Pedagogical framework for environmental science
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Pedagogical framework for environmental science Atul Sajjanhar 1
& Kenneth
Y. T. Lim 2 & Yuechao Ren 1
Received: 21 June 2019 / Accepted: 12 September 2019/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Through innovative use of technology, we propose a pedagogical framework to improve the achievement of the threshold learning outcomes defined for Australian curriculum in environmental science. The proposed framework is grounded in the theory of disciplinary intuitions. It aims to improve understanding of the local environment through assessment of microclimates, thereby developing increased understanding of complex environmental issues, and promote systemic change in environmental science education by engaging students in novel and authentic tasks. The proposed framework seeks to make environmental factors immediately relevant to students through study of their local environment. Students can develop an understanding of complex environmental issues through learning activities which interrogate the local environment datasets. Keywords Constructivist . Disciplinary intuitions . Threshold learning outcomes .
Academic standards . Information and communication technology (ICT)
1 Introduction Discipline-specific threshold learning outcomes (TLOs) for environmental science are developed for Australian undergraduate curriculum in a recently completed project (McBain et al. 2015). These learning outcomes which build on the foundation work of Jones et al. (2011) describe the agreed core knowledge and skills for environmental science graduates in Australia. The consensus TLOs for environmental science include distinct ways of thinking which characterize environmental science including “thinking critically and creatively in designing and evaluating sustainable alternatives and envisioning sustainable futures” (TLO 3.2) (McBain et al. 2015, p. 14). Environmental
* Atul Sajjanhar [email protected]
1
School of Information Technology, Deakin University, Geelong, VIC, Australia
2
Office of Education Research, National Institute of Education, Singapore, Singapore
Education and Information Technologies
science graduates are also expected to understand “environments at various scales, interdependencies between human societies and environments, and sustainability” (TLO 1.1) (McBain et al. 2015, p. 14). Environmental science is a complex area of study that is transdisciplinary, and involves both cognitive and affective learning (McBain et al. 2015). Graduates must understand local effect and application with an overarching awareness of large and complex systems. Research has shown that higher education students often develop an incorrect understanding of environmental factors based largely on incomplete knowledge and major misconceptions (Gautier et al. 2006; McCaffrey and Buhr, 2008). According to Robinson (2011), effective teaching in this area needs to take account of the misinformation that may have been previously learnt and find ways to construct new knowledge about the environment.
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