Article Sidebar
Article Details
The copyright belongs to the Environmental Education Association of Southern Africa (EEASA) under a Creative Commons Attribution license, CC-BY-NC-SA. It is a condition of publication that authors vest copyright in their articles in EEASA. Authors may use the article elsewhere after publication, providing the publishing details are included. More information may be found at https://creativecommons.org/licenses/by-nc-sa/4.0/.
References
Aitken, L. (2019, May). Teacher perspectives on using project-based learning. Teacher. https://www.teachermagazine.com.au/articles/teacher-perspectives-on-using-project based-learning, visited 16 May 2019.
Biedenweg, K., Monroe, M. C. & Wojcik, D. J. (2016). Foundations of environmental education. In M. Monroe & M. Krasny (Eds), Across the spectrum: Resources for environmental educators. Washington DC: North American Association of Environmental Education. pp.9-28. https://naaee.org/sites/default/files/ acrossthespectrum_8-1-16.pdf
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83, 39-43.
Cloud, J. (2014). The essential elements of education for sustainability (EfS). Journal of Sustainability Education, 6. http://www.jsedimensions.org/wordpress/ wp-content/uploads/2014/05/Cloud-Jaimie-JSE-May-2014-PDF-Ready2.pdf
David, J. L. (2008). What research says about … /Project-Based learning. Leadership, 65(5), 80-82. http://www.ascd.org/publications/educational_leadership/feb08/vol65/ num05/Project-Based_Learning.aspx
Duerden, M. D., & Witt, P. A. (2010). The impact of direct and indirect experiences on the development of environmental knowledge, attitudes, and behavior. Journal of Environmental Psychology, 30(4), 379-392.
Efstratia, D. (2014). Experiential education through project based learning. Procedia – Social and Behavioral Sciences. DOI: 10.1016/j.sbspro.2014.09.362.
English, M. C., & Kitsantas, A. (2013). Supporting student self-regulated learning inproblem-and project-based learning. Interdisciplinary Journal of Problem-Based Learning, 7(2), 128-150.
Genc, M. (2014). The project-based learning approach in environmental education. International Research in Geographical and Environmental Education, 24(2), 105-11.
Hume, T., & Barry, J. (2015). Environmental education and education for sustainable development. In J. Wright (Ed.), International encyclopedia of the social and behavioural sciences. Amsterdam, Netherlands: Elsevier. pp.733 -739.
Kilinç, A. (2010). Can project-based learning close the gap? Turkish student teachers and proenvironmental behaviours. International Journal of Environmental and Science Education, 5(4), 495–509.
King, J. (2017, April 3). The transformative impact of sustainability pedagogy and andragogy. [Blog post]. https://blogs.uco.edu/tts/the-transformative-impact-of-sustainability-pedagogy-and-andragogy/, visited 27 August, 2017.
Kollmuss, A., & Agyeman, J. (2002). Mind the gap: Why do people act
environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8(3), 239–260.
Larmer, J., & Mergendoller, J. R. (2010). Seven essentials for project-based learning.Educational Leadership, 68(1), 34–37.
Littledyke, M. (2008). Science education for environmental awareness: Approaches to integrating cognitive and affective domains. Environmental Education Research, 14(1), 1–17.
Lom, B. (2012). Classroom activities: Simple strategies to incorporate student-centered activities within undergraduate science lectures. Journal of Undergraduate Neuroscience Education, 11(1), A64-A71.https://www.ncbi.nlm.nih.gov/pmc/articles/ PMC3592730/
Malek, N. P., Hall, J. C., & Hodges, C. (2014). A review and analysis of the effectiveness of alternative teaching methods on student learning in economics. Hodges Perspectives on Economic Education Research 9(1), 75-85. http://cobhomepages.cob.isu.edu /peer/links/volumes/9.1/malek.pdf
Metz, D., McMillan, B., Maxwell, M., & Tetrault, A. (2010). Securing the place of educating for sustainable development within existing curriculum frameworks: A reflective analysis. Canadian Journal of Environmental Education, (15), 150-169.
