2010 arbaat & intan appln of constructivism approach

7/31/2019 2010 Arbaat & Intan Appln of Constructivism Approach

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THE APPLICATION OF CONSTRUCTIVISM APPROACH IN

THE ENVIRONMENTAL EDUCATION THROUGH

FIELDWORK STRATEGY

Arbaat HassanUniversiti Kebangsaan Malaysia

[email protected]

Sharifah Intan Sharina Syed abdulahUniversiti Kebangsaan [email protected]

ABSTRACTConstructivism approach is the teaching and learning approach established throughresearches done by cognitive psychologists. Among the pioneers of this theory werePiaget, Brunner and Brand, Dewey, and Ausubel. Environmental education is an aspect of education consisted of humans, environment, and the interaction between humans andenvironment components. Constructivism based approach in this paper suggests fieldworkactivities strategy as the most applicable method for environmental education. Fieldworkactivities will result the experiential learning through active learning and student-centeredstrategies. As the outcomes of this strategy, students said to be able to build newknowledge and deeper understanding about the components of environmental education.Later, this result will be their prior knowledge when attending the formal teaching and

learning in the classroom. Besides, fieldwork activity provides opportunity to students todevelop environmental skills through research activity which will be included in theactivity. Overall, the teaching and learning environmental education by implementing theconstructivism approach provides an opportunity for students to demonstrate their abilitiesand to get out of the “dark” box.

Keywords: constructivism approach, environmental education, fieldwork strategy

INTRODUCTIONEnvironmental Education is generally defined as an “education that aims to produce peoplewho are knowledgeable about biophysics environment and problems associated therewith,awareness about how to solve these problems, and motivate them to sacrifice in order to

meet these targets” (Stapp 2005). In Malaysia, the Department of Environment andInstitution of Environment and Development (LESTARI UKM) (2004) interpretsenvironmental education is the learning to understand human interactions with theenvironment and how the environment is managed wisely and responsibly towards thesustainability of life on Earth. This process involves education about the environment, for environment and through (in) environment. According to Queensland Department of Education in Cutter (2002), this approach refers to the learning on how to care for our environment involves understanding concepts about the environment, developingsensitivities through (in) the environment and fostering values that commit us to acting for the environment. This last aspect is perhaps the most important; knowledge about theexperience of the environment has limited value unless they are accompanied by a desireto actively care for the Earth, other people and ourselves.

Environmental Education has been globally evolved since 1970’s especially after

Tbilisi Conference held in Georgia on 1977. Extension of that, Environmental Education1



has become increasingly popular in the late 1980’s when this issue began to be discussedamong politicians and parties in educational institutions. It was also said to be able to meetthe agenda of Education for Sustainable Development which aims to deliver knowledgeand skills for lifelong learning to help them find solutions to environmental, economic andsocial issues (Cigdemoglu et al. 2008).

Environmental Education in Malaysia was implemented in 1982 through the Manand Environment ( Alam dan Manusia) subject taught for primary schools. However, Arbaat(1992; 2006) indicated that this subject was abrogated by the Ministry of Education due tothe problem. However, a new subject called Local Studies (Kajian Tempatan) wasintroduced and replaced the previous subject. Components that composed by history,geography, science, civic, environment, and health were then practiced in this new subject.Chelliah 1992 said that those components failed to deliver to students at one time becausethere were too much to be integrated within one subject. Since then, there was no singlesubject used to deliver environmental education specifically to students at school level.

Presently, Environmental Education is implemented in the school curriculumthrough cross-curricula approaches. Uzun et al. (2008) stated that environmental educationbased on integration cross the curriculum should be directed to activities involve thinking,heart and harmonious actions. This is because, it provides opportunities for learning and

long-term and experience that combines harmony between humans and the environment.However, even though it has been done for 11 years, but still most of the teachers do notintegrate this approach into their particular subject. According to Susan et al. (2005), thismay due to the lack of guidance for teachers to develop their own method/s to deliver Environmental Education. Even though, there is a guide book provided by the Ministry of Education but seems that most of teachers ignore this guide book. This book is said to benot proper and clear enough to guide them about on how to implement EnvironmentalEducation in the best way. This statement is supported by Daniel and Thiagarajan (2006)who said that Environmental Education is lack of an effective framework, training, andcapacity building for teachers and education officials to set and implement environmentaleducation.

Related with this scenario, this paper proposes fieldwork strategy as the alternativeand suitable applicable method in teaching and learning the Environmental Education. Thisstrategy derives from constructivism approach that suggests student-based learning as themost important aspect to develop knowledge actively by students themselves throughexperience (Palmer, 1998). According to Acar and Tarhan (2008), active learning provideopportunities to students to involve with higher thinking order, which will expose them withdeeper knowledge and contribution to the construction of new knowledge andunderstanding, as well as the skills.

