2008 Volume 31 Issue 4 Pages 469-478
In this study, we made and tested web-based self-directed learning materials with two environmental posters, which are so-called cool media that are highly participatory and complementary. They consist of five steps, that is, 'introduction with input of attributes of learners', 'inference of an environmental issue on each environmental poster', 'doing assignments related to the environmental issue shown on each poster', 're-inference of an environmental issue on each poster' and 'questions on learners' interests in the environmental issues and existing knowledge of them on the posters.' As a result of the evaluation tests, it was found that (1) more learners made a correct inference of what the environmental issue on each poster was after they tackled assignments related to it; (2) not a few learners with the knowledge of the environmental issue shown on the poster could not make a correct inference of what it was even after they tackled assignments because their knowledge was ambiguous; (3) learners got more interested in environmental issues and/or relevant matters shown on the posters. In conclusion, the web-based self-directed learning materials with inference activities of cool media such as environmental posters were found effective as a tool to realize environmental education, which derives spontaneous interests and discovery of learners.
