Abstract

Through innovative use of technology, we propose a pedagogical framework to improve the achievement of the threshold learning outcomes defined for Australian curriculum in environmental science. The proposed framework is grounded in the theory of disciplinary intuitions. It aims to improve understanding of the local environment through assessment of microclimates, thereby developing increased understanding of complex environmental issues, and promote systemic change in environmental science education by engaging students in novel and authentic tasks. The proposed framework seeks to make environmental factors immediately relevant to students through study of their local environment. Students can develop an understanding of complex environmental issues through learning activities which interrogate the local environment datasets.