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Using mobile learning technologies for primary environmental education in Singapore schools
Citation
Zhang, B. H., Looi, C. K., Chen, W., Tan, N., Seow, S. K., Oh, T. T., & Chung, T. M. (2006). Using mobile learning technologies for primary environmental education in Singapore schools. In Y. J. Lee, A. L. Tan, & B. T. Ho (Eds.), Proceedings of ISEC 2006: Science education: What works [CD-ROM] (pp. 1007-1016). National Institute of Education (Singapore).
Author
Zhang, Baohui
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Tan, Nicholas Yew Lee
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Oh, Teck Tiong
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Chung, Tze Min
Abstract
How should and how do primary students learn about environmental issues and be actually involved in actions to participate in Reduce, Reuse or Recycle (3Rs) things that people usually throw away? This study uses an inquiry-based experiential learning approach to involve students in investigating how wastes are produced and what impact 3Rs can have on protecting the environment. By taking advantage of mobile learning technologies, i.e. PDAs and their inter-connectivity with the Internet, this study tries to answer the following questions: (a) How to design inquiry-based learning activities that make use of mobile learning technologies? (b) What are the student learning outcomes when using mobile technology integrated curricula? (c) How do teachers integrate mobile learning technologies for student-centered learning? Primary four teachers, Heads of Department of Science and IT, and students from six Singapore schools participated in the pilot study involving the National Environmental Agency (NEA) and a local supermarket chain store. We selected two classes each from two of the schools, and tracked student activities and learning trajectories. Field notes, surveys of student and teacher technology competence and attitude, pre- and post-tests of student understanding of 3Rs, target student and teacher interviews, audios of target group conversation, classroom videos and student artifacts, are collected and analyzed. Our preliminary results showed that students’ understanding of 3Rs was improved; they held positive attitude towards using PDAs in learning, and their skills in using PDAs was improved significantly.
Date Issued
November 2006
Description
This paper was presented at the International Science Education Conference (ISEC) 2006, held in Singapore from 22 - 24 Nov 2006.