By Leung Hau Wing Serene
Table of Contents:
1. Introduction
2. Overview of General Studies Curriculum
2.1. Storytelling
2.2. Learning Outside Classroom
2.3. Experiential Learning
3. Limitations
4. Conclusion
5. References
6. About the Author
1. Introduction
In 2018, the super typhoon Mangkhut destroyed approximately 46,000 trees in Hong Kong, as recorded by the Development Bureau (Esri, n/d). The large number of fallen trees sparked a sudden awareness of trees from the Hong Kong general public. The Internet was flooded with pictures of fallen trees which led to people showing more appreciation of the trees around them. From early education, we are expected to learn that trees play a significant role in the world as they provide oxygen, support living organisms, and are essentially a critical part of the sustainability of the ecosystem. Yet, people in Hong Kong seemed to neglect the existence trees until they were severely damaged by the typhoon. Is there more we could do as educators to address the lack of awareness and appreciation of trees? How can we design appropriate and effective lessons on topics related to our environment? This entry examines the current teaching practices related to environmental issues in Hong Kong primary curriculum. By exploring the General Studies (GS) curriculum, the entry will investigate the recommended teaching pedagogies by Hong Kong Education Bureau (EDB). It will then propose pedagogies that can provide meaningful learning experiences to students and could be useful and practical for in-service teachers.
2. Overview of the General Studies curriculum
General Studies is one of the core subjects in Hong Kong primary curriculum that consumes 12-15% of students’ total lesson time at school. It covers a wide range of topics, including national identity, Chinese culture, science, health, and technology. One of the major topics that spreads across the primary curriculum is environmental education. It aims to stimulate students’ care and concern for the environment by helping them to understand the characteristics of our living environment, to learn ways to conserve resources, and to acquire environmentally friendly habits (Curriculum Development Council (CDC), 2017). Students are encouraged to understand ‘the environment and practise green living’ (CDC, 2017, p.13). For example, one chapters in a GS Primary Four textbook helps students to learn the names and features of plants that are commonly found in Hong Kong. It also teaches how animals and plants rely on each other to survive and, therefore, people should protect the environment so that both animals and plants could live healthily (New General Studies, 2006). The ultimate goal is for students to transfer environmental knowledge and awareness they learn in lessons into pro-environmental behaviour which refers to actions that harm the environment as little as possible or are even beneficial to the environment (Steg and Vlek, 2008).
The challenge faced in environmental education is the gap between students’ awareness of environmental issues and their actions (Finger, 1994). The main teaching strategy recommended by the EDB is enquiry-based learning, which encourages students to derive new knowledge by drawing on their existing knowledge. Enquiry-based learning stimulates students’ interest and promotes active and constructive thinking processes (Kahn and O’Rourke, 2005). However, this approach risks falling short when applied to environmental education as its focus rests on transferring knowledge and raising awareness at the neglect of taking meaningful action. The entry thus offers other teaching strategies that could supplement enquiry-based learning. They include storytelling, learning outside classroom, and experiential learning. By incorporating these alternative strategies, students’ learning experiences and pro-environmental behaviour can be enriched.
2.1. Storytelling
Storytelling helps children to understand the world through oral language and cognitive tools such as images and metaphors (Egan, 1997). It can be understood as an engaging approach to support learning by transmitting knowledge and positive values (Kortner, 1988). For children from 3 to 8, a pair of binary opposites (i.e., good-bad, destroy-create, or beauty-ugliness) integrated into story-structuring was found to be effective in helping them make sense of their world and experiences (Hadzigeorgiou et al., 2011). Appropriate use of binary opposites also guides children in constructing meaning (Ogden, 1967).
Hadzigeorgiou and colleagues (2011) created a story combining elements of mental imagery, mystery, and wonder and employing a binary-opposite pair ‘security-insecurity’ to raise children's awareness about trees. The story involves two friends who live in a town where people started cutting trees for different reasons. Problems such as flood and people feeling unwell due to the polluted air start occurring around town. The ideas about how trees are an essential part of our life as they provide oxygen and protect from noise are embedded in the story. In their study, one group of children received information about trees in the traditional ways of photographs and direct teaching. The other group of children listened to the story. The results showed that children who listened to the story tend to remember more reasons on why trees are important than children in the expository teaching group. Children in the storytelling group also showed greater interest in participating in a tree planting activity than children who received expository teaching. Although remembering more information does not necessarily mean children will change their actions toward the environment in the future, the potential of storytelling by impacting children’s attitudes and raising their environmental awareness makes it worthwhile for educators to give it a try.
