通过创新的工具和在国家一级可访问的废物分类教育,赋予视力受损的学生权力
Patranit Srijuntrapun1, Issavara Sirirungruang2, Chawalit Nucharoen3
1Department of Education, Faculty of Social Sciences and Humanities, Nakhon Pathom, Mahidol University, Thailand.
PloS one
|May 7, 2025
概括
这项研究介绍了一项针对视力障碍学生的创新垃圾分离计划,该计划使用了配有声音的垃圾箱和体验式学习. 该干预措施显著提高了学生在废物管理方面的知识,态度和实践技能.
科学领域:
- 环境教育环境教育
- 包容性的教学方法
- 废物管理 废物管理
背景情况:
- 全球废物危机需要有效的废物分离策略.
- 有限的包容性教学方法阻碍视力障碍学生参与环境倡议.
- 经验式学习为这个人口群体的技能发展提供了一个有希望的途径.
研究的目的:
- 实施和评估一个包容性的,基于体验学习的干预措施,以对视力受损的学生进行废物分离.
- 为视力受损的学习者提供独立的废物分离技能.
- 解决可访问环境教育的差距.
主要方法:
- 采用混合方法设计,包括对可访问工具和废物管理教育的教师培训.
- 视障学生通过配有声音的垃圾箱和活动指南接受了实践培训.
- 干预后对学生的知识,态度和实践技能进行了评估,以评估行为变化和保留.
主要成果:
- 在学生的知识中观察到统计学上显著的改善 (平均增长=0.74,p<0.001).
- 对废物分离的态度出现了积极的转变 (平均增加 = 0.50,p < 0.001).
- 在实际废物分离技能方面取得了实质性的收益 (平均增加 = 0.55,p < 0.001).
结论:
- 这项创新的干预措施证明了体验式学习在提高视力障碍学生的废物分离技能方面的有效性.
- 包容性教育策略可以弥合环境教育的差距,促进自力更生和参与.
- 基于证据的创造性方法对于全球环境素养和公平的废物管理实践至关重要.
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