CONSTRUCTIVISM IN ENVIRONMENTAL EDUCATION

In the pedagogical approach, constructivism approach is thought to be one of the mosteffective approaches in teaching and learning the Environmental Education. Actually, it isquite difficult to get a direct statement about the study proves that constructivism approachas the best approach for education purpose. However, there is some statements has beensupporting this approach based on the concept of constructivism.

Constructivism is defined as an approach of teaching and learning whichestablished through researches by cognitive psychologists. Among those pioneers of thistheory are Piaget, Brunner and Brand, Dewey, and Ausubel. In this theory, the mostimportant aspect of teaching is the student-centered learning approach developed throughthe construction of knowledge by a person by themselves actively. Learning actively by Acar and Tarhan (2008) provides an opportunity for students to engage with high level of thinking that is not only provide more in-depth knowledge but also contributed to theconstruction of new knowledge and understanding.

In context of education, students will build their knowledge based on their dailyexperiences. Experience is obtained through an interaction with the physical and socialworld. When experience is taken through the process of teaching and learning in the

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classroom, experience is conceived as prior knowledge. Prior knowledge will befundamental to the construction of new knowledge. Further, new knowledge will be formedthrough the relationships between existing knowledge and concepts of a Science subject. Also, the characteristics of constructivist teaching models include: prompting students toobserve and formulate their own questions; allowing multiple interpretations and

expressions of learning; encouraging students to work in groups; and in the use of their peers as resources to learning (Zhao 2003).

Based on the concept of Environmental Education given by the MalaysianDepartment of Environment and LESTARI UKM (2004), the relevance of these conceptswith the Constructivism approach can be seen through the model that has been formed byPalmer (1998). Based on this model, Palmer thought that the educational experienceshould be supplied to students to enable them to achieve appropriate knowledge,understanding and concepts about the environment. Therefore, critical assessment can beformed based on the internal relations of students. Investigation tasks and an opportunityto obtain experience through the senses and reflection through the environment must beplanned to enhance the process of holistic development of students such as skills,knowledge, attitudes and environmental awareness. Therefore, through the constructivismapproach, integration of environmental education in the curriculum should be able to

produce a significant teaching and learning. According to the constructivism theory approach, learning can be produced when

students have a firmed prior knowledge. From the prior knowledge, the development of knowledge later will occur through acquired learning experience. For example, through theintegration of environmental education with science subjects, learning can be producedwhen the information provided with environmental issues supported by basic scientificknowledge on issues including personal and social technology (Akςay 2008).

Figure 1: Model for teaching and learning in environmental education: componentsof the planning task (Akςay 2008).

Through a combination of these three components in constructivism approach, theteaching and learning is said to be able to produce better learning process for students inEnvironmental Education. This was proven by a study conducted by Akςay (2008) which

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showed exposure of students with constructivism method produces better achievementand involvement with the environment more actively. In addition, through this approach,students will enjoy the learning process as the Constructivism approach create excitementlearning environment

THE IMPLIMENTATION OF ACTIVE LEARNING WITHIN FIELDWORK INENVIRONMENTAL EDUCATION

Constructivism approach, as mentioned previously, encourages students to participateactively in the sessions of teaching and learning, thus produces amusing learningenvironment. This is said to be following by various strategies which can be adopted inteaching and learning constructivism approach. In order to highlight the constructivismapproach in environmental education, several proposals have been submitted by severalresearchers. For example, Cigdemoglu et al. (2008) considered learning strategies wouldinvolve active students’ participation (in field work, games, discussion, questioning, etc.)wich can be used in environmental education learning activities.

Fieldwork is considered to be a major component within geography, earth scienceand environmental sciences curricula and is advocated as an effective learning

environment by virtually all those who involved in the teaching and learning thesedisciplines (Besenyei et al. 2003; 2004). Learning strategies through fieldwork isconsidered to be the most suitable strategy to be applied as learning through fieldwork inenvironmental education. It provides long-term effects of changes in concept developmentand a positive attitude. However, this will only happen if the method of learning is activelyapplied through field work continuously or frequently. According to Uzun et al. (2008), bythis way, the quality of environmental education could be improved.

For Santos (2008), the strategies could be implemented through integration withthe curriculum. Among strategies proposed by Santos was to expose students to theenvironmental problems in the environment where they live, connecting with theenvironmental education learning continuously, change activities in the science laboratorypractical work to an environmentally-friendly activities with control use of chemicals, usingthe approach Constructivism in teaching and learning process and so forth. Based on thisstatement, they suggested that fieldwork to be one of the most applicable strategies to beused in teaching and learning environmental education.

