Using Time-lapse Photography for Environmental Education and Flipped Learning: A Case Study on the Marine Ecology Primary School in Tainan Taiwan
Keywords:
Time-Lapse Photography, Environmental education, Flipped ClassroomAbstract
The purpose of this study used the Time-lapse photography (TLP) technology as the non-formal environment education for experience activities and education materials. The time-lapse photography allows students feel; moving plants (blossoms / plant growth process), water pearls (Intertidal zone , bubbles in the water), lightsaber (sunset, night; star; acts of light), etc., TLP give students awareness on different feelings, through the processing experience will be touch in deep reflection.
First stage, the university students led by marine ecology elementary schoolstudents perform the TLP activities. Application of remote and offshore areas environmental resources, human resources, shooting land, water and airspace and combine partial rural schoolyard features as the themes. And second stage, time-lapse video playback which guided reflection environmental education, life education and citizenship education etc., through film facilitation, and then painting of the viewing experience feelings for the pictures of schoolyard features which will become digital image archive picture books, provide other elementary school students share partial results.
References
• Dewey, J. (1938). Experiential and education. New York: Collier Books.
• EnglesonC. & Yockers, D. H.D. (1994). A guide to curriculum planning in environmental. Wisconsin: Wisconsin Department of Public Instruction.
• HartA, & BensonA. (1996). Researching media education in English classrooms. Journal of Educational Media, 7-21.
• Jacoby,& othersB. (1996). Service-learning in higher education-foundations and principles. San Francisco: :Jossey-Bass.
• JoplinL. (1981). On defining experiential education. The Journal of Experiential Education, 4(1), 17-20.
• KellerMJ. (1983). Motivational design of instruction. (edit: ReigeluthC. M.In) Instructional design theories and models: an overview of their current status, 384-434.
• Kenneth LaudonLaudonJane. (2007). Essentials of Management Information System. New York: Prentice Hall.
• KolbD.A. (1984). Experiential Learning：Experience as the Source of Learning and Development. Windsor. CT, U.S.A: Yankee Clipper Books.
• MaddenAN., & SlavinE.R. (1983). Effects of cooperative learn ing on the social acceptance of mainstreamed academically handicapped student. Journal of Soecial Education, 171- 182.
• NeillTJ. (2002). Brief evaluation of the Mystery Adventure Experience. Durham, NH: Unpublished manuscript. University of New Hampshire.
• NeillTJ. (2008). Enhancing Life Effectiveness: The Impacts of Outdoor Education Programs. Sydney, NSW, Australia: Unpublished manuscript, University of Western Sydney.
• NeillTJ. (1999). The melting pot of outdoor education effects; Testing the flavours of program type, duration and participant age. .In Proceedings of the 11th National Outdoor Education Conference (11-15). Perth, Western Australia: Camping and Out.
• O'BrienA.James. (2005). Introduction to information system. New York: McGraw-Hill.
• QuezadaL., & Christopherson, R. W.R. (2005). Adventure-based service learning: University. Journal of Experiential Education, 1-16.
• Ryan Chylinski(2013). How to Shoot Time-lapse Photography and how to make a time-lapse video. Retrieved from http://www.learntimelapse.com/time-lapse-photography-how-to-guide/
• SchmiederAA. (1997). The nature and philosophy of environmental education Goals and objectives. Trends in environmental education, 22-34.
• SmallV. & Gluck, MR. (1994). The relationship of motivational conditions to effective instructional. Educational Technology, 36 (8), 33-40.
• SmithK & Bruce W. TuckmanM. (2005). Forming, storming, norming and performing in groups, the encyclopaedia of informal education. Retrieved from www.infed.org/thinkers/tuckman.htm
• TuckmanWBruce. (1965). Developmental Sequence in Small Groups', Psychological Bulletin. 63 (6), 384-99.
• TyreeM. (1998). Designing an instrument to measure the socially responsible leadership using the social change model of leadership development. Dissertation Abstracts International, 59(6), 1945T. (1945).
• TyreeMT. (1998). Designing an instrument to measure the socially responsible leadership using the social change model of leadership development. Dissertation Abstracts International.
• WielkiewiczMR. (2000). The leadership attitudes and beliefs scale: An instrument for evaluating college students’ thinking about leadership and organizations. Journal of College Student Development.
Downloads
Published
Issue
Section
License
- Papers must be submitted on the understanding that they have not been published elsewhere (except in the form of an abstract or as part of a published lecture, review, or thesis) and are not currently under consideration by another journal published by any other publisher.
- It is also the authors responsibility to ensure that the articles emanating from a particular source are submitted with the necessary approval.
- The authors warrant that the paper is original and that he/she is the author of the paper, except for material that is clearly identified as to its original source, with permission notices from the copyright owners where required.
- The authors ensure that all the references carefully and they are accurate in the text as well as in the list of references (and vice versa).
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-NonCommercial 4.0 International that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
- The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
