Abstract

Effective environmental education can contribute to the preservation of the natural world. It is difficult to give effective environmental education to students who are passive in the lessons. The traditional method of teaching boring too many students, which results in passive learning. Project-Based Learning (PjBL) presents students with a more pertinent and efficient learning environment that provides hands-on, practical, and interesting possibilities. This study is aimed to understand the student experiences in the course of environmental education using PjBL. Data about students’ PjBL experiences were collected from undergraduate prospective elementary education students through an end-of-semester survey consisting of open-ended questions. Students’ responses were examined using qualitative content analysis. Student responses revealed that PjBL creates an active learning environment and fosters students’ cognitive outcomes (knowledge) and behavioral outcomes (awareness). The findings offer insights into the course of environmental education which is using PjBL.

摘要

有效的环境教育有助于保护自然世界。对于课堂上处于被动的学生来说，很难进行有效的环境教育。传统的教学方法让学生感到厌烦，从而导致学习被动。基于项目的学习（PjBL）为学生提供了更加针对性和高效的学习环境，提供了动手、实用和有趣的可能性。本研究旨在了解学生在使用 PjBL 环境教育课程中的体验。有关学生 PjBL 经历的数据是通过包含开放式问题的学期末调查从未来的本科生中收集的。使用定性内容分析来检查学生的回答。学生的反馈表明，PjBL 创造了一个积极的学习环境，并培养学生的认知成果（知识）和行为成果（意识）。研究结果为使用 PjBL 的环境教育课程提供了见解。