Concept Map for Environmental Education Planning: Capacitation of Volunteers for the FIFA Football World Cup in Brazil

Autor/in	Saito, Carlos Hiroo
Titel	Concept Map for Environmental Education Planning: Capacitation of Volunteers for the FIFA Football World Cup in Brazil
Quelle	In: Journal of Education for Sustainable Development, 10 (2016) 2, S.289-308 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-4082
DOI	10.1177/0973408216651944
Schlagwörter	Foreign Countries; Concept Mapping; Environmental Education; Educational Planning; Capacity Building; Volunteers; Volunteer Training; Team Sports; Competition; Instructional Materials; Sustainability; Power Structure; Biodiversity; Scientific Concepts; Climate; Wildlife; Conservation (Environment); Public Health; Epidemiology; Sanitation; Tourism; Social Responsibility; Interdisciplinary Approach; Virtual Classrooms; Visualization; Program Implementation; Instructional Effectiveness; Brazil + Suchen Sie Ihr Suchwort? Ausland; Concept Map; Umweltbildung; Umwelterziehung; Umweltpädagogik; Bildungsplanung; Freiwilliger; Freiwilliges Betriebspraktikum; Mannschaftssport; Wettkampf; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Nachhaltigkeit; Biodiversität; Klima; Conservation; Environment; Konservierung; Bewahung; Umwelt; Gesundheitswesen; Epidemiologie; Betriebshygiene; Tourismus; Soziale Verantwortung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Visualisation; Visualisierung; Unterrichtserfolg; Brasilien
Abstract	The Brazilian Ministry of Sports organized a system of volunteers to receive the visitors during the Fédération Internationale de Football Association (FIFA) Football World Cup. The instructional material to capacitate these volunteers focused on environment and sustainability issues and it was developed in an integrative systemic framework supported by concept maps. The development procedures were organized in a hierarchical structure, addressing the main zero level, zero plus one level, zero minus one level and the subsequent downscaling levels. The main knowledge issues that were integrated were: biome concept, climate, biodiversity and endangered species, protected areas, public health, epidemiology, sanitation, sustainable tourism, social responsibility and local welfare. The instructional material was adapted to the virtual learning environment and the capacitation was concluded. This article highlights the use of concept maps for integrative planning and promoting an interdisciplinary approach to the environmental and sustainability issues related to tourism and health. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01