Evaluating Learning in a Field Based Water Quality Environmental Unit

For the first time a field based environmental setting was used in a water quality-monitoring program that was carried out to compare the cognitive achievement of students in a water quality-monitoring school with students in non-water quality-monitoring schools. The results indicate that students involved in the water quality-monitoring school were more homogenous and ranked higher in their cognitive achievement and transferability of concepts than students in the non-water quality-monitoring schools. Pre and post testing were carried out as well as using anecdotal information to confirm that there was a direct association in relation to cognitive authentic learning using constructivism. Comparisons were made between similar water environmental programs in different countries and the water quality-monitoring school program results. The use of skills and constructivist techniques indicates that the water quality-monitoring program together with real life problem solving work is an effective method for improving science learning.

Autorentext

Dr Raimund Pohl has written many articles about education, science and computer software. He is the author of Earth and Environmental Science and other science books. Raimund has worked in the mining industry, as a science teacher and as a consultant. He has introduced water quality environmental programs in Africa, Europe, Russia, Iceland and USA.