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Environmental Education in Thailand

Reproduction and Reformation

by

Kongsak Thathong

(Khon Kaen University, Thailand)

Abstract

This study was conducted to improve the pedagogy of environmental education by using the principles of action research. Documentary study, survey, participatory workshop, and action research were employed in this study. Participant observation, interviewing, journal writing, questionnaires, photographs, and video tapes were employed in data collection for monitoring the action phase of the research. In the reflection phase of the research, the data were analysed and reported form both qualitative and quantitative perspectives. However, the emphasis was on the construction of a narrative discourse. Illuminative, formative and summative evaluation were used to investigate the effectiveness of a group process workshop designed to support a reformed Environmental Science for Teachers course. Both open-ended and closed questionnaires were used at the end of the implementation of the reformed course. The results indicated that the researcher and participants acquired skills in problem-solving and collaborative work. In particular, the participants possessed greater self-esteem, self-respect, self-actualisation, and a sense of belonging. They showed a keen interest in the protection and conservation of natural resources. Moreover, the findings of this reformed course were not limited to classroom teaching and learning activities. The students in the program learnt about process of personal development and group change.

Introduction

Our planet is confronted with very serious environmental problems such as global warming, deforestation, destruction of the ozone layer, pollution, toxic waste, acid rain, depletion of energy resources, and endangered plant and animal life (Nation, 1991; Asano, 1991; Huckle, 1988). Our natural resources are being depleted and environmental degradation is increasing because of our unsustainable patterns of production, uncontrolled population growth, and social and economic inequality (UNESCO-UNEP, 1994). These problems will cause more and more strain on the earth's natural resources and habitats (Asano, 1991).

Therefore those who plan social and economic development should be aware of the urgent need for sustainable development. Sustainable development requires prudent management of human and natural resources, especially those that are non-renewable. This can be achieved by consuming less, and by wiser use of natural resources (Viravaidya, 1994) so that production and supply can be balanced. Sustainable development should be taught at all levels in our educational systems. It is an important that every person develops an informed awareness of the limits of our natural resources. If we do not do so, we will destroy ourselves and our society (Huckle, 1991; Fien & Trainer, 1993). At present, everyone knows and acknowledges environmental problems but comparatively few people truly understand and are aware of an importance of the

environment. It is difficult and time consuming to persuade other people to appreciate the value and worth of the environment. To achieve this, new attitudes, skills, knowledge, awareness and behaviours towards the environments are needed. Hence, environmental education may be an appropriate way to help us face our environmental problems (UNESCO-UNEP, 1994; Fien & Trainer, 1993).

Approachs of environmental education are:

education in the environment

about the environment, and

for the environment.

Education in and about the environment is intended to develop the knowledge, awareness, attitudes, and skill objectives. Education for the environment is intended to enhance values, ethics, problem solving, and action objectives (Spork, 1992). Teaching environmental education should introduce the concepts of one world and interdependence as well as teaching the learners to respect their environment and that of other living forms, the importance of taking good care of one's health, developing a sense of personal responsibility and a commitment to society, and to be aware of the consequence of actions and decisions on the environment. It is education for the environment which seems to create the genuine contribution to the well-being of environment (Sonneborn, 1994).

In this study, the researcher emphasised teaching strategies to encourage collaborative work, critical thinking, humanistic values, conserving skills, attitudes, and desirable behaviour towards the environment with my teacher education students in the Faculty of Education, Khon Kaen University.

Statement of the problem

Teaching and learning in environmental education in Thailand still has gaps between cognitive and affective domains, between theory and practice, and between knowledge and desirable behaviours (Sinlarat, 1993; Nutalai, 1993). Having taught Environmental Science for Teachers for eighteen years, the researcher was confronted with difficulties in applying theory (knowledge) to student practice, applying educational principles to teaching, and difficulty in encouraging students to actively participate in teaching and learning activities. The researcher realised that these difficulties were serious problems so he was challenged to consider how instructors could improve their skills in teaching to improve the quality of learning. The researcher and some instructors had tried to overcome those difficulties but most of the time they had failed. Students learnt and remembered the course contents for the examination only. The researcher began to question how to encourage students to participate in teaching and learning activities in environmental education and how learning could be improved. In response to these questions, a preliminary study was carried out between April and June in 1995 to survey the present situation of environmental education in schools of the northeastern part of Thailand. The researcher interviewed school principals, teachers, students, colleagues, and the former students who had completed the Environmental Science for Teachers course.

