Promoting Environmental Awareness in Middle Schools of

Pakistan through Problem-Based Learning

Background and Context
The environmental problems in the middle school system of Pakistan are urgent. These include pollution,
deforestation, and water shortages (Khan, 2019). Making ecological literacy a subject matter is crucial.
The eco-inquiry learning model, which merges problem positing approach and eco-inquiry projects
represents a real possibility (Hmelo-Silver, 2007).
The middle school years could be referred to as science classes’ best platform of them all to touch on
environmental ideas and inspire students to have this kind of spirit. For instance, by adopting inquiry-
based ecological learning as a practice, learners will examine locally occurring issues, such as air
pollution or water contamination, and, under the supervision of their teachers, will develop solutions.
Through implementing problem-based eco-enquiry learning, an educator can hope to solidify students'
grasp of practical applications of environmental subjects in the real world (Roshayanti, 2019). The
explicit purpose of the “inquiry-based approach” is the student's involvement in the process of real-life
experiments. In such a way they get a chance to look at ecological processes and human influence from a
holistic perspective. Furthermore, it stimulates critical thinking skills as students must deal with
environmental issues, evaluate the evidence, and work jointly towards solutions (Zabit, 2010).
This instructional technique promotes the global educational paradigm that leans towards student-
centered and inquiry-based practices. As a result, students can experience deeper learning by adapting
together to various environmental issues and thus developing skills of agency (Ural, 2020).
Using a working knowledge of problem-based eco-inquiry learning in school science education as an
example, this evidence shows that the approach can be employed to enhance learners' ecological
knowledge and thinking skills in Pakistan at the middle school level (Spínola, 2015). Besides this, many
exciting activities are incorporated into this approach to have students get a deeper understanding and
engagement of the environmental issues.
An example could be the Environmental Scavenger Hunt (Wals, 2012) which involves searching for clues
related to environmental problems in or around the school or community. Every hint appears to be a
symbol of a particular parable, for example, bottles of plastic could represent plastic pollution just like
dried-up plants could be the symbol of water shortage. The task has an incorporative effect on the
learning process and opens the discussion that concentrates on the workable solutions.
In addition to that, employing an Eco-Inquiry Debate (Barton, 2004) will assist the students in enhancing
such skills as critical thinking and communication. Students might dig into and discuss different nuanced
questions on the environmental front, like global warming and renewable energy, ask for evidence, and be
able to present arguments and counterarguments, taking into consideration various points of view.
DIY Environmental Experiments (Sobel, 2016) – practical learning experiences appeal to students
vividly. Students can work out projects like water filter construction or a miniature ecosystem creation,
and that should provide insight into environmental matters and stimulate their creativity.
Moreover, holding a Green Team Challenge (Sobel, 2005) even boosts a team’s interpersonal efficacy.
Students will have teamwork projects where they address environmental problems, for instance,
designing awareness campaigns or recycling implementation. The main activity here would be to produce
innovative ideas on environmental responsibility.
Virtual Field Trips (Sivek, 2013) as a has made it easier for students to travel virtually and learn about
how different ecosystems are conserved and what strategies are used in multiple countries to preserve
biodiversity.
Therefore, fully tying eco-inquiry learning with entertaining activities provides a comprehensive method
of environmental education in Pakistani middle schools that empowers students for honest environmental
stewardship.
Theoretical Basis
Learning in eco-inquiry mode, envisaged for middle school concept in Pakistan has its theoretical roots in
constructivism, which stresses on learner's active contribution to the generation of knowledge for the
learners. According to the constructivist view, the process of comprehension through an interaction with
the surroundings in addition to reflections and experiences, becomes more active compared to absorbing
information sent by teachers (Jonassen,1991).
