Learning Theory
Our design choices are mainly based on constructivism, with some support from cognitivism.
Constructivism is a strong fit for this climate change resource because students actively build understanding by exploring the content rather than simply memorizing information.
As learners move through the WordPress site, they navigate between different posts and pages that introduce topics such as greenhouse gases, causes of climate change, environmental impacts, and how to reduce it.
This structure allows learners to interact with the material by watching videos, viewing images, completing short quizzes and or matching words, that help them reflect on what they have learned. These interactive elements encourage learners to construct meaning through engagement with the content (Ertmer & Newby, 2013).
Cognitivist ideas also influence the design because climate change can be a complex topic for younger learners.
The resource breaks information into smaller sections and supports learning with visuals, videos, and simple explanations that help students organize new information and connect it to what they already know (Ertmer & Newby, 2013). Short quizzes and activities throughout the modules also provide feedback that helps learners check their understanding and reinforce key concepts.
This design works well for the topic of climate change because the subject can be complex and easier to understand when information is broken into smaller sections. Videos and images help explain ideas in a clearer and more engaging way.
The quizzes encourage learners to actively think about the content rather than just read it. Allowing students to move between pages also helps them explore the topic at their own pace and focus on the areas they find most interesting or challenging.
Learning Design
The learning design used in this resource follows an inquiry-based approach. This means students are encouraged to ask questions, explore ideas, and build their own understanding instead of just being told information.
This works especially well for climate change because it helps learners think about a real-world problem and understand how people’s actions can affect the Earth.
In this module, students learn by exploring short videos, pictures, and simple explanations about greenhouse gases, the causes of climate change, and its effects on the planet. As they move through the pages, they interact with the content by completing quizzes, looking at images, and watching videos. This makes learning more active and helps students connect ideas across the module.
Inquiry-based learning is a good fit here because climate change is not just something students should memorize. It is something they need to think about, question, and connect to everyday life. The interactive activities help students use what they are learning instead of just reading or watching passively (Burns, 2020). The design also includes different ways for students to interact, such as engaging with videos and quizzes and, when appropriate, sharing ideas with classmates through discussion activities. These kinds of interactions can support deeper learning in online environments (Anderson, 2003; Moore, 1989).
Overall, this design is effective because it makes a big and sometimes difficult topic feel more interesting, interactive, and meaningful for learners.
references
Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. International Review of Research in Open and Distributed Learning, 4(2), 1–14. https://doi.org/10.19173/irrodl.v4i2.149
Burns, M. (2020). Inquiry-based learning: A review of the research literature. Global Partnership for Education.
Moore, M. G. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1–7. https://doi.org/10.1080/08923648909526659
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (3rd ed., pp. 50–61). Pearson.
image 1:R.b1b78d1e4b945173b4743e53775f5aef (300×341)