Monroe, M. C., Wojcik, D. J., & Biedenweg, K. (2016). A variety of strategies characterise environmental education. In M. Monroe & M. Krasny (Eds.), Across thespectrum: Resources for environmental educators. Washington DC: North American Association of Environmental Education. pp.29-46. https://naaee.org/ sites/ default/ files/acrossthespectrum_8-1-16.pdf
Munoz-Pedreros, Andrés. (2014). Environmental education in Chile, a task pending. Ambiente & Sociedade, 17(3), 177-198. https://dx.doi.org/10.1590/S1414-753X2014000300011
Nation, M. (2008). Project-Based learning for sustainable development. Journal of Geography, 107(3), 102-111.
Pe’er, S., Goldman, D., & Yavetz, B. (2007). Environmental literacy in teacher training:Attitudes, knowledge, and environmental behavior of beginning students. The Journal of Environmental Education, 39(1), 45–59.
Roessingh, H., & Chambers, W. (2011). Project-based learning and pedagogy in teacher preparation: Staking out the theoretical middle ground. International Journal of Teaching and Learning in Higher Education, 23(1), 60–71.
Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st-Century skills requires 21st-Century teaching. Phi Delta Kappan, 94(2), 8–13.
Schoen, L., Weisheit, E., & Author. (2011, July-August). Communicating chemistry. Chemistry International News Magazine, 33(4). https://www.iupac.org/publications/ ci/2011/3304/1_author.html
Scott, C. L. (2015). The futures of learning: What kind of pedagogies for the 21st century? UNESCO Education Research and Foresight, Paris. ERF Working Paper Series, No. 15.
Sipos, Y., Battisti, B., & Grimm, K. (2008). Achieving transformative sustainabilitylearning: Engaging head, hands and heart. International Journal of Sustainability in Higher Education, 9, 68 -86.
Stefanou, C., Stolk, J., Prince, M., Chen, J., & Lord, S. (2013). Self-regulation and autonomy in problem- and project-based learning environments. Active Learning in Higher Education, 14, 109–122.
Stevenson, R. B., Brody, M., Dillon, J., & Wals, A. E. J. (Eds.) (2013). International handbook of research on environmental education. New York: Routledge.
Tamim, S. R., & Grant, M. M. (2013). Definitions and uses: Case study of teachers implementing project-based learning. Interdisciplinary Journal of Problem-Based Learning, 7(2), 72-101.
UNESCO-UNEP. (1978). Final Report Intergovernmental Conference on
Environmental Education. Organized by UNESCO in Cooperation with UNEP, Tbilisi, USSR, 14-26 October 1997, Paris: UNESCO.
UNESCO (2017). Education for sustainable development goals: Learning objectives. Paris: UNESCO.
Main Article Content
Project-based Learning for Environmental Sustainability Action
Abstract
The quest for social and economic development coupled with a growing population has led to complex and unsustainable interactions between humans and the natural resources of planet Earth. One approach to addressing complex, ‘wicked’ problems involves closing the gap between the sustainability knowledge of individuals and the competencies for positive environmental behaviours. Projectbased learning is one teaching-learning strategy which provides opportunities for cultivating a wide range of sustainability competencies to close this gap. Two cases are presented in this paper in which project-based learning was used for fostering environmental competencies and advancing sustainability. One relates to teachers in a graduate course, and the other, to students using an online learning platform. Evaluation of various qualitative documents and artefacts produced by participants revealed that i) teachers and students were motivated and enabled to take action on environmental and sustainability issues through project-based learning ii) participants’ environmental knowledge and sustainability competencies such as communication and collaboration skills were enhanced. School administrators should therefore encourage a culture where project-based learning is infused into the curriculum, and teachers’ collaborative efforts regarding projects are supported.
