THE APPLICATION OF CONSTRUCTIVISM APPROACH IN THE ENVIRONMENTAL EDUCATION THROUGH FIELDWORK STRATEGY

Arbaat Hassan Universiti Kebangsaan Malaysia arbaat@yahoo.com

Sharifah Intan Sharina Syed abdulah Universiti Kebangsaan Malaysia sharifahshereen87@yahoo.com

ABSTRACT Constructivism approach is the teaching and learning approach established through researches done by cognitive psychologists. Among the pioneers of this theory were Piaget, Brunner and Brand, Dewey, and Ausubel. Environmental education is an aspect of education consisted of humans, environment, and the interaction between humans and environment components. Constructivism based approach in this paper suggests fieldwork activities strategy as the most applicable method for environmental education. Fieldwork activities will result the experiential learning through active learning and student-centered strategies. As the outcomes of this strategy, students said to be able to build new knowledge and deeper understanding about the components of environmental education. Later, this result will be their prior knowledge when attending the formal teaching and learning in the classroom. Besides, fieldwork activity provides opportunity to students to develop environmental skills through research activity which will be included in the activity. Overall, the teaching and learning environmental education by implementing the constructivism approach provides an opportunity for students to demonstrate their abilities and to get out of the dark box. Keywords: constructivism approach, environmental education, fieldwork strategy INTRODUCTION Environmental Education is generally defined as an education that aims to produce people who are knowledgeable about biophysics environment and problems associated therewith, awareness about how to solve these problems, and motivate them to sacrifice in order to meet these targets (Stapp 2005). In Malaysia, the Department of Environment and Institution of Environment and Development (LESTARI UKM) (2004) interprets environmental education is the learning to understand human interactions with the environment and how the environment is managed wisely and responsibly towards the sustainability of life on Earth. This process involves education about the environment, for environment and through (in) environment. According to Queensland Department of Education in Cutter (2002), this approach refers to the learning on how to care for our environment involves understanding concepts about the environment, developing sensitivities through (in) the environment and fostering values that commit us to acting for the environment. This last aspect is perhaps the most important; knowledge about the experience of the environment has limited value unless they are accompanied by a desire to actively care for the Earth, other people and ourselves. Environmental Education has been globally evolved since 1970s especially after Tbilisi Conference held in Georgia on 1977. Extension of that, Environmental Education
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has become increasingly popular in the late 1980s when this issue began to be discussed among politicians and parties in educational institutions. It was also said to be able to meet the agenda of Education for Sustainable Development which aims to deliver knowledge and skills for lifelong learning to help them find solutions to environmental, economic and social issues (Cigdemoglu et al. 2008). Environmental Education in Malaysia was implemented in 1982 through the Man and Environment (Alam dan Manusia) subject taught for primary schools. However, Arbaat (1992; 2006) indicated that this subject was abrogated by the Ministry of Education due to the problem. However, a new subject called Local Studies (Kajian Tempatan) was introduced and replaced the previous subject. Components that composed by history, geography, science, civic, environment, and health were then practiced in this new subject. Chelliah 1992 said that those components failed to deliver to students at one time because there were too much to be integrated within one subject. Since then, there was no single subject used to deliver environmental education specifically to students at school level. Presently, Environmental Education is implemented in the school curriculum through cross-curricula approaches. Uzun et al. (2008) stated that environmental education based on integration cross the curriculum should be directed to activities involve thinking, heart and harmonious actions. This is because, it provides opportunities for learning and long-term and experience that combines harmony between humans and the environment. However, even though it has been done for 11 years, but still most of the teachers do not integrate this