Designing and evaluating interactive educational material aimed at increasing climate awareness
DOI:
https://doi.org/10.12697/eha.2024.12.2.08Keywords:
climate awareness, circular economy, interactive educational material, transferable skills, high school studentsAbstract
Ringmajandust võib määratleda kui majandusmudelit, mis keskendub ressursside korduskasutusele, jäätmete vähendamisele ja toodete eluea pikendamisele taaskasutuse ja ringlussevõtu teel. Uuringu eesmärk oli koostada kliimateadlikkuse suurendamisele suunatud interakiivne õppematerjal ja selgitada välja, milliseid ülekantavaid oskusi õpilaste arvates koostatud õppematerjal kujundab ning millised on õpilaste soovitused õppematerjali arendamiseks, tuginedes nende õpikogemusele. Uuringus osales 98 gümnaasiumiõpilast kahest koolist. Uuring koosnes kolmest etapist: õppematerjali koostamine ja rakendamine ning õpilaste arvamuste küsimine õppematerjali kasutamise kohta. Kogutud andmeid analüüsiti kirjeldava statistika ja temaatilise analüüsi meetodeid kasutades. Uuringu tulemustest selgus, et õppematerjal aitas õpilaste arvates arendada ülekantavaid oskusi. Õppematerjali arendamisel peaks suurendama interaktiivsust ja visuaalset atraktiivsust, likvideerima tehnilised probleemid, kohandama raskustaset, lisama seoseid reaalse eluga ning parandama tagasisidesüsteemi ja koostöövõimalusi.
Downloads
References
Agbo, F. J., Oyelere, S. S., Suhonen, J., & Laine, T. H. (2021). Co-design of mini games for learning computational thinking in an online environment. Education and Information Technologies, 26(5), 5815–5849. https://doi.org/10.1007/s10639-021-10515-1
Ajabli, H., Zoubir, A., Elotmani, R., Louzazni, M., Kandoussi, K., & Daya, A. (2023). Review on Eco-friendly insulation material used for indoor comfort in building. Renewable and Sustainable Energy Reviews, 185, 113609. https://doi.org/10.1016/j.rser.2023.113609
Amaripadath, D., Rahif, R., Velickovic, M., & Attia, S. (2023). A systematic review on role of humidity as an indoor thermal comfort parameter in humid climates. Journal of Building Engineering, 68, 106039. https://doi.org/10.1016/j.jobe.2023.106039
Angelo, T. A., & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers.
Ausubel, D. P. (1963). The psychology of meaningful verbal learning. The psychology of meaningful verbal learning. Grune & Stratton.
Ausubel, D. P. (2000). Preview of Assimilation Theory of Meaningful Learning and Retention. The Acquisition and Retention of Knowledge: A Cognitive View (pp. 1–18). Springer Netherlands. https://doi.org/10.1007/978-94-015-9454-7_1
Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ, 1986, 23–28.
Bandura, A. (1997). Self-efficacy: The exercise of control. Macmillan.
Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York: McKay, 20, 24.
Bowler, L., Wang, K., Lopatovska, I., & Rosin, M. (2021). The meaning of "participation" in co-design with children and youth: Relationships, roles, and interactions. Proceedings of the Association for Information Science and Technology, 58(1), 13–24. https://doi.org/10.1002/pra2.432
Clark, D. B., Hernández-Zavaleta, J. E., & Becker, S. (2023). Academically meaningful play: Designing digital games for the classroom to support meaningful gameplay, meaningful learning, and meaningful access. Computers & Education, 194, 104704. https://doi.org/10.1016/j.compedu.2022.104704
Dai, J., Ouyang, Y., Hou, J., & Cai, L. (2023). Long-time series assessment of the sustainable development of Xiamen City in China based on ecological footprint calculations. Ecological Indicators, 148, 110130. https://doi.org/10.1016/j.ecolind.2023.110130
De Jans, S., Van Geit, K., Cauberghe, V., Hudders, L., & De Veirman, M. (2017). Using games to raise awareness: How to co-design serious mini-games? Computers & Education, 110, 77–87. https://doi.org/10.1016/j.compedu.2017.03.009
Deci, E. L., & Ryan, R. M. (1980). Self-determination theory: When mind mediates behavior. The Journal of Mind and Behavior, 33–43.
