Using Theory of Learning and Awareness to Bring About Learning Through a School-based Environmental Field Project

A school-based environmental field project 'What Happens Around You and Your School Area?' was designed under the School-based Curriculum Project Scheme (2001-2002) supported by the Hong Kong Education Manpower Bureau (formerly the Education Department). This school-based environmental fie...

Full description

Saved in:
Bibliographic Details
Published in:International research in geographical and environmental education 2004, Vol.13 (4), p.303-328
Main Authors: Kwan, Tammy, Chan, Eva
Format: Article
Language:English
Subjects:
Consciousness Raising
educational and environmental ideologies
Environmental Education
Field Studies
Foreign Countries
Geography
Group Discussion
Hong Kong
Ideology
Learning Theories
Outcomes of Education
Photography
school- and issue-based inquiry field project
Schools of Education
Secondary Schools
space of learning
Student Projects
theory of learning and awareness
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:A school-based environmental field project 'What Happens Around You and Your School Area?' was designed under the School-based Curriculum Project Scheme (2001-2002) supported by the Hong Kong Education Manpower Bureau (formerly the Education Department). This school-based environmental field project, with heavy inclusion of environmental elements, was designed in the form of issue-based field inquiry based on student-centred learning to encourage subsequent meaningful learning activities such as group discussion, role-playing exercises and photograph exhibition in class. The field project possesses distinctive geographical and environmental characteristics of the school surrounding environments to bring about meaningful learning among students who study in a local standard new town secondary school in Hong Kong. This paper aims to share this field project experience of designing meaningful issue-based field inquiry using the theory of learning and awareness (Marton & Booth, 1997) to open up the space of learning for students (Marton et al., 2004; Runesson & Marton, 2002). Also based on the framework of educational and environmental ideologies (Fien, 1993), the intended learning outcomes of the field project are to empower students to become active small environmentalists (Kwan, 1995) who are well prepared in terms of geographical and environmental knowledge, skills and values.
ISSN:1038-2046
1747-7611
DOI:10.1080/14724040408668453