The effect of project-based learning on pre-service teachers' environmental knowledge, attitude and behaviour (IR)

The rising interest in environmental literacy and education for sustainability has created expectations that timely, accurate content should be taught to the primary, secondary as well as teacher education curriculum. The learning context should provide opportunities for students to develop critical...

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Main Author:	Mohamad Termizi Borhan
Format:	thesis
Language:	eng
Published:	2009
Subjects:	LB Theory and practice of education
Online Access:	https://ir.upsi.edu.my/detailsg.php?det=990
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id	oai:ir.upsi.edu.my:990
record_format	uketd_dc
spelling	oai:ir.upsi.edu.my:9902020-02-27 The effect of project-based learning on pre-service teachers' environmental knowledge, attitude and behaviour (IR) 2009 Mohamad Termizi Borhan LB Theory and practice of education The rising interest in environmental literacy and education for sustainability has created expectations that timely, accurate content should be taught to the primary, secondary as well as teacher education curriculum. The learning context should provide opportunities for students to develop critical thinking skill, problem solving and values. Project-based learning approaches that emphasize student learning may be a key to the successful development of good citizenship. The purpose of this study is to investigate the effect of a project-based learning on students' environmental knowledge, attitudes and behaviour. As part of the course requirements students were asked to develop a web-quest on climate change and to identify suitable topics in the curriculum for the integration of climate change. The topic on climate change was chosen since global climate change is a challenging topic to teach and learn and the teaching is flawed through omission, simplification and misrepresentation. A one group pre-test post-test design was employed for the study. Data were collected from the 173 students enrolled in the chemistry teaching methods course through questionnaires containing true-false items to measure factual knowledge about climate change and Likert-type items (Environmental Concern Scale and Pro-Environmental Behaviours) designed to assess the degree of environmental concern and readiness in pro-environmental behaviours. Analysis of the data showed that the students performed significantly better in the post-tests than pre-tests for all the three variables investigated. The results support the notion that adopting the project-based learning in the chemistry methods course could enhance students' knowledge, attitudes and behavior towards environment 2009 thesis https://ir.upsi.edu.my/detailsg.php?det=990 https://ir.upsi.edu.my/detailsg.php?det=990 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Sains Kemanusiaan N/A
institution	Universiti Pendidikan Sultan Idris
collection	UPSI Digital Repository
language	eng
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Mohamad Termizi Borhan The effect of project-based learning on pre-service teachers' environmental knowledge, attitude and behaviour (IR)
description	The rising interest in environmental literacy and education for sustainability has created expectations that timely, accurate content should be taught to the primary, secondary as well as teacher education curriculum. The learning context should provide opportunities for students to develop critical thinking skill, problem solving and values. Project-based learning approaches that emphasize student learning may be a key to the successful development of good citizenship. The purpose of this study is to investigate the effect of a project-based learning on students' environmental knowledge, attitudes and behaviour. As part of the course requirements students were asked to develop a web-quest on climate change and to identify suitable topics in the curriculum for the integration of climate change. The topic on climate change was chosen since global climate change is a challenging topic to teach and learn and the teaching is flawed through omission, simplification and misrepresentation. A one group pre-test post-test design was employed for the study. Data were collected from the 173 students enrolled in the chemistry teaching methods course through questionnaires containing true-false items to measure factual knowledge about climate change and Likert-type items (Environmental Concern Scale and Pro-Environmental Behaviours) designed to assess the degree of environmental concern and readiness in pro-environmental behaviours. Analysis of the data showed that the students performed significantly better in the post-tests than pre-tests for all the three variables investigated. The results support the notion that adopting the project-based learning in the chemistry methods course could enhance students' knowledge, attitudes and behavior towards environment
format	thesis
qualification_name
qualification_level	Master's degree
author	Mohamad Termizi Borhan
author_facet	Mohamad Termizi Borhan
author_sort	Mohamad Termizi Borhan
title	The effect of project-based learning on pre-service teachers' environmental knowledge, attitude and behaviour (IR)
title_short	The effect of project-based learning on pre-service teachers' environmental knowledge, attitude and behaviour (IR)
title_full	The effect of project-based learning on pre-service teachers' environmental knowledge, attitude and behaviour (IR)
title_fullStr	The effect of project-based learning on pre-service teachers' environmental knowledge, attitude and behaviour (IR)
title_full_unstemmed	The effect of project-based learning on pre-service teachers' environmental knowledge, attitude and behaviour (IR)
title_sort	effect of project-based learning on pre-service teachers' environmental knowledge, attitude and behaviour (ir)
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Sains Kemanusiaan
publishDate	2009
url	https://ir.upsi.edu.my/detailsg.php?det=990
_version_	1747832954015449088

The effect of project-based learning on pre-service teachers' environmental knowledge, attitude and behaviour (IR)

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