Tool IV: Environmental Dissemination, Communication and Education
Code: 106760Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Environmental Sciences | OB | 4 |
Contact lecturer
- Name :
- Marta Fonolleda Riberaygua
- Email :
- marta.fonolleda@uab.cat
Group languages
You can consult this information at the end of the document.
Prerequisites
Having completed the first cycle of the Environmental Sciences degree.
Objectives
This course has a professionalizing intention, in the sense of providing useful elements for the development of the profession: it tries to incorporate specific perspectives, methodologies and techniques, as well as small practical experiences, which allow participation in programs and institutions related to environmental education and communication.
The planned objectives are:
- Understand the diversity of approaches in Environmental Education, Communication, and Outreach.
- Identify and evaluate the contributions of Environmental Education, Communication, and Outreach in citizen training.
- Explore, identify, and manage strategies, resources, and tools for Environmental Education, Communication, and Outreach.
- Design and analyze practices of Environmental Education, Communication, and Outreach in various contexts
Learning outcomes
- CM27 (Assess factors related to the Sustainable Development Goals when undertaking environmental impact studies.) Assess factors related to the Sustainable Development Goals when undertaking environmental impact studies.
- CM28 (Assess the existence of inequalities based on sex/gender in environmental issues through data analysis.) Assess the existence of inequalities based on sex/gender in environmental issues through data analysis.
- KM37 (Identify the uses of geographic information systems, impact assessment techniques and communication and dissemination methodologies in the environmental field.) Identify the uses of geographic information systems, impact assessment techniques and communication and dissemination methodologies in the environmental field.
- SM34 (Collect, analyse, measure and appropriately represent both qualitative and quantitative data, geographic information and observations of environmental impact.) Collect, analyse, measure and appropriately represent both qualitative and quantitative data, geographic information and observations of environmental impact.
- SM37 (Use appropriate scientific language when tackling the challenges in environmental science clearly, explicitly and briefly.) Use appropriate scientific language when tackling the challenges in environmental science clearly, explicitly and briefly.
Contents
- Concept and history of Environmental Education
- Goals and methodological approaches of Environmental Education, Dissemination and Communication
- Strategies, resources and tools in Environmental Education,Dissemination and Communication across different intervention areas
- Environmental Education, Dissemination and Communication and complex thinking
- Quality criteria in Environmental Education
- Environmental journalism and journalistic genres
- Internet, environment, and scientific outreach
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Seminars | 16 | 0.64 | SM34 |
| Independent work | 37.5 | 1.5 | CM27, CM28, KM37, SM34, SM37 |
| Classroom practices and field trips | 40 | 1.6 | CM27, CM28, SM34, SM37 |
| Theory. Presentations | 22 | 0.88 | CM27, KM37, SM37 |
| Tutoring sessions | 20 | 0.8 | CM27, CM28, KM37, SM34, SM37 |
The training activity will be developed through:
- Expository classes on theoretical issues, carried out by the teaching staff or invited experts
- Reading, analysis and discussion of articles and other documents
- Classroom practices: discussion on real cases, problem-solving or exercises
- Fields trips
- Students' work
- Tutorials
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Final exam | 35 | 3.25 | 0.13 | CM27, CM28, KM37, SM34, SM37 |
| Follow up | 35 | 3.25 | 0.13 | CM27, CM28, KM37, SM34, SM37 |
| Coursework | 30 | 8 | 0.32 | CM27, CM28, KM37, SM37 |
The evaluation will be carried out during the course through a variety of training activities:
- Partial exam that will be held on the day assigned from the Environmental Sciences Degree. 30%
- Final exam that will be held on the day assigned from the Environmental Sciences Degree. 30%
- Group work and follow-up activities. 40%
To pass the course, a minimum of 5/10 in each of the evaluation activities is needed.
A recovery partial or final examen will be performed. The student will go to the recovery exam if the note of each activity is below 5 and over 3.5/10; and if the student has shown a positive attitude and participation during the course. The group work and the follow-up activities cannot be recovered. If recovery is passed, the final grade will be 5/10.
If the student has only been assessed in a maximum of 25% of the evaluation activities and then withdraws, the final grade will be NOT EVALUATED.
Class attendance and active and committed participation are essential: the group work and the follow-up activities will not be possible if students are not attending.
For this course, the use of Artificial Intelligence (AI) technologies is permitted exclusively for support tasks, such as bibliographic or information searches, text correction, or translations. Students must clearly identify which parts have been generated using this technology, specify the tools used, and include a critical reflection on how these tools have influenced the process and final outcome of the activity. Lack of transparency in the use of AI in this graded activity will be considered academic dishonesty and may result in the activity being graded with a 0.