Deci, E. L., & Ryan, R. M. (2010). Self-determination. The Corsini Encyclopedia of Psychology, 1–2. https://doi.org/10.1002/9780470479216.corpsy0834
Dorph, R., Bathgate, M. E., Schunn, C. D., & Cannady, M. A. (2018). When I grow up: the relationship of science learning activation to STEM career preferences. International Journal of Science Education, 40(9), 1034–1057. https://doi.org/10.1080/09500693.2017.1360532
Dugdale, S., Eklund, J., & Bradley, B. A. (2022). Communicating in STEM: A quantitative study of undergraduate engagement in group work. Journal of Higher Education, 93(1), 86–106.
Flavell, E., Green, M., & Smith, A. (2023). Social skills in STEM education: A study on the effect of cooperative learning. Studies in Educational Evaluation, 67, 101–110.
Ghobadi, M., & Sepasgozar, S. M. (2023). Circular economy strategies in modern timber construction as a potential response to climate change. Journal of Building Engineering, 77, 107229. https://doi.org/10.1016/j.jobe.2023.107229
Gonida, E. N., & Voulala, K. (2020). Self-regulated learning and academic achievement: The mediating role of students’ mastery goals and intrinsic interest. Frontiers in Psychology, 11, 506.
Hart, R. A. (1992). Children’s participation: From tokenism to citizenship. https://ideas.repec.org/p/ucf/inness/inness92-6.html
He, B., Li, B., & Zhu, X. (2023). Carbon footprint prediction method for linkage mechanism design. Environmental Science and Pollution Research, 30(21), 60150–60167. https://doi.org/10.1007/s11356-023-26556-7
Hofstein, A., & Mamlok-Naaman, R. (2011). High-school students’ attitudes toward and interest in learning chemistry. Educación Química, 22(2), 90–102. https://doi.org/10.1016/S0187-893X(18)30121-6
Holbrook, J., & Rannikmae, M. (2017). Enhancing students scientific and technological literacy. Science Education Review, 16(3), 22–29.
Huizinga, E. (1955). The physiological and clinical importance of experimental work on the pigeon’s labyrinth. The Journal of Laryngology & Otology, 69(4), 260–268. https://doi.org/10.1017/S0022215100050635
Hwang, J., Jeong, J., Lee, M., Jeong, J., & Lee, J. (2023). Establishment of outdoor thermal comfort index groups for quantifying climate impact on construction accidents. Sustainable Cities and Society, 91, 104431. https://doi.org/10.1016/j.scs.2023.104431
Höft, L., Bernholt, S., Blankenburg, J. S., & Winberg, M. (2019). Knowing more about things you care less about: Cross‐sectional analysis of the opposing trend and interplay between conceptual understanding and interest in secondary school chemistry. Journal of Research in Science Teaching, 56(2), 184–210. https://doi.org/10.1002/tea.21475
Intergovernmental Panel on Climate Change (IPCC). (2023). Climate Change 2022 – Impacts, Adaptation and Vulnerability. Cambridge University Press. https://doi.org/10.1017/9781009325844
Jahnke, I., Meinke-Kroll, M., Todd, M., & Nolte, A. (2022). Exploring artifact-generated learning with digital technologies: Advancing active learning with co-design in higher education across disciplines. Technology, Knowledge and Learning, 27(1), 335–364. https://doi.org/10.1007/s10758-020-09473-3
Jang, H. (2021). Research skills in STEM education: A curriculum design approach. Studies in Science Education, 57(2), 213–237.
Jonassen, D. H., & Strobel, J. (2006). Modeling for meaningful learning. Engaged Learning with Emerging Technologies, 1–27. https://doi.org/10.1007/1-4020-3669-8_1
Keramitsoglou, K., Litseselidis, T., & Kardimaki, A. (2023). Raising effective awareness for circular economy and sustainability concepts through students’ involvement in a virtual enterprise. Frontiers in Sustainability, 4, 1060860. https://doi.org/10.3389/frsus.2023.1060860
Kiehle, J., Kopsakangas-Savolainen, M., Hilli, M., & Pongrácz, E. (2023). Carbon footprint at institutions of higher education: The case of the University of Oulu. Journal of Environmental Management, 329, 117056. https://doi.org/10.1016/j.jenvman.2022.117056
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of Educational Objectives, the Classification of Educational Goals, Handbook II: Affective Domain: Vol. II. David McKay.