At its core constructivism theory is based on cognitive dissonance or disequilibrium. When quite different
learners’ existing knowledge frameworks (schemas) meet current information or experiences, the student
becomes cognitively dissonant. Jean Piaget, an early theorist of constructivism, stated that such cognitive
conflict increasingly urges the learners to actively look for the resolution to the problem by integrating the
latest information with their existing schemas or adapting them in such a way that current information
becomes appropriate (Piaget, 1970).
Constructivist pedagogy shapes the development and integration of instructional strategies in explaining
to the students PBEL When students are presented with relevant, real-world environmental issues in their
lives and communities, they manage to intentionally create that psychological conflict to challenge
students’ intellect, as well as excite their spirit for inquiry, exploration, and knowledge construction.
Students apply their perspectives on environmental aspects when they tackle intricate environmental
questions. However, the questions they address might not align with their prior concepts. Instead, students
adjust and refine their idea of the relationship between and among environmental media through this
process.
Additionally, eco-inquiry learning of this type has the considerable benefit of social constructivism, which
supplements individual knowledge construction with collaborative learning through social contexts
(Vygotsky, 1978). Cooperative activities of problem-solving invite students to take part in the dialogue,
negotiate, and collectively make sense of environmental issues when they share, perceive, and understand
the solutions and the interpretations of environmental phenomena together. Through peer engagement and
discussion, students validate each other’s views with unique perspectives and contribute ideas, which,
when all are submitted, create a better understanding of ecological problems than any student can achieve
alone.
By putting students into complex, real-life situation-based learning, problem-based eco-inquiry
classrooms are functioning regarding the tenets of situated cognition, a cognitive way of learning that
emphasizes that learning is bounded to a particular context (Lave & Wenger, 1991). Integration of actual-
world ecological problems into the curriculum is crucial since it makes learning more relevant to the
everyday context of life that pupils are familiar with and helps them bridge the gap between abstract
concepts and concrete applications. Engaging students in field research activities is important because it
gives them opportunities to reinforce academic knowledge by connecting practical experiences with real-
life situations, thus enriching the effectiveness and substantiating their studies.
Besides the fact that it ensures the application of active learning principles that stress the active
involvement of learners, inquiry-based learning is problem-centered (Bonwell & Eison, 1991). Through
this self-decided learning acknowledging student power, they are encouraged to find solutions to the
problems they face, which leads to intrinsic motivation, curiosity, and independence. Students along with
their teachers become creative partners where they learn to form their understanding of key
environmental topics rather than just getting those predetermined by people.
Respectively, constructivism is considered a sound theoretical ammunition for the problematic nature of
ecological investigation learning in middle school science education in Pakistan. Providing an atmosphere
of cognitive conflict, social constructivism, situated cognition, and active learning is the way to do that
since learners' inborn curiosity, imagination, and critical thinking abilities can be harnessed on that, which
then results in deeper understanding, meaningful learning, and ecological benevolence.
Evidence-Based Pedagogy
Recent research gives valid information on the usefulness of problem-solving eco-based inquiry lessons
as an approach to teaching about the environment and encouraging students’ critical thinking skills in
middle school, respectively. Several key studies offer critical insights into the effectiveness of this
technique and provide light on the chances of science education in the Pakistani country.
In a study conducted by Khan et al. (2022), problem-based eco-inquiry learning as a mode of education
was examined to address the issue of students lacking knowledge of the environment and their attitude
toward the environment. The research was conducted with a comparative trial design between two groups.
One group followed the novel method of problem-based eco-inquiry learning to gain knowledge and the
other group passed through traditional teaching. Data analysis demonstrated pronounced gains in the
knowledge of environmental issues and the attitudes of students who were engaged in a problem-solving
project with an eco-thematic approach minus students who underwent traditional teaching. As this
research concludes, problem-based learning using an eco-inquiry approach seemed the best in terms of
the ability of students to acquire environmental concepts and the creation of a cheerful outlook toward
environmental stewardship.

