Environmental Learning Using a Problem-Based Approach in the Field: A Case Study of a Hong Kong School
Bibliographic record
Abstract
This study investigated the environmental learning of a group of senior geography students through a problem-based learning (PBL) field programme to see if the goals of education for the environment could be accomplished. In the PBL field programme, the students were given a problem statement concerning a real-life scenario of an old lady living in a remote village of Hong Kong. During the PBL field programme which also has adopted an action research framework, the students were observed to have identified the problem statement, set hypotheses, constructed the research methods and collected empirical data in an authentic environment all by themselves. This paper reports on the first cycle of this piece of action research. Data were collected both quantitatively and qualitatively via questionnaires, students' reflective journals, field observation notes and group interviews. The initial finding of this PBL field programme reveals that students had acquired more in-depth knowledge and extended their comfort zones in learning. They were able to develop and practice their critical thinking and problem-solving skills while they were working on the problem in the field. Although there was no evidence of sustained self-directed learning among the students, the PBL field programme offered them a framework for developing self-directed learning. An initial conclusion is that PBL in the field can provide a useful framework and direction for EE to accomplish the goals of education for the environment.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".