Teaching Climate Change through blended learning: A case study in a private secondary school in Mauritius

Abstract

Teaching Climate Change's concepts are hard and challenging to impress in the minds of adolescent learners in a traditional classroom environment. Designing appropriate instructional strategies with the best visual experiences enable learners to grasp the complex principle behind the concept and stimulate their interest. Hence, technology can be seen as a panacea. In this regard, a study was conducted to explore Form II learners' view on learning Climate Change with blended learning approach. The theoretical context of this research is underpinned by socio-constructivism. As methodology, an action research was carried out by implementing an interactive educational software, designed based on learners' requirements. A questionnaire was administered to 30 mixed ability learners from a gender-mixed private secondary school with the aim of collecting their learning experience. An active participation of the learners during the face-to-face session demonstrated that through blended learning, they had a clearer understanding and they appreciated the concept with a larger improvement in learners performance. Hence, this active and constructive learning strategy encouraged collaboration and cooperation, and celebrated the autonomy of the learners. Moreover, learners were motivated to take action and address problems in the community, developing their civic responsibility for sustainable development.