Integrating Role-Play with Case Study and Carbon Footprint Monitoring: A Transformative Approach to Enhancing Learners' Social Behavior for a More Sustainable Environment

Autor/in	Oliver, Simon
Titel	Integrating Role-Play with Case Study and Carbon Footprint Monitoring: A Transformative Approach to Enhancing Learners' Social Behavior for a More Sustainable Environment
Quelle	In: International Journal of Environmental and Science Education, 11 (2016) 6, S.1323-1335 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3065
Schlagwörter	Role Playing; Environment; Simulation; Case Studies; Climate; Animal Husbandry; Surveys; Attitude Measures; Intervention; Knowledge Level; College Students; Pretests Posttests; Questionnaires; Feedback (Response); Technology Uses in Education; Handheld Devices; Public Policy; Foreign Countries; Social Behavior; Behavior Change; Transformative Learning; United Kingdom + Suchen Sie Ihr Suchwort? Rollenspiel; Umwelt; Simulation program; Simulationsprogramm; Case study; Fallstudie; Case Study; Klima; Tierhaltung; Survey; Umfrage; Befragung; Wissensbasis; Collegestudent; Fragebogen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Öffentliche Ordnung; Ausland; Social behaviour; Soziales Verhalten; Pädagogische Transformation; Großbritannien
Abstract	Learners were separated into groups representing the interests of parties that typically negotiate environmental affairs in real world scenarios (conservationists, scientists, politicians, NGOs, stakeholders), and tasked with preparing role-play simulations using a variety of flipped learning techniques. Learners' carbon footprints were monitored pre and post intervention, and CO2 emission scores were used as a proxy for their behaviour towards the environment. Five role-play simulations were run overall. These were integrated with case studies associated with fisheries issues, and climate change. Anonymous participant surveys indicated that learners responded positively to the intervention, and participants' CO[subscript 2] emission scores improved significantly (T[subscript 1,59] = 2.723, p = 0.009). In the context of environmental sciences, learners that engage in the integrated role-play and case study approach may benefit from flipped learning techniques to prepare their simulations, and gain confidence from self-actualizing moments of achievement when they realize an improvement in their environmental behaviour. (As Provided).
Anmerkungen	LOOK Academic Publishers. Knobbelzwaansingel 211 Den Haag 2496LN, Netherlands. Tel: 31-20-217-0912; e-mail: editor@lookacademy.nl; Web site: http://www.ijese.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01