The results indicated that lecturing was the primary medium for teaching environmental education in schools and university levels and it was therefore difficult to foster awareness and concern for the environment in the students. The method of teaching is essentially didactic. School teachers and university lecturers tended to be authoritarian and students tended to be passive learners. Students rote learnt content in the cognitive domain and neglected content in the affective and psychomotor domains. Students did not see their class as having a common interest and they lacked skills in team work.

In addition, it was the researcher's belief that teaching and learning in the Environmental Science for Teachers course had not been able to created awareness and concern for the environment. The course focused too much on content and students were assumed to be able to apply knowledge into practice by themselves. The students in the course were passive learners. It is true that they learnt a lot about the environment but their actions toward environment contradicted their knowledge and attitudes. In this circumstance we could not claim that the goals of environmental education had been achieved or even advanced. In order to meet the goals of environmental education, the learners should actively participate in teaching and learning activities. Thus the following question for the study was formulated:

How can I improve my pedagogy in Environmental Science for Teachers?

In response to the above question, the researcher's preliminary studies centred on opinions and perceptions of the participants. In addition, a review of the literature in environmental education and educational research was conducted to explore suitable methods of improving the quality of student learning. The researcher developed a strategy to enhance a team work skills and develop self-esteem as well as self-respect. This strategy involved a participatory workshop in group process. In addition, the researcher also developed a strategy of using problem-solving according to the Four Noble Truths (Chabudbuntarik, 1992) of Buddhism to encourage the students to analyse their experience and identify relationship between concepts and practice.

Aim of the study

This study aimed to improve quality of learning in an Environmental Science for Teachers course by changing the pedagogy of teaching and by learning so that the process became more collaborative than competitive. The research on this change aimed to answer the following research questions:

1. How can I improve my pedagogy in my course?

2. What happens when we involve students in a group process workshop?

3. What are the processes and principles involved in:

3.1 developing quality learning through the conduct of a participatory

workshop?

3.2 the conduct of action research as it applies to environmental education in Thailand?

Significance of the study

When learning by problem-solving, students have to use critical thinking and skills in cognitive, psychomotor, and affective domains to gain a better understanding of events which encountered in the problem environment. There is no doubt that the students' actively participation in classroom activities plays an important role in determining their ability to work and learn effectively. This study is important because it provides personal development and learning experience for the learners so that they can actively participate in the classroom. The study was designed to help learners develop responsibility, to be aware of the importance of being a pro-active citizen, and foster learning processes which require dynamic rather than passive involvement. In addition, the collaborative nature of the study produced suggestions for changing the objectives, content, process of teaching, and evaluation the course. The researcher's role in this study was that of a pedagogue and facilitator who led and guided learning activities in classroom. The researcher used his experience of teaching and of research to provide activities, opportunities, experience, materials, and encouragement to the students.

Research methodology

After a detailed review of the literature the researcher conducted survey, and organised a participatory workshop. The principles of action research were used to inform the study. The survey was used to collect information from informants using interview, checklist, and questionnaires. A preliminary survey was used in reconnaissance to investigate and clarify the workplace problem. The participatory workshop on group processes was conducted collaboratively to enhance group understanding. This was achieved through reflective discussion in which participants were encouraged to express their opinions. Action research is concerned with developing situational and practical understanding (Elliott, 1991). The research proceeded through a self reflective spiral of planning, acting and observing. In conducting educational research one needs to be aware of the ethical issues - particularly as it affects how people are treated and the steps we take to ensure the accuracy of the data that one collects. It is clearly ethical to avoid bias, to report unaltered data, and to respect each individual (Adelman, 1989). Ethical considerations required informed consent, the protection of privacy, anonymity and confidentiality of participants, and the sharing of information (Spradley, 1979; 1980). In conducting this study, building good relationship among participants was considered important. Being a Thai, and training in personal development, helped the researcher develop good rapport through his human skills and sincere expression.

Design of the study

The structure of this study was based on a conceptual framework of group processes and action research. This study was divided in four phases. First, documentary study and literature review were employed to investigate and understand concepts and theories within a period of four months during October, 1994 - February, 1995. Second, the preliminary study or reconnaissance work was conducted to formulate and identify the research problems and study design over a period of two months during April - June, 1955. Third, field work in Thailand was carried out over a period of seven months during December, 1995 - July, 1996. Fourth, eighteen months of analysis and writing was conducted in Australia and Thailand during August, 1996 - December, 1997. The field work was divided in three steps. Step 1, the researcher conducted a participatory workshop on group process with participants at the Faculty of Education. Step 2, the implementation of the reformed program with participants through four cycles of action research spiral : planning, acting, observing, and reflecting. Step 3, a follow-up study was conduct to evaluate the effectiveness of the reformed course by following some participants who participated in the study and intended to convey some knowledge gained from participating in this the program.

