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Article: Environmental learning using a problem-based approach in the field: A case study of a Hong Kong school

TitleEnvironmental learning using a problem-based approach in the field: A case study of a Hong Kong school
Authors
KeywordsAction research
Environmental learning
Fieldwork
Problem-based learning (PBL)
Issue Date2008
PublisherChannel View Publications. The Journal's web site is located at http://multilingual-matters.com/multi/journals/journals_irgee.asp
Citation
International Research In Geographical And Environmental Education, 2008, v. 17 n. 2, p. 93-113 How to Cite?
AbstractThis study investigated the environmental learning of a group of senior geography students through a problem-based learning (PBL) field programme to see if the goals of education for the environment could be accomplished. In the PBL field programme, the students were given a problem statement concerning a real-life scenario of an old lady living in a remote village of Hong Kong. During the PBL field programme which also has adopted an action research framework, the students were observed to have identified the problem statement, set hypotheses, constructed the research methods and collected empirical data in an authentic environment all by themselves. This paper reports on the first cycle of this piece of action research. Data were collected both quantitatively and qualitatively via questionnaires, students' reflective journals, field observation notes and group interviews. The initial finding of this PBL field programme reveals that students had acquired more in-depth knowledge and extended their comfort zones in learning. They were able to develop and practice their critical thinking and problem-solving skills while they were working on the problem in the field. Although there was no evidence of sustained self-directed learning among the students, the PBL field programme offered them a framework for developing self-directed learning. An initial conclusion is that PBL in the field can provide a useful framework and direction for EE to accomplish the goals of education for the environment. ©. 2008 T. Kwan & M. So.
Persistent Identifierhttp://hdl.handle.net/10722/57351
ISSN
2015 SCImago Journal Rankings: 0.304
References

 

DC FieldValueLanguage
dc.contributor.authorKwan, Ten_HK
dc.contributor.authorSo, Men_HK
dc.date.accessioned2010-04-12T01:33:57Z-
dc.date.available2010-04-12T01:33:57Z-
dc.date.issued2008en_HK
dc.identifier.citationInternational Research In Geographical And Environmental Education, 2008, v. 17 n. 2, p. 93-113en_HK
dc.identifier.issn1038-2046en_HK
dc.identifier.urihttp://hdl.handle.net/10722/57351-
dc.description.abstractThis study investigated the environmental learning of a group of senior geography students through a problem-based learning (PBL) field programme to see if the goals of education for the environment could be accomplished. In the PBL field programme, the students were given a problem statement concerning a real-life scenario of an old lady living in a remote village of Hong Kong. During the PBL field programme which also has adopted an action research framework, the students were observed to have identified the problem statement, set hypotheses, constructed the research methods and collected empirical data in an authentic environment all by themselves. This paper reports on the first cycle of this piece of action research. Data were collected both quantitatively and qualitatively via questionnaires, students' reflective journals, field observation notes and group interviews. The initial finding of this PBL field programme reveals that students had acquired more in-depth knowledge and extended their comfort zones in learning. They were able to develop and practice their critical thinking and problem-solving skills while they were working on the problem in the field. Although there was no evidence of sustained self-directed learning among the students, the PBL field programme offered them a framework for developing self-directed learning. An initial conclusion is that PBL in the field can provide a useful framework and direction for EE to accomplish the goals of education for the environment. ©. 2008 T. Kwan & M. So.en_HK
dc.languageengen_HK
dc.publisherChannel View Publications. The Journal's web site is located at http://multilingual-matters.com/multi/journals/journals_irgee.aspen_HK
dc.relation.ispartofInternational Research in Geographical and Environmental Educationen_HK
dc.rightsArticle has been accepted or published by journalen_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectAction researchen_HK
dc.subjectEnvironmental learningen_HK
dc.subjectFieldworken_HK
dc.subjectProblem-based learning (PBL)en_HK
dc.titleEnvironmental learning using a problem-based approach in the field: A case study of a Hong Kong schoolen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1038-2046&volume=17&issue=2&spage=93&epage=113&date=2008&atitle=Environmental+learning+using+a+problem-based+approach+in+the+field:+a+case+study+of+a+Hong+Kong+Schoolen_HK
dc.identifier.emailKwan, T: tylkwan@hkucc.hku.hken_HK
dc.identifier.authorityKwan, T=rp00913en_HK
dc.description.naturepublished_or_final_versionen_HK
dc.identifier.doi10.1080/10382040802148562en_HK
dc.identifier.scopuseid_2-s2.0-77954439274en_HK
dc.identifier.hkuros147566-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77954439274&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume17en_HK
dc.identifier.issue2en_HK
dc.identifier.spage93en_HK
dc.identifier.epage113en_HK
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridKwan, T=9240378600en_HK
dc.identifier.scopusauthoridSo, M=37077878800en_HK

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