De Gruyter Open

From December 2015 Agricultura journal will be published in partnership with De Gruyter Open (degruyteropen.com), the world's second largest publisher of Open Access academic content, and part of the De Gruyter group which has over 260 years of publishing history. De Gruyter Open closely cooperates with the majority of abstracting and indexing services, universities and libraries, providing a wide availability of journal's content and increasing its visibility. Agricultura's full-text articles will be found also at the new address on the De Gruyter Open's platform in following weeks.


Publishing support

Publishing of the journal Agricultura is financially supported by Slovenian Research Agency.

Izdajanje revije Agricultura je finančno podprto s strani Javne agencije za raziskovalno dejavnost Republike Slovenije.


Our Profile

The journal AGRICULTURA (A) publishes scientific works from the following fields: animal science, plant production, farm mechanisation, land management, agricultural economics, ecology, biotechnology, microbiology
ISSN 1581-5439

Marija LEŠNIK

pp. 9-18

Higher education institutions (HEIs) are under increasing pressure to become more efficient, but at the same time, more innovative in offering their courses. HEIs in life sciences in particular are the ones that should provide the opportunities for their students to acquire the values, competencies, knowledge and skills to promote behaviour in support of sustainable development (SD). Education for SD requires an interdisciplinary and holistic approach to teaching and learning. This paper presents how SD topics can be integrated across all relevant subjects of the existing curricula through delivering foreign language courses by adopting a problem-based learning (PBL) approach. Through collaboration of a language teacher (LT) with a subject area specialist (SAS), the approach facilitates teaching foreign languages across the curriculum. This paper throws light upon this joint teaching venture. The reasons for switching from traditional English for Specific Purposes (ESP) teaching to PBL approach are given, the steps of the PBL process are sketched and roles of the SAS matched against the tasks related to the students’ work in a PBL situation are dealt with. Finally, strengths as well as weaknesses of this three-party collaboration are pointed out and possibilities for further developments suggested.

Key words: sustainability, agricultural education, foreign language course, problem-based learning


Slovenian:

Trajnostno ozaveščanje v tečaju tujega jezika

Visokošolsko izobraževanje je pod velikim pritiskom, da postane bolj učinkovito, vendar pa istočasno tudi bolj inovativno v ponudbi svojih predmetov. Visokošolski zavodi s področja žive narave še posebno tisti, ki morajo zagotavljati svojim študentom možnosti, da pridobijo vrednote, kompetence, znanje in spretnosti za spodbujanje vedenja v podporo trajnostnemu razvoju. Izobraževanje za trajnostni razvoj zahteva interdisciplinaren in celosten pristop k poučevanju in učenju. Ta prispevek predstavlja, kako naj se teme trajnostnega razvoja vključijo preko vseh ustreznih subjektov obstoječih učnih načrtov skozi izvajanje tujega jezika s sprejemanjem učenja, ki temelji na reševanju nekega problema (problem base learning (PBL)). S sodelovanjem jezikovnega učitelja in specialista za predmetno področje omogoča takšen pristop poučevanje tujega jezika v okviru učnega načrta. Ta članek osvetljuje ta skupen podvig poučevanja. Podani so razlogi za prehod iz tradicionalnega načina poučevanje angleščine na poučevanje s pristopom PBL, opisani so koraki procesa PBL in vloga specialista za predmetno področje, primerjajo se naloge v zvezi z delom dijakov pri reševanju situaciji s pomočjo PBL. Podane so tudi prednosti kot tudi slabosti tega tripartitnega sodelovanja in predlagane so možnosti za nadaljnji razvoj.

Ključne besede: trajnostni razvoj; kmetijsko izobraževanje; tuji jezik; PBL


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