Kumar, P., Sahani, J., Rawat, N., Debele, S., Tiwari, A., Emygdio, A. P. M., ... & Pfautsch, S. (2023). Using empirical science education in schools to improve climate change literacy. Renewable and Sustainable Energy Reviews, 178, 113232. https://doi.org/10.1016/j.rser.2023.113232
Laakso, N. L., Korhonen, T. S., & Hakkarainen, K. P. J. (2021). Developing students’ digital competences through collaborative game design. Computers & Education, 174, 104308. https://doi.org/10.1016/j.compedu.2021.104308
Lyons, T. (2006). The puzzle of falling enrolments in physics and chemistry courses: Putting some pieces together. Research in Science Education, 36(3), 285–311. https://doi.org/10.1007/s11165-005-9008-z
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement.
Ma’sum, M., & Jumadi, J. (2023, June). The effect of green open space (RTH) on the comfort index (THI) in the city of Tasikmalaya. AIP Conference Proceedings (Vol. 2727, No. 1). AIP Publishing. https://doi.org/10.1063/5.0141453
Möslinger, M., Ulpiani, G., & Vetters, N. (2023). Circular economy and waste management to empower a climate-neutral urban future. Journal of Cleaner Production, 421, 138454. https://doi.org/10.1016/j.jclepro.2023.138454
Niknam, M., & Thulasiraman, P. (2020). LPR: A bio-inspired intelligent learning path recommendation system based on meaningful learning theory. Education and Information Technologies, 25(5), 3797–3819. https://doi.org/10.1007/s10639-020-10133-3
Oliveira, H., & Bonito, J. (2023, May). Practical work in science education: A systematic literature review. Frontiers in Education, 8, 1151641. https://doi.org/10.3389/feduc.2023.1151641
Onowugbeda, F. U., Okebukola, P. A., Agbanimu, D. O., Ajayi, O. A., Oladejo, A. I., Awaah, F., Ademola, I. A., Gbeleyi, O. A., Peter, E. O., & Ige, A. M. (2022). Can the culturo-techno-contextual approach (CTCA) promote students’ meaningful learning of concepts in variation and evolution? Research in Science & Technological Education. https://doi.org/10.1080/02635143.2022.2084060
Oon, P., & Subramaniam, R. (2011). On the declining interest in physics among students – From the perspective of teachers. International Journal of Science Education, 33(5), 727–746. https://doi.org/10.1080/09500693.2010.500338
Orr, D. W. (1991). Ecological literacy: Education and the transition to a postmodern world. State University of New York Press.
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543
Partovi, T., & Razavi, M. R. (2019). The effect of game-based learning on academic achievement motivation of elementary school students. Learning and Motivation, 68, 101592. https://doi.org/10.1016/j.lmot.2019.101592
Pelch, M. A., & McConnell, D. A. (2017). How does adding an emphasis on socioscientific issues influence student attitudes about science, its relevance, and their interpretations of sustainability? Journal of Geoscience Education, 65(2), 203–214. https://doi.org/10.5408/16-173.1
Pellegrini, P. A. E. S. (2023). Extension and Education: Community radio as a social practice and vector of responsible information. Themes focused on interdisciplinarity and sustainable development worldwide. https://doi.org/10.56238/tfisdwv1-064
Potvin, P., & Hasni, A. (2014). Analysis of the Decline in Interest Towards School Science and Technology from Grades 5 Through 11. https://doi.org/10.1007/s10956-014-9512-x
Resnick, L. B. (2010). Nested Learning Systems for the Thinking Curriculum. Educational Researcher, 39(3), 183–197. https://doi.org/10.3102/0013189X10364671
Rillero, P. (2018). Communication in STEM education: Historical overview and future directions. Journal of STEM Education, 19(1), 29–34.
Schunk, D. H., & Zimmerman, B. J. (2012). Motivation and self-regulated learning: Theory, research, and applications. Lawrence Erlbaum Associates Publishers.