Participants

Participants in this study were five principals, five teachers, and eight students of the secondary schools in the Northeast, thirty former students who had completed the Environmental Science for Teachers course, seventeen students who were enrolled in this course, and six colleagues from the Faculty of Education.

Techniques for collecting data and monitoring the study

In monitoring the study, the researcher employed the techniques of collecting data such as interview, participant observation, journal writing, reflective writing, audio and video recording, assignments, checklist, questionnaire, and photographs(Elliott, 1992; Kemmis & McTaggart, 1992). Triangulation was used to ensure that the data were as good as they could be. Triangulation involves collecting data about the situation from the point of view of people occupying different roles and positions within it (Elliott, 1991).

The researcher has tried to ensure that the data was as good as it could be can be by doing the following:

  • encouraging commitment of the research team and participants;
  • encouraging collaboration by making it easy for participants to contribute data;
  • emphasising the ethical dimension;
  • developing good rapport;
  • using multiple sources of data; and
  • obtaining the commitment of the research team for the accuracy and validity of data.

Techniques for analysing of data

Data was analysed both in quantitative and qualitative approach but the major concerned was emphasised on qualitative approach. The researcher analysed the data to explore ideas, viewpoints, and issues relevant to the classroom activities. A triangulation technique was used to cross-reference a number of participants' perceptions of events (Grundy & Kemmis, 1981). To ensure accuracy and validity journal reports were verified by participants.

In analysing the qualitative data, an interpretive technique was used to explore the perspectives of the participants. The interpretive approach tries to reconstruct "What it was like" from the participants' perspectives (Jeans, 1997). In this approach, the researcher uses a process of critical and reflective investigation by looking at the data from every angle and considering it thoughtfully in order to develop a better understanding of the phenomenon. Means and standard deviations were used to analyse questionnaire data. T-tests were used to investigate the significance of differences between means of behaviours before and after participating the workshop on group process and the reformed course.

Results

The outcomes of participants in group process

At the end of the group process workshop, all participants were asked to reflect (anonymously) on the workshop. The following were the participants' opinions of the activities.

The students agreed that:

  • the group process activities were very useful for students both for present and future work;
  • the activities gave participants an opportunity to share and express their ideas freely.
  • they had a chance to study themselves and their friends. This helped them to know themselves and their friends better. Some of the activities made them think about self-value and other-value and led them to have more self- respect and respect for others;
  • they learnt more about giving and taking in different situations;
  • the students learnt a communication technique that is very important when the communicate people with different personalities;
  • they could apply these experiences in their future work;
  • they gained more valuable experience than they expected for the weekend workshop;
  • they appreciated the ability of the leader (a university colleague - Sa-ing Apipikul). "She is very marvelous and excellent, she can make difficult concepts easy to understand by using participation activities"; and
  • they were grateful and appreciative to every colleague that offered them a group process activities.

However, one student suggested that the period of conducting group process should not near the mid-term examination.

My colleagues agreed that:

  • the participants showed good collaboration in doing group process activities;
  • the participants were very active and have high responsibility for all activity;
  • the participants gained a lot of knowledge, skills, and experience on the various aspects especially, self-respect and team work;
  • the participants can convey and deliver knowledge and techniques gained from the workshop in their daily life and the future work;
  • the participants showed enthusiasm and enjoyed doing activities; and
  • the leader of group process was very keen and skillful, she can made difficult issue be easy to understand by using participatory activities.

Miss Sa-ing said that she was very satisfied with the outcomes of this group process. She mentioned that all participants showed very good collaboration so the outcomes were better than her expectation. One of the my colleagues mentioned that she intends to introduce some techniques from group process to her career.

The outcomes of participants in action research

Examination of the data, including self evaluation, observations, interviews, and participant reflection that have were collected during the study indicated that the reformed environmental science course was effective because of:

the rapport developed with the participant;

good collaborative work among participants;

the competence they showed in group discussion;

the willingness of participants to accept responsibility for promoting awareness and concern for environment onto students' mind when they practice their professional teaching and become teachers in future;

the enjoyment of participants in the reformed environmental science course;

the analytical skill, awareness and preference for appropriate action revealed in their reflections and self-evaluations;

the improvement of their classroom presentations;