Hudson (2001), on the other hand, said that effective environmental educationshould help students to discover more about the natural world, assemble information andfacts, and solve problems. Through organized field work, students will be given theopportunity to interact with environment and observe their environmental problems directlyby using the various senses they have. From the observation and interaction, studentsshould create relationships with their existing knowledge using a variety of conceptsderived from learning theory within various subjects. As stated by Uzun et al. (2008), thisway allowed students to achieve the synthesis level of cognitive. Besides, by theopportunity given to experience the nature of environment will form an interest and curiosityamong students so that the formation of attitudes towards the environment stronger (Hungerford & Volk 1990). Noted that concept based on this theory is not only limited topoint to science subjects, but also other subjects.

Once the relationship between theory and observation is made, students will get areliable injection spirit or consciousness which could change attitudes, skills and actions intheir efforts to protect the environment. This shows that by using the concept of knowledge,students will experience a shift thinking to a more critical thinking through hands on andminds on activities as well as increasing students’ motivation and ability to think criticallyabout environmental issues in an enjoyable activity. This will always affect motivation toindividuals regardless of student level or lower. Furthermore, excitement can be achievedthrough field work because students will feel free from the fetters classroom environment(Uzun et al. 2008). Therefore, the lesson of Environmental Education cannot happen inrigidly planned classroom activities where the teacher and the text book are the onlysource of information (Xulu 2006). In that case, students should be invited to move their education beyond the walls of the classroom and engage in genuine action. They should

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be given an opportunity to synthesize knowledge, skill and character; to test their preconception and misconception against real experience; and to learn both to follow andto lead as members of a learning organization (Hudson 2001).

Through teaching and learning activities using field work, the effect can be seennot only on changes to students but to teachers and teachers’ prospective through special

programs. Tiwi (2006) reported a study by Chang shows prospective teachers in theCollege of Batu Lintang about the effectiveness of fieldwork activities in EnvironmentalEducation in term to build knowledge and attitude. Results of this study also indicate thatsuccessful fieldwork will provide opportunities for future teachers to experience and engagewith the environment indirectly. In addition, programs such as this is said to affect theformation of values, increased knowledge and awareness of environmental knowledge andpedagogical skills for them to implement Environmental Education in schools. Thisstatement was supported by Tiwi himself. According to Tiwi (2007), environmentaleducation programs conducted outside the classroom through hands on and minds onactivities help a lot in raising the awareness about the environment, pedagogy of teachingand learning as well as enhancing the spirit and motivation to integrate environmentaleducation in teaching and learning subjects respectively.

GAINING EXPERIENCE THROUGH FIELDWORK STRATEGY OF LEARNING

In the previous part, we keep mentioning on how fieldwork strategy of learning provideexperience to students. Experiential learning theory defined learning as the process,whereby, the knowledge will be created through the transformation of experience.Knowledge is results from the combination of grasping and transforming experience (Kolb1984).

Experiential learning is not limited to fieldwork activities. Learning theenvironmental education in classroom will provide experience to students as well.However, experiences gained from fieldwork activities are different as it provides anopportunity for students to interact with the environment directly. Students may observe thenature of environment or the destruction of environment which most of it caused by humanactivities. And live observation was believe to give affect on students’ awareness and thuschanges on their attitude toward environment.

Experiential learning steps in the fieldwork can be said as a four-step processwhich involves with experience, reflects, generalization and application (Bunting 2006).This four-steps will form a cycle and illustrated in Fig 2. An experience in fieldwork engagesthe students through direct participation in an activity. It usually, though not always,involves a psychomotor component. The second step of the experience is reflecting on or discussing the experience by answering question. These questions may appear from their curiosity base on the experience on the field. The third step, generalization, takes reflectionand discussion to another level and considers what meaning there may have been andhow the meaning might relate to areas of life separate from the immediate experience tosituations in daily life that might have similarities with the present activity. Finally, the fourthstep is applying the generalized learning to a situation that was discussed in term of transferability. That application becomes another experience in itself.

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Experience

Generalization

Reflecting Application



Figure 2: Experiential learning steps (Bunting 2006)

Experience gain by students during fieldwork depends on their roles in the activity.There are two types of students’ roles; either as the (i) learner-practitioner or (ii)

researcher. Both will provide difference experience. When they take a role as learner-practitioner, they will enter the field to learn new knowledge and skills to apply those theyalready posses. But if they take the role of researcher, they will be involve in gathering datato test stated hypothesis or maybe to form new hypothesis.