approach into their particular subject. According to Susan et al. (2005), this may due to the lack of guidance for teachers to develop their own method/s to deliver Environmental Education. Even though, there is a guide book provided by the Ministry of Education but seems that most of teachers ignore this guide book. This book is said to be not proper and clear enough to guide them about on how to implement Environmental Education in the best way. This statement is supported by Daniel and Thiagarajan (2006) who said that Environmental Education is lack of an effective framework, training, and capacity building for teachers and education officials to set and implement environmental education. Related with this scenario, this paper proposes fieldwork strategy as the alternative and suitable applicable method in teaching and learning the Environmental Education. This strategy derives from constructivism approach that suggests student-based learning as the most important aspect to develop knowledge actively by students themselves through experience (Palmer, 1998). According to Acar and Tarhan (2008), active learning provide opportunities to students to involve with higher thinking order, which will expose them with deeper knowledge and contribution to the construction of new knowledge and understanding, as well as the skills. CONSTRUCTIVISM IN ENVIRONMENTAL EDUCATION In the pedagogical approach, constructivism approach is thought to be one of the most effective approaches in teaching and learning the Environmental Education. Actually, it is quite difficult to get a direct statement about the study proves that constructivism approach as the best approach for education purpose. However, there is some statements has been supporting this approach based on the concept of constructivism. Constructivism is defined as an approach of teaching and learning which established through researches by cognitive psychologists. Among those pioneers of this theory are Piaget, Brunner and Brand, Dewey, and Ausubel. In this theory, the most important aspect of teaching is the student-centered learning approach developed through the construction of knowledge by a person by themselves actively. Learning actively by Acar and Tarhan (2008) provides an opportunity for students to engage with high level of thinking that is not only provide more in-depth knowledge but also contributed to the construction of new knowledge and understanding. In context of education, students will build their knowledge based on their daily experiences. Experience is obtained through an interaction with the physical and social world. When experience is taken through the process of teaching and learning in the
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classroom, experience is conceived as prior knowledge. Prior knowledge will be fundamental to the construction of new knowledge. Further, new knowledge will be formed through the relationships between existing knowledge and concepts of a Science subject. Also, the characteristics of constructivist teaching models include: prompting students to observe and formulate their own questions; allowing multiple interpretations and expressions of learning; encouraging students to work in groups; and in the use of their peers as resources to learning (Zhao 2003). Based on the concept of Environmental Education given by the Malaysian Department of Environment and LESTARI UKM (2004), the relevance of these concepts with the Constructivism approach can be seen through the model that has been formed by Palmer (1998). Based on this model, Palmer thought that the educational experience should be supplied to students to enable them to achieve appropriate knowledge, understanding and concepts about the environment. Therefore, critical assessment can be formed based on the internal relations of students. Investigation tasks and an opportunity to obtain experience through the senses and reflection through the environment must be planned to enhance the process of holistic development of students such as skills, knowledge, attitudes and environmental awareness. Therefore, through the constructivism approach, integration of environmental education in the curriculum should be able to produce a significant teaching and learning. According to the constructivism theory approach, learning can be produced when students have a firmed prior knowledge. From the prior knowledge, the development of knowledge later will occur through acquired learning experience. For example, through the integration of environmental education with science subjects, learning can be produced when the information provided with environmental issues supported by basic scientific knowledge on issues including personal and social technology (Akay 2008).

