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: Zhang, Baohui
Looi, Chee-Kit
Chen, Wenli
Tan, Nicholas Yew Lee
Seow, Sen Kee
Oh, Teck Tiong
Chung, Tze Min
Keywords: 3Rs
Environmental education
Mobile learning
Primary
Issue Date: Nov-2006
Citation: Paper presented at the International Science Education Conference, Singapore, 22-24 November 2006
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.
URI: http://hdl.handle.net/10497/15366
Appears in Collections:Conference Papers

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