Pedagogical Approach
Sustainable Development
was first defined in the World Commission on Environment and Development’s 1987 Brundtland report “Our common future” as
“development that meets the needs of the present without compromising the ability of future generations to meet their own needs”.
After years of incubation and practice, the concept of “sustainable development” has gradually gained the attention of the political, business and academic sectors, and is even regarded as the mainstream viewpoint of the future.
What is eco-literacy and why nurturing eco-literate talents is so relevant to our common future?
After synthesising and integrating the previous work of many other scholars[2], Professor Sandra Wooltorton, a trans-disciplinary researcher with a background in cultural geography and education, posited that ecological literacy includes six key elements[3]:
An eco-literate person is prepared to be an effective member of sustainable society, comprising an organic understanding of the world and participatory action within and with the environment[4]. Therefore, for students, not only will learning the key points of eco-literacy help them to better care for our planet, but it will also enable them to become more responsible global citizens.
What key aspects are essential for designing experiential learning activities to effectively enhance students’ eco-literacy?
Palmer’s Tree Model is a classic framework in environmental education that creates a comprehensive approach to learning about the environment. It emphasises education about, in, and for the environment, combining empirical, ethical, aesthetic, and social dimensions.[5] This systematic and holistic approach is valuable for designing eco-literate pedagogy materials and activities.
Based on Palmer’s Tree Model, the following aspects are crucial:
- Interconnected Learning Dimensions
- Empirical, Ethical, Aesthetic, and Social Elements
- Issue-based and Action-oriented Learning
- Personal and Emotional Engagement
- Developmentally Appropriate Content
- Cultural and Social Context
Crucial Aspects to Be Prioritised
Interconnected Learning Dimensions
- Integrate education about, in, and for the environment.
- For example, studying local ecosystems can include theoretical knowledge (about), hands-on exploration (in), and conservation actions (for).
Examples of Ways to Address
Students learn about native and non-native tree species’ impacts on local ecosystems through theoretical lessons, field trips to KFBG’s secondary forest, and participation in hands-on weeding and forest management activities as part of the KFBG habitat restoration scheme.
Crucial Aspects to Be Prioritised
Empirical, Ethical, Aesthetic, and Social Elements
- Empirical: Direct experiences, such as hands-on experiments.
- Ethical: Discussions on environmental responsibilities.
- Aesthetic: Nature art projects, sensory activities.
- Social: Collaborative projects, community engagement.
Examples of Ways to Address
Activities cover these elements comprehensively. E.g., planting endangered species on campus and conducting scientific inquiries such as fair-tests; discussion on students’ roles in sustainability; aesthetic appreciation through nature art; and social learning through community projects.
Crucial Aspects to Be Prioritised
Issue-based and Action-oriented Learning
- Issue-based and action-oriented learning, promoting problem-solving and critical thinking.
- Socially critical education, encouraging students to question societal norms and policies related to the environment.
Examples of Ways to Address
The programme encourages engagement with real-world issues and solution development, fostering critical thinking and problem-solving. Examples creating installation art to inspire local conservation efforts.
Crucial Aspects to Be Prioritised
Personal and Emotional Engagement
- Create personal connections to the environment.
- Foster empathy through caring for plants or animals and storytelling.
Examples of Ways to Address
Students develop personal connections through activities such as installing insect and animal-friendly setups on campus, journaling and reflection, which build empathy and a sense of belonging essential for long-term stewardship.
Crucial Aspects to Be Prioritised
Developmentally Appropriate Content
- Tailor activities to be age-appropriate and engaging
- Avoid overwhelming content, focusing on empowering students with positive experiences.
Examples of Ways to Address
Activities ensure younger students engage in exploration (e.g., five-sense exploration in organic farms), while older students tackle complex issues (e.g., creating animal enrichment using STEAM techniques).
Crucial Aspects to Be Prioritised
Cultural and Social Context
- Design inclusive activities that respect diverse backgrounds.
- Reflect local culture and community, integrating Indigenous knowledge and practices.
Examples of Ways to Address
Partnerships with local organisations and Indigenous knowledge help students understand and appreciate their cultural context.
