities of creative expression. At this time, the program is also evaluated.

Andreas Ch. Hadjichambis

  • From
  • 6
  • To
  • 18

Fauna of the Akrotiri Peninsula

Greek

Cyprus

This daylong program is based on a sequence of activities that give emphasis both on theoretical and practical aspects as well as on the aspects of the expression and evaluation. It is organized in such a way that supports the conceptual development of students on both environmental concepts and issues and at the same time, its design enables a smooth transition from the simple to the complex, from the familiar to the unfamiliar and from the easiest to the most difficult. 1. The animal kingdom. Students are gathered into a special screening room where they have the opportunity to watch an excellent eco-documentary entitled Akrotiri Peninsula – An Environmental Tour created by the CY.C.E.R.E. as an introduction to its programs. Through an interactive discussion concepts related with the animals and the fauna are highlighted and are discussed. In addition, the role and the functions of the animals are considered into the framework of the culture and the human societies. The emphasis of the program is focused on the identification and the classification of the animals. The pressures and the threats that these animals receive are also considered and the need for conservation through appropriate environmental management practices as well as the adoption of attitudes and behaviors friendly to the environment are also highlighted. 2. Study and discover. Students study and discover the variety of animal species in several ecosystems. They are organized in groups and they are asked to solve a driving-question. They observe, they record, they collect materials and information about the animals and the habitats that were recorded. 3. The animals and the man. Students in the ecology laboratory, use both a print and an electronic identification kit in order to identify the animals recorded. Students classify and categorize the animals; they relate them to their habitats, they identify their adaptive features, they discuss their concerns and they compare their results. In addition, they investigate the relationship between man and the fauna of a place and they identify the need for sustainable management of ecosystems developing positive attitudes and values towards the environment. 4. Expression – Evaluation. Students participate in artistic activities and in activities of creative expression. At this time, the program is also evaluated.

Andreas Ch. Hadjichambis

  • From
  • 6
  • To
  • 18

Urban gardens: Green corners in our city

Greek

Cyprus

Program description This program is performed within the school premises or in the surrounding area and it involves CYCERE’s Environmental Educators visiting the school unit periodically as to provide information and guidance for developing the urban garden. It is organised in such a way as to support the understanding of environmental concepts and to allow implementing activities during the whole academic year as for the students to better comprehend the importance and richness of the urban garden they designed. Basic steps of the program Initially, the Environmental Group of the school involving both students and teachers is selected and organised as to be in charge of the development of the urban garden. Researching for and selecting the area inside or nearby the school premises where the garden will be established follows and afterwards planning of the garden and management of the area and the soil take place. Then, the students are asked to select the seeds / seedlings to be planted based on the information and evidence provided for the requirements, the needs and the adjustments of the plants. The students are then split into small groups and planting of the garden and development in general begins. CYCERE is responsible for coordinating the student groups and to organise the activities in collaboration with the school. After the planting is completed, the students are asked to think about the maintenance of the garden by answering questions (such as: How often should each plant species be watered? What is the best way to eliminate weeds? What is the importance of gardens for our life?) as to adopt environmental friendly maintaining practices for their garden. The program is evaluated after it’s finished. It is worth to be mentioned that the schools participating in this program are awarded with the Green Flag ‘Urban Gardens: green neighbourhoods in my town’ that can be raised in their garden or their school. At the end, a valuation of the program takes place Note: The schools, which participate in this Environmental Education Program are being awarded with the Green Flag: Urban gardens: Green corners in our city, which can be placed in their school unit.

Andreas Ch. Hadjichambis

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  • 6
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  • 25+

Ecology of Cyprus Coastal Threatened Habitats

Greek

Cyprus

Andreas Ch. Hadjichambis

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  • 18
  • To
  • 25+

Investigating the Effectiveness of an Inquiry-Based Intervention on Human Reproduction in Relation to Students’ Gender, Prior Knowledge and Motivation for Learning in Biology

Greek

Cyprus

Despite the importance of understanding how the human reproductive system works, adolescents worldwide exhibit weak conceptual understanding, which leads to serious risks, such as unwanted pregnancies and sexually transmitted diseases. Studies focusing on the development and evaluation of inquiry-based learning interventions, promoting the knowledge of human reproduction, are very few. The purpose of this study was to evaluate the effectiveness of an inquiry-based intervention on human reproduction in relation to students’ gender, prior knowledge and motivation for learning in biology. Data collection methods included students’ pre- and post-tests, evaluating students’ conceptual understanding regarding human reproduction, and measurements of students’ motivation employing the Motivational Learning Environment survey. The sample for the pre- and post-test conceptual understanding data included the whole population of the 7th graders in Cyprus (n = 6465). Students’ motivation data were collected from a representative sample of the entire 7th graders population (n = 946 students). Statistical analyses indicated a statistically significant increase in students’ conceptual understanding as well as in their motivation for learning in biology. However, students’ gender, prior knowledge and initial motivation for learning in biology seemed to mediate the effectiveness of the inquiry-based intervention. All of these variables are deemed, therefore, as of great importance for the design, implementation and evaluation of biology teaching interventions.

Andreas Ch. Hadjichambis

  • From
  • 18
  • To
  • 25+

Environmental citizenship research and the European Network for Environmental Citizenship

English

Cyprus

By way of an introduction to environmental citizenship, it is a very important concept for the protection of the environment and the success of any environmental policies being pursued. This relatively new term comes mainly from the political science arena but has soon entered with claims in other different fields, such as the economy, social sciences and, more recently, education. Therefore, research on environmental citizenship finds applications in all these areas of science and society. Environmental citizenship is related to the pro-environmental behavior of citizens, which should include both individual and collective actions. Until now, there have been many different attempts to define environmental citizenship, resulting in the creation of several definitions focusing and emphasizing different dimensions and priorities of environmental citizenship.

Andreas Ch. Hadjichambis

  • From
  • 18
  • To
  • 25+

Ecology of Cyprus Coastal Threatened Habitats

Greek

Cyprus

Andreas Ch. Hadjichambis

  • From
  • 18
  • To
  • 25+

The Red Flora Data Book of Cyprus

Greek

Cyprus

The Red Flora Data Book of Cyprus is an important product of research activity and it was funded by the Research Promotion Foundation within the framework of the Research Project KIPRINIA 93/5th EE-2002 having as grant holder the Cyprus Forestry Association. The red data books and the red data lists are used internationally, containing all the endangered plants and animals by classifying them into categories of risk of extinction, based on quantitative criteria and defined methodology. The most widely used criteria and categories are those created from the International Union for Conservation of Nature (International Union for the Conservation of Nature-IUCN). The red data books are a necessary and important tool for the elaboration of valid and credible action plans for the conservation of the species and the biodiversity.