Learning for the environment: A teaching experience with semi-scripted role play By Siew Nyet Moi University of Malaysia Sabah, Malaysia

Definition Learning for the environment : A curriculum approach of EE in decision-making and to take appropriate action in resolving environmental issues and problems. (Huckle, 1993) Role play: a learning activity in which participants act out a set of defined role behaviours or position with a view to acquiring desired experiences. (Sogorno, 2004) 4/22/2019

What I found from my observation My experience with whole class Role Play     Method Task allocated Each group (3-4 students) had an area of interest and present an argument reflecting its interest /concerns. Issue discussed: In group, research the issue from the perspective of the assigned roles. Time allocated: 1 week. Land on hillside: conserved or developed?   What I found from my observation Students had difficulty to: act out their roles apply persuasive arguments to support their interest and concern as defined by the role  4/22/2019

Small group Semi-Scripted Role Play in exploring greenhouse effect My Concern How do I facilitate and engage students actively in their learning via a more guided approach in character preparation? My Action Plan Small group Semi-Scripted Role Play in exploring greenhouse effect 4/22/2019

Semi-scripted role play a role sheet with key statements/guiding information. assists students to prepare to take a particular position from the assigned character's perspective. Students formulate own opinions from the viewpoint of assigned roles. 4/22/2019

Example of a semi-script Earth Science Expert You are concerned about the amount of carbon dioxide entering the atmosphere. You believe that as more fossil fuels are burned, carbon dioxide levels increase. This creates the greenhouse effect on Earth, because heat energy is trapped by the carbon dioxide layer. You think less fossil fuels should be burned. 4/22/2019

Research Question What are the student’s insights and experiences about their learning engagement in the semi-scripted role play? 4/22/2019

Reviewed the group’s decisions Action Plan 1. Briefing Session Introduced the nature of the role-play Assigned characters and provided semi scripts 60 minutes 2. Action 2. Students acted out the roles, made comments and came up with group’s collective decisions 3. Group Sharing . Students shared the group’s decisions 4. Debriefing session: Reviewed the group’s decisions 4/22/2019

Learning to know : United Nations Committee 1 Earth Science Expert 4 Environmental Spokesperson Expert Chemist 2 5 Economic Spokesperson Chief Geologist 3 6 Spokesperson for the car manufacturers Chairperson (to lead a 60 minutes role play) 4/22/2019

Learning to do & Learning to be 3 5 6 view Sharing & Debriefing session Group 1 Group 2 Group 3 1 2 Group 4 4 Learning to do & Learning to be comments 1 2 3 4 5 6 Decision 1 2 3 4 5 6 4/22/2019

Semi-Scripted Role Play in Action Sample: 26 master students (age 28 to 40) who took Science, Technology and Society (STS) as a core course

Data Collection Written reflections (seeing the big picture) Informal and unstructured observation Role Play Evaluation Form 4/22/2019

Results Students:- learned to look at different issues associated with sustainable development from a range of perspectives (economy and community). felt more comfortable and confidence to express, share, argue, and negotiate personal views verbally. took responsibility for own learning and making group collective decision 4/22/2019

Results Students:- derived concern and sense of responsibility towards environment fostered respect and appreciation for diverse views engaged in active learning experiences became better equipped to critical thinking learned to make links and transfer ideas 4/22/2019

Student’s written reflections 3. “The discussion today is very interesting. Each group member can point out their views and argue with each other, many issues were raised up but the agreement was reached in a peaceful way.” (S11, R on 10/12/11) 1. “Arguing a position which is completely foreign to me is a good exercise. To think of an issue from one angle make me understand that how others view the issue from their perspective.” (S3, R on 10/12/11) 2. “In this discussion, I felt very comfortable and confident to express my view and points easily. Our group members works well each other and able to encourage others to contribute views. We also learn how to share opinions and listen to others.” (S9, R on 10/12/11) 4. “We think that protect our mother earth is very important. We really need development to make our life better but we don’t forget that we live on the earth. If the earth becomes ill, how can we live comfortable?” (S1, R on 10/12/11) 4/22/2019

Student’s written reflections 7. “We have to analyze others’ views before we give our comments. Therefore, it promotes my thinking and understanding.” (S21, R on 10/12/11) 5. ““From the role play discussion, I found out that lots of ideas came out from all group members. I learn that I have to defend my point of view with facts and statistic. However, we cannot overlook the facts given by other members. All their point of views and opinions have to be taken into consideration.”(S21, R on 10/12/11) 6. “Each of us involved actively in the discussion, no party was excluded. Everyone shared info and experience.” (S12, R on 10/12/11) 8. “The role play enables participants to give their views with supporting evidence instead of discussing aimlessly.” (S24, R on 10/12/11) 4/22/2019

Debriefing session: Learning to live together All groups agreed that Development still can be carried out, with the condition that a proper plan and management need to be thought carefully for the sustainability of the natural environment and resources. the fulfillment of human needs had to be balanced with the protection of the natural environment, so that these needs could be met not only in the present, but also in the future. 4/22/2019

How productive was the role play? “Ideas were encouraged and fully explored” (96%) “No wasted effort - We all stayed on target” (100%) “Genuine agreement & support was achieved during group interaction” (96%) “Held a highly productive session” (100%) Additional written comments “Time was optimized and fully used to discuss our idea” “Have a clear view of the issues discussed” “Make lesson more interesting and meaningful.” “Ideals were brought out in a creative way.” 4/22/2019

How could semi-scripted role play be improved? self-select own group members as group players. “Discussion in a role play form is interesting. However, choosing our own group partners is better as some of us dare not to speak out our opinions in front of someone who we do not know well” (S2, R on 10/12/11). extend the discussion hours to 90 minutes. “There were time constraints to discuss the issues because we have many ideas to share and explain to others” (S4,19 & 25, R on 10/12/11) 4/22/2019

Conclusion Assigned Characters got to feel for the characters they were playing and learned to resolve an environmental issue from a broader perspective. felt empowered to express, share, argue and negotiate their views more comfortably and confidently Semi Script & small group learning learned to take responsibility for their own learning and enjoyed the opportunity to share learning with peers . Take control of their learning Semi-scripted Role-play had helped create an engaging and productive learning experience. 4/22/2019

What I learnt…. better learning can occur in a well-managed classroom if students are empowered to take ownership for their learning and process information in ways that are meaningful to them. Educators are role models of lifelong learning to improve the teaching practice in classroom. 4/22/2019

Thank You