An Example and Illustration of How KFBG’s Eco-literacy
Programmes Assist Students Learning –
Dutchman’s Pipe x Birdwing Butterfly Urban Habitat Restoration Project – A Collaborative Conservative & Education Endeavor between Schools and KFBG
To provide impactful eco-literacy experiences that nurture holistic learning- engaging students’ head, heart and hands- KFBG has launched a project cultivating a rare and endangered plant species: Dutchman’s Pipe (Aristolochia tagala) on campuses. This plant is essential for Hong Kong’s endangered Golden Birdwing butterfly, protected under Cap. 586. The Golden Birdwing depends solely on Dutchman’s Pipe, highlighting a critical plant-animal interdependency crucial for biodiversity.
Uniquely, under the KFBG CAP 1156 and approved by the Agriculture, Fisheries and Conservation Department (AFCD), KFBG is allowed to distribute seeds and seedlings to schools for educational and conservation purposes. By fostering Dutchman’s Pipe growth in schools, KFBG supports Golden Birdwing habitats and empowers students and teachers as conservation ambassadors. This initiative not only safeguards endangered species but also enhances scientific inquiry, environmental stewardship, and community engagement.
Outcomes after running the project for
12
Months
Created a habitat favourable for butterflies, especially the Golden Birdwing, by introducing Dutchman’s Pipe in schools.
Nurtured suitable students to be environmental conservation ambassadors with certificates issued by KFBG.
Empowered teachers with professional knowledge and skills to deliver lessons and experiential learning activities with live demonstrations of plants and insects.
Obtained a set of learning materials related to the science curriculum and STEAM, which also ties in with the two curriculum focuses – “science inquiry” and “engineering design and innovation”.
Illustrative timeline across an academic year
Summer break:
(i) Site visits and initial meetings with schools;
(ii) Teacher training sessions on Zoom and in-person.
1st semester:
(i) Introduction of the project to the school community and planting of seedlings;
(ii) Follow-up teacher training
and curriculum integration;
(iii) Student learning
activities and workshops;
(iv) Ongoing plant monitoring that enables the learning of “science inquiry” via fair-tests and setup of control experiments (e.g., grow seedlings of similar size at different sites with various sizes of planters, soil volume, irrigation frequency / soil moisture, hours of sunlight, etc.), observations and experimentations.
2nd semester:
(i) Visit to KFBG’s Native Tree Nursery (exclusive area that general visitors have no access to);
(ii) Student learning activities and workshops;
(iii) Ongoing plant monitoring;
(iv) Students’STEAM design and innovation to nurture the plant, e.g., students to develop small devices to measure soil moisture and trigger auto-irrigation when soil moisture gets below a certain threshold.
Roles and Responsibilities
Schools: Identify suitable locations, integrate curriculum materials and nurture plant growth.
KFBG: Provide scientific guidance, educational resources, and ongoing support to schools.
This initiative integrates ecological and educational goals, fostering eco-literacy across six dimensions
This project exemplifies KFBG’s commitment to ecological literacy, fostering a generation of environmentally conscious citizens through hands-on conservation efforts and interdisciplinary education.
[2] Capra, F. (2004). The hidden connections: A science for sustainable living. Anchor. Cutter-Mackenzie, A., & Smith, R. (2003). Ecological literacy: The ‘missing paradigm’in environmental education (part one). Environmental education research, 9(4), 497-524. Orr, D. W. (1991). Ecological literacy: Education and the transition to a postmodern world. State University of New York Press.
[3] Wooltorton, S., & Marinove, D. (2006). Sharing wisdom for our future. Environmental education in action. In Proceedings of the 2006 Conference of the Australian Association of Environmental Education (pp. 261-264).
[4] McBride, B. B., Brewer, C. A., Berkowitz, A. R., & Borrie, W. T. (2013). Environmental literacy, ecological literacy, ecoliteracy: What do we mean and how did we get here?. Ecosphere, 4(5), 1-20.
[5] Palmer, J. (2002). Environmental education in the 21st century: Theory, practice, progress and promise. Routledge.