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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

  • From
  • 6
  • To
  • 25+

Ecology of Cyprus Coastal Threatened Habitats

Greek

Cyprus

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.

Andreas Ch. Hadjichambis

  • From
  • 18
  • To
  • 25+

Conservation Reasoning and Proposed Actions for the Protection of Threatened Plant Species: Insights From a Sample of Rural and Urban Children of Cyprus

English

Cyprus

Abstract Investigating children’s beliefs and values toward threatened biodiversity can contribute to their understanding about nature and to the prevention of sociopolitical issues that may emerge when nature policy is being implemented. This study investigates children’s beliefs about threats to plants, the personal values associated with conservation, and actions children consider desirable regarding the conservation of three threatened plant species of Cyprus. Photos of threatened plants were used during interviews with 60 students (30 urban and 30 rural residents) aged 10–12 years. Results showed that participants deemphasized anthropogenic threats, while attitudes of individual responsibility were prevalent. Participants proposed actions of higher effectiveness mainly when they felt that they would be able to implement them. Findings suggest that an educational policy on threatened plant conservation should adopt a social character, focusing on attitudinal development and participatory learning approaches that will enhance children’s sense of ownership and efficacy.

Andreas Ch. Hadjichambis

  • From
  • 18
  • To
  • 25+

Evaluating the impact of the Earthkeepers Earth education program on children’s ecological understandings, values and attitudes, and behaviour in Cyprus

English

Cyprus

Abstract The recent educational reform in Cyprus moved education about sustainability to the forefront of environmental learning. The present study examines the impact of an earth education program, Earthkeepers, on children’s ecological understandings, environmental values and attitudes, and behaviour. The program was implemented during two consecutive years with 491 4th to 7th graders from nine different schools in Cyprus. Quantitative data were collected using individual concept, attitude and behaviour questionnaires, and a satisfaction survey. Qualitative data were collected using individual semi-structured interviews with twelve students and nine teachers from six different schools. Data analysis showed gains in students’ understanding as well as significant changes towards more proenvironmental values, attitudes and behaviour. Interviews confirmed the quantitative results and verified students’ behaviour.

Andreas Ch. Hadjichambis

  • From
  • 18
  • To
  • 25+

Integrating Sustainable Consumption into Environmental Education: A Case Study on Environmental Representations, Decision Making and Intention to Act

English

Cyprus

Abstract During the last decades, current consumption patterns have been recurrently blamed for rendering both the environment and our lifestyles unsustainable. Young children are considered a critical group in the effort to make a shift towards sustainable consumption (environmentally friendly consumption). However, young people should be able to consider sustainable consumption as a potential venue, among their options. The present study investigates the effectiveness of an environmental education program aiming to familiarize children aged 8-12 with the notion of sustainable consumption by focusing on children’s environmental representations and their intentions to act (decision-making). Findings revealed that the program employed influenced children’s environmental representations into becoming more sustainable ones. In addition, the environmental program provided children with more environmental criteria, allowing children to report their intentions to act as sustainable consumers. Relating children’s environmental representations to their decision-making criteria, findings indicated an emerging relationship between children’s environmental representations, and their intentions to act, as reflected through the decision-making process.

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.