Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/15366
Title: 
Using mobile learning technologies for primary environmental education in Singapore schools
Authors: 
Keywords: 
3Rs
Environmental education
Mobile learning
Primary
Issue Date: 
Nov-2006
Citation: 
Zhang, B., Looi, C. K., Chen, W., Tan, N. Y. L., 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 (pp. 1007-1016). Singapore: National Institute of Education.
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 mobiletechnology
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.
Description: 
This paper was presented at the International Science Education Conference (ISEC 2006), held in Singapore from 22 - 24 Nov 2006
URI: 
Appears in Collections:Conference Papers

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