Figure 1: Model for teaching and learning in environmental education: components of the planning task (Akay 2008).

Through a combination of these three components in constructivism approach, the teaching and learning is said to be able to produce better learning process for students in Environmental Education. This was proven by a study conducted by Akay (2008) which
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showed exposure of students with constructivism method produces better achievement and involvement with the environment more actively. In addition, through this approach, students will enjoy the learning process as the Constructivism approach create excitement learning environment THE IMPLIMENTATION OF ACTIVE LEARNING WITHIN FIELDWORK IN ENVIRONMENTAL EDUCATION Constructivism approach, as mentioned previously, encourages students to participate actively in the sessions of teaching and learning, thus produces amusing learning environment. This is said to be following by various strategies which can be adopted in teaching and learning constructivism approach. In order to highlight the constructivism approach in environmental education, several proposals have been submitted by several researchers. For example, Cigdemoglu et al. (2008) considered learning strategies would involve active students participation (in field work, games, discussion, questioning, etc.) wich can be used in environmental education learning activities. Fieldwork is considered to be a major component within geography, earth science and environmental sciences curricula and is advocated as an effective learning environment by virtually all those who involved in the teaching and learning these disciplines (Besenyei et al. 2003; 2004). Learning strategies through fieldwork is considered to be the most suitable strategy to be applied as learning through fieldwork in environmental education. It provides long-term effects of changes in concept development and a positive attitude. However, this will only happen if the method of learning is actively applied through field work continuously or frequently. According to Uzun et al. (2008), by this way, the quality of environmental education could be improved. For Santos (2008), the strategies could be implemented through integration with the curriculum. Among strategies proposed by Santos was to expose students to the environmental problems in the environment where they live, connecting with the environmental education learning continuously, change activities in the science laboratory practical work to an environmentally-friendly activities with control use of chemicals, using the approach Constructivism in teaching and learning process and so forth. Based on this statement, they suggested that fieldwork to be one of the most applicable strategies to be used in teaching and learning environmental education. Hudson (2001), on the other hand, said that effective environmental education should help students to discover more about the natural world, assemble information and facts, and solve problems. Through organized field work, students will be given the opportunity to interact with environment and observe their environmental problems directly by using the various senses they have. From the observation and interaction, students should create relationships with their existing knowledge using a variety of concepts derived from learning theory within various subjects. As stated by Uzun et al. (2008), this way allowed students to achieve the synthesis level of cognitive. Besides, by the opportunity given to experience the nature of environment will form an interest and curiosity among students so that the formation of attitudes towards the environment stronger (Hungerford & Volk 1990). Noted that concept based on this theory is not only limited to point to science subjects, but also other subjects. Once the relationship between theory and observation is made, students will get a reliable injection spirit or consciousness which could change attitudes, skills and actions in their efforts to protect the environment. This shows that by using the concept of knowledge, students will experience a shift thinking to a more critical thinking through hands on and minds on activities as well as increasing students motivation and ability to think critically about environmental issues in an enjoyable activity. This will always affect motivation to individuals regardless of student level or lower. Furthermore, excitement can be achieved through field work because students will feel free from the fetters classroom environment (Uzun et al. 2008). Therefore, the lesson of Environmental Education cannot happen in rigidly planned classroom activities where the teacher and the text book are the only source of information (Xulu 2006). In that case, students should be invited to move their education beyond the walls of the classroom and engage in genuine action. They should
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be given an opportunity to synthesize knowledge, skill and character; to test their preconception and misconception against real experience; and to learn both to follow and to lead as members of a learning organization (Hudson 2001). Through teaching and learning activities using field work, the effect can be seen not only on changes to students but to teachers and teachers prospective through special programs. Tiwi (2006) reported a study by Chang shows prospective teachers in the College of Batu Lintang about the effectiveness of fieldwork activities in Environmental Education in term to build knowledge and attitude. Results of this study also indicate that successful fieldwork will provide opportunities for future teachers to experience and engage with the environment indirectly. In addition, programs such as this is said to affect the formation of values, increased knowledge and awareness of environmental knowledge and pedagogical skills for them to implement Environmental Education in schools. This statement was supported by Tiwi himself. According to Tiwi (2007), environmental education programs conducted outside the classroom through hands on and minds on activities help a lot in raising the awareness about the environment, pedagogy of teaching and learning as well as enhancing the spirit and motivation to integrate environmental education in teaching and learning subjects respectively. GAINING EXPERIENCE THROUGH FIELDWORK STRATEGY OF LEARNING In the previous part, we keep mentioning on how fieldwork strategy of learning provide experience to students. Experiential learning theory defined learning as the process, whereby, the knowledge will be created through the transformation of experience. Knowledge is results from the combination of grasping and transforming experience (Kolb 1984). Experiential learning is not limited to fieldwork activities. Learning the environmental education in classroom will provide experience to students as well. However, experiences gained from fieldwork activities are different as it provides an opportunity for students to interact with the environment directly. Students may observe the nature of environment or the destruction of environment which most of it caused by human activities. And live observation was believe to give affect on students awareness and thus changes on their attitude toward environment. Experiential learning steps in the fieldwork can be said as a four-step process which involves with experience, reflects, generalization and application (Bunting 2006). This four-steps will form a cycle and illustrated in Fig 2. An experience in fieldwork engages the students through direct participation in an activity. It usually, though not always, involves a psychomotor component. The second step of the experience is reflecting on or discussing the experience by answering question. These questions may appear from their curiosity base on the experience on the field. The third step, generalization, takes reflection and discussion to another level and considers what meaning there may have been and how the meaning might relate to areas of life separate from the immediate experience to situations in daily life that might have similarities with the present activity. Finally, the fourth step is applying the generalized learning to a situation that was discussed in term of transferability. That application becomes another experience in itself.

Experience

Application Generalization

Reflecting

Figure 2: Experiential learning steps (Bunting 2006)

