The effect of project-based learning on pre-service teachers environmental knowledge, attitude and behaviour
<p>The rising interest in environmental literacy and education for sustainability has created</p><p>expectations that timely, accurate content should be taught to the primary, secondary as well as</p><p>teacher education curriculu...
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| Format: | thesis |
| Language: | eng |
| Published: |
2009
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=10616 |
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| Summary: | <p>The rising interest in environmental literacy and education for sustainability has created</p><p>expectations that timely, accurate content should be taught to the primary, secondary as well as</p><p>teacher education curriculum. The learning context should provide opportunities for students to</p><p>develop critical thinking skill, problem solving and values. Project-based learning approaches that</p><p>emphasize student learning may be a key to the successful development of good citizenship. The</p><p>purpose of this study is to investigate the effect of a project-based learning on students'</p><p>environmental knowledge, attitudes and behaviour. As part of the course requirements students were</p><p>asked to develop a web-quest on climate change and to identify-suitable topics in the curriculum</p><p>for the integration of climate change. The topic on climate change was chosen since global climate</p><p>change is a challenging topic to teach and learn and the teaching is flawed through omission,</p><p>simplification and misrepresentation. A one group pre-test post-test design was employed for the</p><p>study. Data were collected from the 173 students enrolled in the chemistry teaching methods course</p><p>through questionnaires containing true-false items to measure factual knowledge about climate</p><p>change and Likert-type items (Environmental Concern Scale and Pro-Environmental Behaviours)</p><p>designed to assess the degree of environmental concern and readiness in pro-environmental</p><p>behaviours. Analysis of the data showed that the students performed significantly better in the</p><p>post-tests than pre-tests for all the three variables investigated. The results support the notion</p><p>that adopting the project-based learning in the chemistry methods course could enhance students'</p><p>knowledge, attitudes and behavior towards environment</p><p></p> |
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