However, the eco-inquiry projects were also determined to influence environmental literacy by Ahamad
and Malik (2023). A mixed-methods design was used in the study and what was received because of it
were the quantitative data from surveys that were coupled with qualitative data from interviews that were
then used to establish the level of knowledge, attitude, and behaviors about the environment of the
students. The outcomes of the research showed that those students who participated in eco-inquiry
programs were knowledgeable about ecological knowledge, and they had the ambition to act on
environmental issues. This finding is indicative of the usefulness of ecological interactive educational
programs for developing environmental understanding and relationships between students and the
environment.

In addition, the research work by Ali et al. (2021) conferred on problem-based learning as an effective
strategy that promotes critical thinking skills in learners. Yet, even though the study does not delve into
environmental education in particular, the research's results help demonstrate the merits of problem-based
learning, which permeates problem-based eco-inquiry learning. Through quasi-experimental design, the
study focuses on students who participated in problem-based learning and compares them with those
receiving traditional teaching. The outcomes demonstrated that students excelled in the area of critical
thinking when they took part in problem-based learning activities which drove home the undeniable fact
that active and inquiry-based learning is an effective way of developing student's cognitive ability.
Collectively outcomes of the studies point to the capacity of problem-based inquiry learning in eco-
education as an approach that can be used in middle schools to promote environmental consciousness,
critical thinking skills, and a positive view of environmental sustainability among students. Although
there are plenty of bits of evidence, the study is not perfect and has its constraints and limitations. Future
studies would be wise to circumvent existing limitations using well-controlled research designs,
longitudinal studies that assess long-term effects, and research on a wider variety of education contexts to
universalize the concept of problem-based eco-discovery learning. Using the evidence provided through
the above-mentioned studies, educators will be able to improve strategies in an even more meaningful
approach to problem-based eco-inquiry in middle school science education in Pakistan and other
countries globally.
Conclusion
Finally, the seeping of problem-based eco-inquiry learning into middle school science education in
Pakistan poses enormous potential for cultivating environmental consciousness, intellectual capacity, and
a favorable disposition toward the conservation of environmental resources in the learners. A
constructivist approach to teaching, including real-world problems in generalized environmentalism,
would build more links between environmental concepts and real-world experience. Constructive conflict,
social constructivism, situated cognition, and active learning frameworks are the pillars on which
problem-based ecology-inquiry learning is reinforced, resulting in the creation of exclusive learning
platforms for students.
Contemporary studies are a source of efficient data that shows how problem-based eco-inquiry learning
helps to develop environmental literacy and critical thinking skills among middle schoolers. Studies made
with Randomized controlled trials, Mixed-methods approaches, and Quasi-experimental designs have
shown major progress in students’ environmental knowledge, attitude, and behavior when learners
participated in problem-based eco-inquiry learning activities. These results indicate the effectiveness of
this teaching method in dealing with the issues that involve the environment on the spot and at the same
time installing in students the level of responsibility when it comes to stewardship of the environment.
Moreover, extra-inquiry activities like Environmental Scavenger Hunts, Eco-Inquiry debates, DIY
Environmental Experiments, Green Team Challenges, and Virtual field Trips complement environmental
problem inquiry, translating learning experiences into a vibrant reality while making students fully aware
of environmental issues. These activities can be integrated and together they help in the establishment of
an environment that is so dynamic, that it not only gives the students but also the teacher an opportunity
to engage, inspire curiosity, and creativity, and foster collaboration among themselves.
Going forward, it is equally significant to study and improve the workability of problem-based eco-
inquiry learning in education of a variety of domains. Future research should be directed to tackling
methodological drawbacks, exploring the healing effects, not just in the short-term, and expanding
feasible practices to ensure full-scale application. The next step would involve building on the evidence
already proposed by previous studies, plus the use of modern teaching methods to ensure students whose
heads and hearts hold enough relevant knowledge, skills, and attitudes can make a change in the
environment and aim toward a better way of living.
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