Sheldrake, R., Mujtaba, T., & Reiss, M. J. (2019). Students’ Changing Attitudes and Aspirations Towards Physics During Secondary School. Res Sci Educ, 49, 1809–1834. https://doi.org/10.1007/s11165-017-9676-5
Silva, C., Weinburgh, M., & Smith, K. H. (2019). The role of research skills in STEM education: Implications for teacher preparation. Journal of Science Teacher Education, 30(8), 853–872.
Simpson, E. J. (1966). The classification of educational objectives, psychomotor domain.
Stake, R. E. (2010). Qualitative Research: Studying How Things Work.
Simpson, E. J. (1972). The Classification of Educational Objectives: Psychomotor Domain. Illinois Journal of Home Economics, 16(4), 242–254.
Smith, A. (2023). Student Engagement and the Relevance of School Curriculum. Journal of Educational Psychology, 115(1), 34–47.
Szigeti, C., Major, Z., Szabó, D. R., & Szennay, Á. (2023). The ecological footprint of construction materials – A standardized approach from Hungary. Resources, 12(1), 15. https://doi.org/10.3390/resources12010015
Zimmerman, B. J. (2022). Self-Efficacy and educational development: A critical review. Educational Psychologist, 57(3), 223–244.
Zins, J. E., & Elias, M. J. (2007). Social and emotional learning: Promoting the development of all students. Journal of Educational and Psychological Consultation, 17(2–3), 233–255. https://doi.org/10.1080/10474410701413152
Teppo, M., Wang, H., Dorph, R. (2021a). Science learning and its impact on life choices. Science Education Journal, 35(2), 109–124.
Teppo, M., Holbrook, J., Rannikmäe, M. (2021b). Enhancing science education through innovative teaching approaches. Journal of Science Teacher Education, 32(5), 528–546.
Trilling, B., & Fadel, C. (2023). 21st century skills: Learning for life in our times. Journal of Curriculum Studies, 55(1), 102–117.
Turner, A., & Rushton, E. (2023). Preparing the next generation: Education’s role in climate action. Journal of Teacher Education for Sustainability, 25(1), 8–22.
Uralovich, K. S., Toshmamatovich, T. U., Kubayevich, K. F., Sapaev, I. B., Saylaubaevna, S. S., Beknazarova, Z. F., & Khurramov, A. (2023). A primary factor in sustainable development and environmental sustainability is environmental education. Caspian Journal of Environmental Sciences, 21(4), 965–975.
Vivek, T., & Balaji, K. (2023). Heat transfer and thermal comfort analysis of thermally activated building system in warm and humid climate – A case study in an educational building. International Journal of Thermal Sciences, 183, 107883. https://doi.org/10.1016/j.ijthermalsci.2022.107883
Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. https://doi.org/10.1080/00220272.2012.668938
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Wang, M.-T., Chow, A., Degol, J. L., Jacquelynne & Eccles, S. (2017). Does Everyone’s Motivational Beliefs about Physical Science Decline in Secondary School?: Heterogeneity of Adolescents Achievement Motivation Trajectories in Physics and Chemistry. Journal of Youth and Adolescence, 46, 1821–1838. https://doi.org/10.1007/s10964-016-0620-1
Yang, M., Chen, L., Wang, J., Msigwa, G., Osman, A., Fawzy, S., Rooney, D., Yap, P. (2023) Circular economy strategies for combating climate change and other environmental issues. Environ Chem Lett, 21, 55–80. https://doi.org/10.1007/s10311-022-01499-6
Yuana, S. L., Wiliyanto, W., Hadiyantono, T. A., Figueroa, M. J., Hapsari, M., & Pinem, M. L. B. (2024). Mundane circular economy policy: Mainstreaming CE education through the agency of schools. Journal of Cleaner Production, 440, 140847. https://doi.org/10.1016/j.jclepro.2024.140847
Downloads
Published
How to Cite
Issue
Section
License
The authors who publish in Eesti Haridusteaduste Ajakiri. Estonian Journal of Education agree to the following terms:
- This journal provides immediate open access to its content. All the articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
- Authors grant the journal right of (1) first publication and distribution of the article, (2) making it available to public, (3) public presentation.
- Authors have the right to enter into separate contractual arrangements for posting the article to an institutional repository or publish it in a book with an acknowledgement of its initial publication in this journal.
- Authors are permitted to post citations from their work online (e.g. on their website) with an acknowledgement of its initial publication in this journal (see Open Access).
