Abstract
We assessed learning modules designed by student teachers for a contextual biology learning course to address three principles of ecopedagogy: ecological, cultural and technological literacy. An active-learning course was planned, implemented and evaluated using Bali’s subak heritage as an example of place-based education. Students were encouraged to apply the principles of ecopedagogy to the design of the learning modules. We describe how teaching modules created by teams of students were proposed, developed, critiqued and gradually improved. The final version of the modules were assessed with a four scale rubric: 4 (exceptional), 3 (admirable), 2 (acceptable) and 1 (amateur). Statistical analysis showed significant improvement (P=0.001) in students’ module design ability, mainly evidenced by the higher distribution of exceptional, admirable and acceptable scores in the final module compared with those in the drafts. This study provides an example of how student engagement in designing learning materials can serve two purposes: improving their understanding of the subject matter (cultural heritage) and also their pedagogical skills through interactive learning.
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