2.2. Learning Outside Classroom
Outdoor learning brings children to nature so that they can have direct contact with the natural environment. In this way, the classroom is extended beyond indoor to outdoor and knowledge could be constructed from outdoor experiences (Falk, 1983). Outdoor locations do not need to be far from schools. They could even be as close as the school garden or a park nearby. Outdoor learning may require more lesson preparations and teachers may encounter more disruptions than in a normal classroom. Some studies emphasised the importance of careful lesson planning with appropriate learning activities and assessments. For example, Ballantyne and Packer (2002) found that rather than using worksheets, note-taking, and reports during an outing, touching and interacting with the wildlife appear to contribute more to students’ learning. Learning also seems to be facilitated by students’ direct experiences of the environment and positive attitude of teachers towards the environment (Emmons, 1997). Furthermore, Orion and Hofstein (1994) highlighted the need for follow-up work with a clear association between outdoor activities and indoor activities. Sharing their experiences and further discussions after an outing would be useful to summarise what they have learnt and allow students to have time for their own self-reflection. Although effective outdoor learning provides an authentic experience for students, difficulties have also been documented by researchers. They include concerns over safety, teachers’ low confidence in teaching outdoors, shortages of time, and available resources and support (see Dillon et al., 2006). Carefully designed fieldwork and sufficient teaching training should be ensured for effective and meaningful learning.
2.3. Experiential Learning
Learning outside of classroom can also involve different environmental projects such as planting trees and cleaning creeks. Experiential learning not only can bring environmental awareness to children, but also instil a sense of social responsibility and respect towards the environment. Studies found that gardening and environmental education programs cultivate positive attitude towards nature in primary school children (Skelly and Zajicek, 1998; Waliczek and Zajicek, 1999). A primary school in the United States promoted pro-environmental behaviour by engaging students in different experiential activities such as recycling cans and paper, planting trees and flowers, and completing recycling projects. After a year, children were found to have changes in their environmental attitudes. Furthermore, by engaging in hands-on learning experiences, children are engaged in higher-order thinking and problem solving (Waliczek et al., 2003). School garden could include potted plants, in-ground planting or even ponds and butterfly garden which can easily help children participate in hands-on learning, developing close and personal experiences with nature.
This is supported by other research. For example, a phone survey study by Lohr and Pearson-Mims (2005) investigated the relationship between childhood experiences with nature and adult attitude towards plants. Results demonstrated that adults with both active and passive childhood experiences with nature, such as fruit picking or living next to a garden, tend to have positive perceptions of intrinsic values of trees. Adults who invested more time in gardening also reported being more appreciative of trees than those who have little gardening experience. However, maintaining a school garden requires knowledge and experience which could create stress for in-service teachers. Schools should provide support and some agricultural training for teachers so the school garden can become a successful teaching tool.
3. Limitations
Implementing alternative teaching pedagogies takes time and effort. The regular class timetable is usually packed with a planned curriculum and it is often difficult to find time to bring students outdoor or perform experiential learning. In a study conducted in a Hong Kong primary school, the researchers explored teachers’ experiences of a plastic waste programme implemented at school (So and Chow, 2018). The programme aims to raise students’ awareness of reducing plastic waste and enhance students’ knowledge of plastic resources by involving experiential learning such as recycling and sorting plastic waste. Teachers reflected that while the hands-on activity provided a different learning experience for students, the lack of manpower and time and also the increased teachers’ effort were challenging throughout the process. Some suggestions to overcome these difficulties include the utilisation of non-teaching time such as weekly assembly, lunch breaks and recess, cooperation with parents, and involvement of more students by training student ambassadors.
