Environmental Learning Using a Problem-Based Approach in the Field: A Case Study of a Hong Kong School

This 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 concer...

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Bibliographic Details
Published in:International research in geographical and environmental education 2008-06, Vol.17 (2), p.93-113
Main Authors: Kwan, Tammy, So, Max
Format: Article
Language:English
Subjects:
Action Research
Case Studies
Educational Objectives
Environmental Education
environmental learning
Field Instruction
fieldwork
Foreign Countries
Geography Instruction
Hong Kong
Problem Based Learning
problem-based learning (PBL)
Research Methodology
Secondary School Students
Teaching Methods
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Summary:This 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.
ISSN:1038-2046
1747-7611
DOI:10.1080/10382040802148562