Effective use of Problems in Learning Environments for Attaining Environmental Sustainability Outcomes

摘要

The paper seeks to describe the utilization of problems for imbuing environmental sustainability and its impact on students' knowledge and behavior change towards sustainability among first year engineering students at all universities in Malaysia. The problem is set in a real world setting to integrate the three pillars of sustainable development (environment, economy and social aspects). To make it realistic, the related industries and agencies are solicited and included in the problem. The problem is framed towards ensuring a learning environment that develops the four domains of knowledge influencing environmental behavior: declarative, procedural, effectiveness and social. A qualitative study was employed in order to answer the research questions. Student's reflection journals written at the end of each stage of the problem were analyzed using thematic analysis. Results showed the convergence of the four domains of knowledge in the problem and supports with CPBL learning environment have changed students' perception associated with sustainability on knowledge, skills, responsibility and readiness to be a future engineer.