This course does not include a single assessment system.
Bibliography
Amat, Arnau.; Espinet, Mariona; Sanmartí, Neus (2021). Els reptes pedagògics de l’educació ambiental: la construcció d’experiències socioambientals autèntiques orientades a la transformació. www.sostenible.cat.
Disponible en línia
Barcelona (Catalunya : Provincia). Àrea de Territori i Sostenibilitat. (2017). Educació ambiental : d'on venim? cap a on anem?. Diputació de Barcelona
Disponible en línia
Bonil, Josep; Pujol, Rosa Maria (2011). Educación científica a propósito de la palabra crisis. Enseñanza de las ciencias. 29(2) pp. 252-261. https://revistas.uca.es/index.php/eureka/article/view/2644
Disponible en línia
Cáceres, N., & Zaragüeta, G. (2026). Feti i el plàstic indestructible. Pol·len Edicions.
Disponible en paper a la biblioteca
Fonolleda, Marta; Bonil, Josep; Pujol, Rosa Maria (2013). Exploración de los modelos explicativos sobre mobilidad desde la perspectiva de la complejidad. Enseñanza de las ciencias, Núm. Extra (2013), 1301-1305. https://ddd.uab.cat/record/175267
Disponible en línia
Franquesa i Codinach, Teresa & Alves, Isabel. (2011). Hàbitat : guia d'activitats per a l'educació ambiental. (Revisió i actualització 2011) Institut d'Educació
Disponible en línia i en paper a la biblioteca
Guzmán Alonso, Jose Ignacio de & Gutiérrez Bastida, José Manuel. (2024). Educación ecosocial a la luz de los siete saberes de Edgar Morin. https://www.miteco.gob.es/es/ceneam/recursos/materiales/educacion-ecosocial-siete-saberes-edgar-morin.html
Disponible en línia
Innerarity, Daniel. (2010). Incertesa i creativitat : educar per a la societat del coneixement. Fundació Jaume Bofill
Disponible en línia i en paper a la biblioteca
Bautista, María José; Mruga, Ángeles; Novo, Maria. (2019). La Educación Ambiental en el S. XXI. Revista De Educación Ambiental y Sostenibilidad, 1(1), 1103-1115. https://revistas.uca.es/index.php/REAyS/article/view/4979
Disponible en línia
Mallart, C., Llarch, A., & Panchulei. (2026). La vida secreta de la roba: Com el que vestim afecta el planeta. Pol·len Edicions.
Disponible en paper a la biblioteca
Morin, Edgar. (2000). Els set coneixements necessaris per a l'educació del futur. Centre UNESCO de Catalunya. https://catesco.org/wp-content/uploads/2022/10/Els-set-coneixements-necessaris-per-a-leducacio-del-futur-4.pdf
Disponible en línia
Panyella Àmil, À. (2026). L’extraterrestre i el secret del tronc viu (A. Iglesias, il·l.). Pol·len Edicions.
Disponible en paper a la biblioteca
Panyella Àmil, À. (2021). L’extraterrestre que va descobrir la biodiversitat (A. Iglesias de Prada, il·l.). Pol·len Edicions.
Disponible en paper a la biblioteca
Ramon-Cortés, Ferran. (2013). L'Illa dels 5 fars : un recorregut per les claus de la comunicació. (1a ed. actualixada i rev.) Pòrtic
Disponible en paper a la biblioteca
Riera i Vidal, Joan Manel. (2011). Fora de classe : guia de criteris de qualitat per a les activitats d'educació ambiental. SCEA Societat Catala d'Educació Ambiental
Disponible en línia
Sauvé, Lucie. (2004). Una cartografia de corrientes de educación ambiental. A Sato, M.; Carvalho, I.; (Orgs). A pesquisa em educação ambiental: cartografias de umaidentidade narrativa em formação. Porto Alegre: Artmed. https://laboratoriogrecia.cl/wp-content/uploads/2016/04/Lucia-SauveEAM3.pdf
Disponible en línia
Software
No specific software required.
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TE) Theory | 1 | Catalan/Spanish | first semester | morning-mixed |
| (PAUL) Classroom practices | 1 | Catalan/Spanish | first semester | morning-mixed |
| (SEM) Seminars | 1 | Catalan/Spanish | first semester | morning-mixed |
| (PAUL) Classroom practices | 2 | Catalan/Spanish | first semester | morning-mixed |
| (SEM) Seminars | 2 | Catalan/Spanish | first semester | morning-mixed |