||A Learning Cycle Model in Education for Sustainable Development
HUSSEIN ZANATY MOHAMED YOUSSEF
One of the goals of the educational design research is to overcome the limitations of theeducational systems. ICT provided innovative solutions and models for better learningenvironment in urban society. However the benefits of ICT models are not fully applied indeveloping local education for sustainable development.The main purpose of this study was to investigate the effect of adopting the sustainablelearning cycle model-enhanced peer educator approach in a meaningful learningenvironment. In this study a new 6E learning cycle model, as a type of project-basedlearning, was presented in three main phases; Form, Inform, and Reform (FIR). Actionresearch (which includes both quantitative and qualitative experimental studies) wasconducted over two semesters 2013 and 2014 to transfer student’s attitudes from learnerto peer-educator in a longitudinal learning environment.For the comparison, two case studies were carried out in an elementary school inKitami city of Japan. In the first case study, 30 random students as the control group wereexposed to cross-cultural lesson based on the conventional instructional style. In the second casestudy, same students as an experimental group were to engage in creating DVD learningmaterials for international rural students in Egypt with the 6E learning cycle style under theteacher’s positive involvement.The experimental and control group were evaluated by both descriptive and statisticalanalyses. In addition, post and semi-structured observation and interviews wereconducted to evaluate the validity and reliability of the methodology. In terms oflearning skills especially, FIR-6E instructional model students showed not only betterresults in developing education for sustainable development, but also improved students’self-regulation and critical thinking skills than those were taught using the conventionalconstructional style.