Sharma, Runaaz (2017) Experiential learning and climate change education: effect of predict - observe - explain strategy on pre - service teachers' understanding of sea level rise. Directions: Journal of Educational Studies, 32 (1). pp. 93-112. ISSN 1011-5846
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Abstract
This action research study examined the effectiveness of experiential learning on the understanding of climate change concepts. A Predict-Observe-Explain strategy was used to allow students to actively explore the reasons for sea level rise through teacher-guided experiments. The study employed a two-phase embedded experimental model within the framework of a mixed method design. The study sample was purposive and included all the participants of a ‘Coping with Climate Change’ workshop organized for the third-year pre-service teachers enrolled in the Bachelor of Education Primary program at the Fiji National University. The study findings indicate that the use of Predict-Observe-Explain strategy was useful in addressing pre-service teachers’ misconceptions on the reasons for sea level rise. Study results also show that experiential learning promotes enjoyment and develops insight about the execution of teaching techniques in a classroom context.
| Item Type: | Journal Article |
|---|---|
| Subjects: | G Geography. Anthropology. Recreation > GE Environmental Sciences L Education > L Education (General) |
| Divisions: | Faculty of Arts, Law and Education (FALE) > School of Education |
| Depositing User: | Ms Shalni Sanjana |
| Date Deposited: | 06 Sep 2018 02:49 |
| Last Modified: | 06 Sep 2018 02:49 |
| URI: | https://repository.usp.ac.fj/id/eprint/11003 |
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