Promoting Proper Education for Sustainability: An Exploratory Study of ICT Enhanced Problem Based Learning in a Developing Country

Autor/inn/en	Roy, Amit; Kihoza, Patrick; Suhonen, Jarkko; Vesisenaho, Mikko; Tukiaianen, Markku
Titel	Promoting Proper Education for Sustainability: An Exploratory Study of ICT Enhanced Problem Based Learning in a Developing Country
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 10 (2014) 1, S.70-90 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-0556
Schlagwörter	Foreign Countries; Developing Nations; Information Technology; Problem Based Learning; Social Problems; Social Change; Change Agents; Children; Environmental Education; Fire Science Education; Fire Protection; Conservation (Environment); Conservation Education; Pretests Posttests; Educational Technology; Sustainability; Mixed Methods Research; Secondary School Students; Experimental Groups; Control Groups; Questionnaires; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Informationstechnologie; Problem-based learning; Problemorientiertes Lernen; Social problem; Soziales Problem; Sozialer Wandel; Child; Kind; Kinder; Umweltbildung; Umwelterziehung; Umweltpädagogik; Fire prevention education; Brandschutzerziehung; Brandbekämpfung; Conservation; Environment; Konservierung; Bewahung; Umwelt; Unterrichtsmedien; Nachhaltigkeit; Sekundarschüler; Fragebogen; Tansania
Abstract	One of the goals of education is to create responsible citizens who can adequately understand the problems faced by their societies and who can then act to help solve them. Such behaviour can be fostered through proper education that facilitates expert knowledge about social issues, nurtures the ability to think critically and grows the skills needed to pro-actively search for possible solutions. Through this study, we aimed to develop an Information and Communication Technologies (ICT) supported pedagogical framework "Children as Agents of Social Change" (CASC) as a possible vehicle to facilitate proper education about social issues. This article analyses the first implementation of the CASC framework carried out at schools in Tanzania. Forest fires in Tanzania are often caused by human activity and education about this pressing problem needs to be provisioned on a large scale. However, due to a lack of teachers and teacher expertise, this is not being done. We created a locally contextualized video supported by a Problem Based Learning (PBL) solution to connect local forest experts with school students. These students then creatively conducted PBL activities in order to help solve local environmental and conservation problems. Data was collected through pre- and post-tests of control-experimental groups and teacher interviews. Results suggest that the participants were enlightened as to a variety of active problem solving possibilities and that they ranked the CASC methodology as an effective approach to environmental education. (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados. Tel: 868-663-9021; Fax: 868-645-9741; Web site: http::ijedict.dec.uwi.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01