Benedict Tjoeng Ruiyan, Lam Sophie, Lim Hao Xiang Sean, Low Zhen Hao Jefferson, Samuel Choy Meng Soon
Academic Advisor: Ms. Sadaf Ansari
Water demand in Singapore has been projected to increase, up to double of the current amount of 430 million gallons a day by 2060 (PUB). With the domestic sector being responsible for 45% of current water consumption (PUB), a reduction in household consumption is paramount to maintain our water supply. Existing literature suggests children form habits more easily and are more impressionable at the young age of 6 (Eccles, J.S., 1999). Our group aims to challenge the effectiveness of the “individual” paradigm by focusing on collaborative learning among preschoolers. Collaborative learning has led to increased efficiency in learning and higher achievement among students (Laal, 2012). We hypothesise that collaborative learning is a better pedagogical approach compared to individual learning. This would be done by measuring the degree of knowledge-retention and behavioural improvements of water conservation habits in preschoolers for both teaching methods.
To test this hypothesis, we conducted an experiment in the form of a workshop. The workshop was split into a test group and control group, focusing on collaborative learning and individual learning respectively. Pre-workshop and post-workshop data was gathered to measure the effectiveness of collaborative learning and individual learning. Results indicate a general receptivity of the target group to the activities of collaborative learning. Our data also indicated that this increased engagement was associated with better knowledge retention and development of water conservation habits. Our recommendation is for more extensive testing of this model to ascertain if collaborative learning can be implemented on a national scale for water education.
Keywords: Water, Education