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Reflection and Analysis: Share your reflection here

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Reflection and Analysis: Share your reflection here

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1. What are the key learning objectives supported by this tool?

2. How does it support systems thinking or environmental decision-making?

3. What are the limitations (pedagogical, technical, ethical)?

4. How could this tool be adapted for different contexts (urban, rural, under-resourced schools)?

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iNaturalist - Natasya Haswani (23099022) & Yvonne Racheal (23086736) 

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iNaturalist - Natasya Haswani (23099022) & Yvonne Racheal (23086736) 

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What is iNaturalist?

iNaturalist is a free biodiversity app that lets users capture, identify and share sightings of plants and animals using photos and gps data.

Key Learning Objectives

Encourage students to recognise biodiversity through hands-on species identification

Introduce the concept of citizen science by involving students in real environmental data collection

How It Supports Environmental Thinking

Reinforces ecosystem connections by showing how species coexist and depend on one another

Promotes awareness of local biodiversity

Encourages more thoughtful interaction with nature

Limitations

Pedagogical: Teachers may need to guide students in connecting their observations to broader scientific principles

Technical: Access to smartphones and internet is necessary which may limit use in some schools

Ethical: Sharing observation locations publicly could raise privacy issues, especially for younger learners

Adapting for Different Contexts

Urban schools: Students can use the app in gardens, school grounds or parks

Under-resourced schools: Students can record findings manually and upload later

Rural schools: Students’ observations can be supported with sketches and printed species guides

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Introducing the iNaturalist App for budding citizen scientists

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EcoMUVE - Rika Amalia (23118095) & Vimallan A/L Sadasivam (U2004617/2)

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EcoMUVE - Rika Amalia (23118095) & Vimallan A/L Sadasivam (U2004617/2)

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EcoMUVE is a curriculum that was developed at the Harvard Graduate School of Education that uses immersive virtual environments to teach middle school students about ecosystems and causal patterns.

Key Learning Objective:

Help students develop a deeper understanding of ecosystems and causal patterns with a curriculum that uses Multi-User Virtual Environments (MUVEs).

Help students to ask questions, collect data and solve problems by practicing critical thinking like real scientist.

Help students see how science connects to real life envitonmental issue.

How It Support Systems Thinking?

EcoMUVES teaches students that everything in an ecosystem is connected. For example, if one part of a pond changes, it can affect the whole system. EcoMUVES also help students to think about multiple causes of problem, long-term effect from the problem and how they can use their understanding to make better decision about the environment.

Limitations:

Teaching challenges: Some students might get confused if they don't get enough guidance from the teacher.

Technology issue: It needs good computers and internet, which not all schools have.

Access and fairness: Not all students or schools may have the same chance to use this tool.

How Could It be Adapted:

In urban school, teachers can connect the lessons to city problems like air or water pollution.

In rural areas, students might connect what they learn in EcoMUVE to nature around them.

In under-resourced school, teacher can use 'shared devices' like one computer one group, show videos or screenshot or use paper-based activities inspired by this tools.

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World Climate Simulation 🌎 (Vienna Khor 22110644, Calesta Kuek 17202309)

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World Climate Simulation 🌎 (Vienna Khor 22110644, Calesta Kuek 17202309)

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1. Key Objectives

Learn about climate science and climate policy interactively.

Explore climate change in multidisciplinary context that integrates the dynamics of climate change, economic, international affairs, energy policy, and intergenerational equity.

Develop skills in negotiation, presentation, and policy evaluation.

2. How It Supports Systems Thinking

Shows how actions in one country affect the global system through economic and environmental feedback.

Provides real-time feedback via the C-ROADS model on temperature, sea levels, etc.

3. Limitations

Pedagogical:

Complex systems concepts may overwhelm younger or non-science students. Assumes prior knowledge of climate science and global politics. Some learners may struggle without proper scaffolding or support.

Technical:

Requires computers, projectors, and internet access—not always available in low-resource settings.

Ethical:

Role-playing may be uncomfortable for participants asked to argue for controversial policies. Important justice issues (e.g. colonialism, environmental racism, indigenous rights) may be underrepresented.

4. Adaptation In Different Contexts

The game requires internet access and computer to run C-ROADS simulator to analyze the result of the game.

Urban schools:

Online or in-person. All materials are freely available online. Learn how to be a game facilitator following the course on "Climate Interactive" website.

Rural schools:

Use printed materials for participants

Under-resourced schools:

Organize this game in another venue with complete technological resources.

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What is EcoMobile?

EcoMobile is an extension of the EcoMUVE curriculum, where students embark on a field trip to a real pond environment. It is a program that combine AR technology with environmental probeware to create immersive outdoor learning experiences focused on ecosystem science.

Key Learning Objectives

Recognizing the relationships between biotic and abiotic factors in ecosystems.

Understanding of ecological processes and cycles, such as photosynthesis, respiration and decomposition.

Developing the scientific inquiry skills, such as observations, data collection and interpretation of pH and temperature of the water.

How It Supports System Thinking and Environmental Decision-Making

By allowing students to explore the interconnectedness of environmental variables and biological components in a pond ecosystem, as well as it helps students to visualize and interpret complex interactions when using AR and probesware.

Limitations

Pedagogical: Students may be overwhelmed or distracted by the outdoor settings and teachers may need additional training to integrate AR and probeware to fully utilize the tools.

Technical: Dependence on wireless connectivity, GPS and mobile devices, as well as probeware and AR software that require specific hardware that may not available during outdoor and accessible to all schools, which could lead to technical glitches.

Ethical: Data privacy concerns (audio, video and location).

How This Tool Can Be Adapted

Urban Schools: Instead of ponds, students could explore green spaces or urban sustainability project such as rooftop garden.

Under-Resourced Schools: Schools could share devices or partner with NGOs for device lending program, as well as use open source AR platforms.

Rural Schools: Students could use the nearby forests, rivers or farmland that involve local community.

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I. Introduction

iNaturalist is a community-based citizen science platform supported by the California Academy of Sciences and National Geographic Society. Users upload photos of organisms, and species are identified using AI recognition and community verification. It works both as a website and a mobile app (iOS & Android), and contributes to a global biodiversity database.

II. Key Learning Objectives

1.Observation and Species IdentificationStudents learn to observe and classify organisms using AI tools and peer feedback. Activities like BioBlitz encourage fast, structured fieldwork within a set time.

2.Data Literacy and Scientific Contribution

Learners practice submitting standardized data (photos, location, time), gaining experience in scientific recording and understanding how local data can support global research.

3.Ecosystem Awareness

Students explore spatial and seasonal patterns in species distribution and develop ecological thinking through thematic “Projects”.

4.Critical Thinking

The platform’s verification system helps students reflect on data quality and understand how scientific evidence is confirmed through collaboration and review.

III. Limitations

iNaturalist has some pedagogical, technical, and ethical challenges.

It emphasizes observation, but lacks deeper inquiry features without teacher guidance. It also requires smartphones and internet, limiting use in under-resourced areas. Publicly shared geotagged data may raise privacy or species protection concerns, and minors should use it under supervision.

IV. Adaptation Strategies

The tool is adaptable across contexts:

In urban areas, students can observe biodiversity in parks or schoolyards.

In rural settings, they can focus on local crops and native species.

In low-resource schools, teachers can guide offline recording and later upload data, using shared devices. iNaturalist fits well with inquiry-based or place-based learning.