4. Conclusion
The superstorm brought sudden attention to trees and raised a question of why we pay attention to trees only when they are destroyed by a storm? Raising awareness and promoting pro-environmental behaviour are important in protecting our environment. Although many factors such as cultural, social or economic pressures may hinder action for sustainability (Hines et al., 1986/7), education can still play a powerful role in changing people’s attitudes and actions. By educating children, it may be possible to ensure that the next generation shows more appreciation for the environment. Teaching strategies including storytelling, learning outside the classroom, and experiential learning are suggested in this entry as effective approaches to environmental education. Challenges such as lack of time and manpower are expected. Therefore, teachers are encouraged to make use of non-teaching time and to involve parents and student helpers. Moreover, potential obstacles such as lack of confidence and experiences in teachers can also be foreseen. Schools should provide adequate support and teacher training so that environmental education would not become a burden to teachers.
5. References
Ballantyne, R. & Packer, J. (2002). Nature-based Excursions: School Students' Perceptions of Learning in Natural Environments. International Research in Geographical and Environmental Education, 11(3), 218-236.
Dillon, J., Rickinson, M., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2006). The Value of Outdoor Learning: Evidence from Research in the UK and Elsewhere. School Science Review, 87(320), 107.
Egan, K. 1997. The Educated Mind. Chicago: University of Chicago Press
Emmons, K. M. (1997). Perceptions of the Environment while Exploring the Outdoors: A Case Study in Belize. Environmental Education Research, 3(3), 327-344.
Esri. (n/d). Sensing the Force of the Typhoon Mangkhut. Retrieved from https://www.arcgis.com/apps/Cascade/index.html?appid=72d6a22d2c544ba3934d6b2c995ea7e5
Falk, J. H. (1983). Field Trips: A Look at Environmental Effects on Learning. Journal of Biological Education, 17(2), 137-142.
Finger, M. (1994). From Knowledge to Action? Exploring the Relationships between Environmental Experiences, Learning, and Behavior. Journal of Social Issues, 50(3), 141-160
Hadzigeorgiou, Y., Prevezanou, B., Kabouropoulou, M., & Konsolas, M. (2011). Teaching about the Importance of Trees: A Study with Young Children. Environmental Education Research, 17(4), 519-536.
Hines, J., Hungerford H., & Tomera, A. (1986/7). Analysis and Synthesis of Research on Responsible Environmental Behavior: A Meta-analysis. The Journal of Environmental Education, 18(2), 1–8.
Kahn, P., & O’Rourke, K. (2005). Understanding Enquiry-based Learning. In Barrett, T., Mac Labhrainn, I. & Fallon, H. (Eds.). Handbook of Enquiry and Problem Based Learning (pp. 1-12). Galway: CELT.
Kortner, A. (1988). Storytelling: Its Wide Ranging Implications in the Classroom. Retrieved from http://www.ericdigests.org/pre-929/wide.htm.
Lohr, V. I., & Pearson-Mims, C. H. (2005). Children's Active and Passive Interactions with Plants Influence their Attitudes and Actions toward Trees and Gardening as Adults. HortTechnology, 15(3), 472-476.
New General Studies (2nd ed.). (2006). Hong Kong: Educational Publishing House Ltd.
Ogden, C. (1967). Opposition. Bloomington, IN: University of Indiana Press.
Orion, N., & Hofstein, A. (1994). Factors that Influence Learning during a Scientific Field Trip in a Natural Environment. Journal of Research in Science Teaching, 31(10), 1097-1119.
Skelly, S. M., & Zajicek, J. M. (1998). The Effect of an Interdisciplinary Garden Program on the Environmental Attitudes of Elementary School Students. HortTechnology, 8(4), 579-583.
Steg, L., & Vlek, C. (2009). Encouraging Pro-environmental Behaviour: An Integrative Review and Research Agenda. Journal of Environmental Psychology, 29(3), 309-317.
So, W. W. M., & Chow, S. C. F. (2018). Environmental Education in Primary Schools: A Case Study with Plastic Resources and Recycling. Education, 3(13), 1-12.
Waliczek, T. M., & Zajicek, J. M. (1999). School Gardening: Improving Environmental Attitudes of Children through Hands-on Learning. Journal of Environmental Horticulture, 17(4), 180-184.
Waliczek, T. M., Logan, P., & Zajicek, J. M. (2003). Exploring the Impact of Outdoor Environmental Activities on Children Using a Qualitative Text Data Analysis System. HortTechnology, 13(4), 684-688.
6. About the Author
Leung Hau Wing Serene
MEd, The University of Hong Kong
Email: serene.leung@gmail.com