Διαθεματική προσέγγιση των ιδιωματικών ονομάτων των φυτών και φυτώνυμων τοπωνυμίων της Ρόδου με ανάπτυξη και εφαρμογή project για το περιβάλλον

Abstract

The present research “Cross - thematic Approach of Plants and PhytonymToponyms of Rhodes” comprises the dialectic plant names and phytonym toponyms(place-names derived from plants) grown on the island of Rhodes and it reveals theclose relationship of the island’s residents with nature. The data was collected withbibliographical research and fieldwork with semi-structured interviews. There is aconnection with environmental ethics and more precisely “bioregionality”. Thepurpose of the research is to show the role of local ecological knowledge in order toform environmentally responsible citizens.The connection with Environmental Education and Sustainability is not onlyin theory, but an interdisciplinary and cross - thematic work plan is also applied. Itcomprises (14) fourteen thematic units: 1. Plants – ecosystems 2. Plants –biodiversity 3. Plants – pesticides 4. Plants – genetically modified products of plantorigin 5. Plants – biological cultivations 6. Medicinal Plants – herbages 7. Plants –nutrition 8. Plants – local tradition 9. Plants – mythology 10. Plants – places –toponyms 11. Plants and phytonym toponyms – language 12. Plants – environmentalethics 13. Plants – art 14. Plants – places – tourism.The purpose of our educational research was to evaluate the effectiveness ofimplementing the environmental programme, using the experimental environmentalgroup of the 3rd Lyceum of Rhodes. The experiment consisted of two equal groups,that is the experimental and control group. The next stage was the implementation ofthe environmental education programme, only to the focus group, and theexperimental verification of progress that might have occurred as a result of theprogramme implementation.Comparing the data acquired from the pre-test and post-test evaluationprocess, it is found that the students of the control group showed no significantimprovement on their performance concerning the average of answers to questionsdealing with students’ knowledge and attitudes, whereas it was obvious that theimplementation of the environmental education programme on the experimental teamhad a positive effect on the improvement of students’ knowledge and attitudes level,as a statistically significant difference appeared regarding the average of answers toquestions that dealt with the awareness of both global and local environmentalproblems. These facts reveal the progress made by students that were involved in theprogramme