Students’ perceptions of meaningful intercultural encounters and long-term learning from a school story exchange

Piipponen, Oona

doi:10.1016/j.ijer.2023.102169

Cited by 4 publications

(1 citation statement)

References 30 publications

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“…Based on the results of the assessment of the Environmental Knowledge Module | 213 that integrates Islamic values by subject matter experts. The inquiry-based module presented encourages students to carry out the scientific process through the discovery process to build knowledge recollection (Chandramouli et al, 2019;Dewey, 1920;Feldman, 2004;Piipponen, 2023;Takaya, 2008).…”

Section: Media Expert Assessmentmentioning

confidence: 99%

Development of Inquiry-Based Environmental Knowledge Modules and Islamic Values

Emda,

Adam,

Jannah

2023

J. Nat. Sci. Integr

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This study aims to assess the feasibility of inquiry-based environmental knowledge modules and Islamic values according to expert assessments. This type of research is research and development which refers to the ADDIE model. The research instrument is in the form of validation sheets from 2 media experts, 3 science material experts, and 2 Quran and tafsir material experts with four assessment categories. The data of this research are observation sheets and questionnaires which are analyzed using descriptive analysis. The results showed that the feasibility of inquiry-based environmental knowledge modules and Islamic values assessed by media experts was in the feasible category (79%), science material substance experts were in the feasible category (80%) and the substance of the Qur’an and interpretation material experts were in the feasible category (74%). Thus, it can be concluded that the inquiry-based environmental knowledge module and Islamic values can be used in the learning process.Keywords: module, environmental knowledge, inquiry, Islamic values

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Section: Media Expert Assessmentmentioning

confidence: 99%

Development of Inquiry-Based Environmental Knowledge Modules and Islamic Values

Emda,

Adam,

Jannah

2023

J. Nat. Sci. Integr

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Can Game-Based Learning Help to Increase the Awareness of Water Management in Uganda? A Case Study for Primary and Secondary Schools

Nalumenya,

Rubinato,

Kennedy

et al. 2024

Preprint

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Can Game-Based Learning Help to Increase the Awareness of Water Management in Uganda? A Case Study for Primary and Secondary Schools

Nalumenya,

Rubinato,

Kennedy

et al. 2024

World

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In the Ugandan curriculum, theoretical teaching predominates in conveying water-related topics due to its efficiency and low resource requirements. However, this teacher-centred approach limits student interaction and collaborative learning. Conversely, game-based learning can enhance social skills, critical thinking, and engagement, yet it remains underutilised in Ugandan education. To address this gap, this study developed three educational games: Water Conservation Snakes and Ladders (WCSL), Water Awareness Quartet Cards (WAQC), and Water Pollution Puzzle (WPP). These games were implemented in four schools—three primary and one secondary—where students engaged in competitive, team-based play. The impact of these games on learning outcomes was assessed through pre- and post-test questionnaires. Descriptive and thematic analysis indicated a significant positive effect, with WAQC showing a 25% greater influence on performance than WCSL (18%) and WPP (14%). The findings also underscored the importance of age in determining game acceptability and enjoyment. To enhance education on water-related issues, it is recommended that these topics be integrated into both Science and Social Studies curricula and taught consistently across academic terms. Ultimately, the Ugandan government should consider incorporating game-based learning strategies into schools to improve student engagement and learning in water resource management.

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Students’ perceptions of meaningful intercultural encounters and long-term learning from a school story exchange

Cited by 4 publications

References 30 publications

Development of Inquiry-Based Environmental Knowledge Modules and Islamic Values

Development of Inquiry-Based Environmental Knowledge Modules and Islamic Values

Can Game-Based Learning Help to Increase the Awareness of Water Management in Uganda? A Case Study for Primary and Secondary Schools

Can Game-Based Learning Help to Increase the Awareness of Water Management in Uganda? A Case Study for Primary and Secondary Schools

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