To ensure this to happen, the Association for Experiential Education (AEE) providedan outline of the principles that must be considered to support the practice of experientiallearning through fieldwork activities. The principles are (i) carefully choose an experienceto be given to students which are supported by reflection, critical analysis, and synthesis;(ii) the experience should require students to take initiative, make decisions, and beaccountable for the results; (iii) students are given opportunities to actively engage inposing questions, investigating, experimenting, being curious; solving problems, assumingresponsibility, being creative, and constructing meaning; (iv) students get involved in the

activities intellectually, emotionally, socially, soulfully and/or physically; (v) the results of thelearning form the basis for future experience and learning; (vi) develop and nurturerelationship between students to self, others and to the world at large; (vii) may involve anexperience such as success, failure, adventure, risk-taking, and uncertainty as theoutcomes of experience cannot be totally predicted; give opportunities to students toexplore and examine their own values; (viii) ensure the safety of students, physically andemotionally; and (iv) the design of activities must include an experience of learning fromnatural consequence, mistakes and success (Gilbertson et al. 2006).

In that case, teachers must ensure they are well prepared to bring their studentsoutside of the classroom and experiencing different learning environment. Teachers shouldplan in advance for fieldwork, developing instructional objectives, well planned learningactivities for students before, during, and after the trip, and also relevant assessment (Bass

et al. 2009).

CHALLENGES TO IMPLEMENT CONSTRUCTIVISM APPROACH AND FIELDWORKSTRATEGY IN ENVIRONMENTAL EDUCATION

In an effort to inculcate constructivism approach to teaching and learning in environmentaleducation, some problems have been identified. These problems affect the implementationof the approach effectively. The most obvious problem is that each individual obviously hascertain differences between each other. These differences include several aspects such asbackground, experience and cognitive aspects. Each of these aspects would impact thelevel of students’ cognitive structure and their inter-related. As said by Balim et al. (2008),compared to traditional approaches, applications of Constructivism approach have led tochallenges in terms of teachers’ skills to understand the level of existing cognitive

structures of students.Many teachers have found difficulty in implementing the approach in

constructivism in the classroom. According to Ibrahim (2008), these things happen as aresult of weaknesses in terms of teachers' lack of relevant skills. In this context, relevantskill was referred as an ability to control students and keep the questions that couldincrease the curiosity of students about the subjects which will enhance active involvementamong students in the process of teaching and learning activities.

Development of Environmental Education provides new issues, discoveries,research findings and development from time to time. Teachers as primary informationsource for students should be sensitive to changes in information about the knowledgerelated to environment. Therefore, knowledge about teachers’ content knowledge shouldbe strengthened. In term of fieldwork strategies in environmental education, teachers needto more or less know about the background of the place they are visiting (UNESCO).

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Other than that, Besenyei et al. (2003; 2004) stated that one of the “frustrations” of involvement with fieldwork was bad weather. When planning field work, teachers needed totake into account the weather factor. There were certain times that are not appropriate toconduct outdoor activities. For example in Malaysia, the northeast monsoon season is notsuitable to perform outdoor activities because students are exposed to great risk of heavy

rain and flooding.To perform fieldwork, cost aspects must also be taken into account. Fieldwork

usually requires a high cost for transportation; purchasing special equipment; preparation;obtaining permits; and buying food and supplies expenses. So, teachers are responsible tomanage remoteness location as it is not only affect the cost, but also the risk, safety, scaleand time (Gough et al. 2002).

As to conclude, careful planning is always required to get to the point where youare able to participate in an outdoor activity. There are few consideration to be taken asaccessibility characteristic that determine how easy or difficult it may be to organize or participate in fieldwork activities (Gough et al. 2002). Therefore, in order to ensurefieldwork activities maximally effective, UNESCO gave some tips about severalconsiderations. Instructor or teacher need to set the parameters to insure success. Thetask for the students can be one of several type but involve answering one important

questions in depth. Besides that, several ther considerations are important. These areinclude plans for student safety, a preliminary trip to make sure that the teachers is familiar with the resource, and discussion concerning student deportment on the trip.

CONCLUSION

In conclusion, activities of teaching and learning are based approaches implemented.Constructivism provides an opportunity for students to demonstrate their abilities to get outof the box thinking that they are normal. This is because student-centered activities thatemphasized the concept of constructivism approach will encourage students to engage inthinking skills at a higher level and involved in the process of sharing opinions withoutinfluenced by the opinions of teachers. Therefore, students are given the opportunity tothink creatively to give their opinions about an issue or to solve an environmental problem.

According to the opinion of Acar and Tarhan (2008)), this approach will not onlyhelp them getting a clearer explanation about the subject of learning, but also build their own contribution to the development of knowledge and understanding of them. However,Loughland et al. in Ozturk (2008) considered that apart from teaching strategies there mustbe strengthened environmental education with a selection of issues relevant to localconditions. Thus, the knowledge about environmental issues will contribute knowledge andawareness about the environment means leih

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