Experience gain by students during fieldwork depends on their roles in the activity. There are two types of students roles; either as the (i) learner-practitioner or (ii) researcher. Both will provide difference experience. When they take a role as learnerpractitioner, they will enter the field to learn new knowledge and skills to apply those they already posses. But if they take the role of researcher, they will be involve in gathering data to test stated hypothesis or maybe to form new hypothesis. To ensure this to happen, the Association for Experiential Education (AEE) provided an outline of the principles that must be considered to support the practice of experiential learning through fieldwork activities. The principles are (i) carefully choose an experience to be given to students which are supported by reflection, critical analysis, and synthesis; (ii) the experience should require students to take initiative, make decisions, and be accountable for the results; (iii) students are given opportunities to actively engage in posing questions, investigating, experimenting, being curious; solving problems, assuming responsibility, being creative, and constructing meaning; (iv) students get involved in the activities intellectually, emotionally, socially, soulfully and/or physically; (v) the results of the learning form the basis for future experience and learning; (vi) develop and nurture relationship between students to self, others and to the world at large; (vii) may involve an experience such as success, failure, adventure, risk-taking, and uncertainty as the outcomes of experience cannot be totally predicted; give opportunities to students to explore and examine their own values; (viii) ensure the safety of students, physically and emotionally; and (iv) the design of activities must include an experience of learning from natural consequence, mistakes and success (Gilbertson et al. 2006). In that case, teachers must ensure they are well prepared to bring their students outside of the classroom and experiencing different learning environment. Teachers should plan in advance for fieldwork, developing instructional objectives, well planned learning activities for students before, during, and after the trip, and also relevant assessment (Bass et al. 2009). CHALLENGES TO IMPLEMENT CONSTRUCTIVISM APPROACH AND FIELDWORK STRATEGY IN ENVIRONMENTAL EDUCATION In an effort to inculcate constructivism approach to teaching and learning in environmental education, some problems have been identified. These problems affect the implementation of the approach effectively. The most obvious problem is that each individual obviously has certain differences between each other. These differences include several aspects such as background, experience and cognitive aspects. Each of these aspects would impact the level of students cognitive structure and their inter-related. As said by Balim et al. (2008), compared to traditional approaches, applications of Constructivism approach have led to challenges in terms of teachers skills to understand the level of existing cognitive structures of students. Many teachers have found difficulty in implementing the approach in constructivism in the classroom. According to Ibrahim (2008), these things happen as a result of weaknesses in terms of teachers' lack of relevant skills. In this context, relevant skill was referred as an ability to control students and keep the questions that could increase the curiosity of students about the subjects which will enhance active involvement among students in the process of teaching and learning activities. Development of Environmental Education provides new issues, discoveries, research findings and development from time to time. Teachers as primary information source for students should be sensitive to changes in information about the knowledge related to environment. Therefore, knowledge about teachers content knowledge should be strengthened. In term of fieldwork strategies in environmental education, teachers need to more or less know about the background of the place they are visiting (UNESCO).
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Other than that, Besenyei et al. (2003; 2004) stated that one of the frustrations of involvement with fieldwork was bad weather. When planning field work, teachers needed to take into account the weather factor. There were certain times that are not appropriate to conduct outdoor activities. For example in Malaysia, the northeast monsoon season is not suitable to perform outdoor activities because students are exposed to great risk of heavy rain and flooding. To perform fieldwork, cost aspects must also be taken into account. Fieldwork usually requires a high cost for transportation; purchasing special equipment; preparation; obtaining permits; and buying food and supplies expenses. So, teachers are responsible to manage remoteness location as it is not only affect the cost, but also the risk, safety, scale and time (Gough et al. 2002). As to conclude, careful planning is always required to get to the point where you are able to participate in an outdoor activity. There are few consideration to be taken as accessibility characteristic that determine how easy or difficult it may be to organize or participate in fieldwork activities (Gough et al. 2002). Therefore, in order to ensure fieldwork activities maximally effective, UNESCO gave some tips about several considerations. Instructor or teacher need to set the parameters to insure success. The task for the students can be one of several type but involve answering one important questions in depth. Besides that, several ther considerations are important. These are include plans for student safety, a preliminary trip to make sure that the teachers is familiar with the resource, and discussion concerning student deportment on the trip. CONCLUSION In conclusion, activities of teaching and learning are based approaches implemented. Constructivism provides an opportunity for students to demonstrate their abilities to get out of the box thinking that they are normal. This is because student-centered activities that emphasized the concept of constructivism approach will encourage students to engage in thinking skills at a higher level and involved in the process of sharing opinions without influenced by the opinions of teachers. Therefore, students are given the opportunity to think creatively to give their opinions about an issue or to solve an environmental problem. According to the opinion of Acar and Tarhan (2008)), this approach will not only help them getting a clearer explanation about the subject of learning, but also build their own contribution to the development of knowledge and understanding of them. However, Loughland et al. in Ozturk (2008) considered that apart from teaching strategies there must be strengthened environmental education with a selection of issues relevant to local conditions. Thus, the knowledge about environmental issues will contribute knowledge and awareness about the environment means leih REFERENCES
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