The Use of Mobile Devices in Environmental Education
645
2 Materials and Methods
The scenario of this research is a Technical Teacher Training school, located in the
centre of the City of Cabo Frio, Rio de Janeiro, Brazil. The target audience for this
project are graduates of the 3rd grade, with an age group between 17 and 18 years old.
It is worth mentioning that this research is qualitative, with an exploratory nature. de
Souza Minayo (2011) states that qualitative research is concerned with the universe
of meanings, with a level of reality that cannot be quantified.
The research was developed in four stages, distributed as follows: accomplishment
of an interactive lecture; elaboration and creation of the Kahoot! game, composed
of ten questions on the interactive speech; application of the game to the students, in
the attempt to assess the learning process and analysis of the results.
Step 1: Lecture on reuse of solid coconut waste
A 50-min lecture was given on the theme: “The different forms of reuse of solid
coconut waste” where the environmental impacts of improper waste disposal in the
city of Cabo Frio were outlined. At this stage of the work, the participants were able to
get to know and discuss the differences between solid waste and scrap, the estimated
time to decompose waste in nature, health impacts when waste is improperly released
into the environment and, above all, forms of reuse.
According to the curricular guidelines of the Cabo Frio Municipal Department
of Education (SEME 2012), it is necessary to present Environmental Education
within a systemic, critical, multidisciplinary, interdisciplinary and transdisciplinary
dimension, in a continuous and permanent manner in all areas of knowledge, building
dynamic interactions between environment, culture and society.
Step 2: Elaboration and creation of the Kahoot! game
The Kahoot! game comprised ten questions related to the content taught in the lecture,
on reuse of solid coconut waste. In fact, Vasconcellos (2000) states that learning does
not start from the void, but rather must be related to a given context. To create the
game, it is necessary to have a Kahoot! account (https://Kahoot.com/) and to login
with the access password. In the initial screen, the button “CREATE” must be pressed.
In the “Create a new Kahoot!” screen, there are 4 options: 1. Quiz; 2. Discussion; 3.
Jumble; 4. Survey. In this work, the “Quiz” option was used (Fig. 1).
Step 3: Running the Kahoot! game
In order to play the game using the mobile devices via browser, internet access is
needed, to access the electronic address (https://Kahoot.com). The PIN provided by
the teacher must be entered. Each student enters his/her name or surname in the
devices. The questions that were previously created by the teacher are presented.
Answers are given on the mobile device screen—selecting the option (geometric
figure or colour) corresponding to the correct answer: triangle (red), rectangle (blue),
circle (orange), square (green). In the following screens, new questions will arise, as
shown in Fig. 2.
645
2 Materials and Methods
The scenario of this research is a Technical Teacher Training school, located in the
centre of the City of Cabo Frio, Rio de Janeiro, Brazil. The target audience for this
project are graduates of the 3rd grade, with an age group between 17 and 18 years old.
It is worth mentioning that this research is qualitative, with an exploratory nature. de
Souza Minayo (2011) states that qualitative research is concerned with the universe
of meanings, with a level of reality that cannot be quantified.
The research was developed in four stages, distributed as follows: accomplishment
of an interactive lecture; elaboration and creation of the Kahoot! game, composed
of ten questions on the interactive speech; application of the game to the students, in
the attempt to assess the learning process and analysis of the results.
Step 1: Lecture on reuse of solid coconut waste
A 50-min lecture was given on the theme: “The different forms of reuse of solid
coconut waste” where the environmental impacts of improper waste disposal in the
city of Cabo Frio were outlined. At this stage of the work, the participants were able to
get to know and discuss the differences between solid waste and scrap, the estimated
time to decompose waste in nature, health impacts when waste is improperly released
into the environment and, above all, forms of reuse.
According to the curricular guidelines of the Cabo Frio Municipal Department
of Education (SEME 2012), it is necessary to present Environmental Education
within a systemic, critical, multidisciplinary, interdisciplinary and transdisciplinary
dimension, in a continuous and permanent manner in all areas of knowledge, building
dynamic interactions between environment, culture and society.
Step 2: Elaboration and creation of the Kahoot! game
The Kahoot! game comprised ten questions related to the content taught in the lecture,
on reuse of solid coconut waste. In fact, Vasconcellos (2000) states that learning does
not start from the void, but rather must be related to a given context. To create the
game, it is necessary to have a Kahoot! account (https://Kahoot.com/) and to login
with the access password. In the initial screen, the button “CREATE” must be pressed.
In the “Create a new Kahoot!” screen, there are 4 options: 1. Quiz; 2. Discussion; 3.
Jumble; 4. Survey. In this work, the “Quiz” option was used (Fig. 1).
Step 3: Running the Kahoot! game
In order to play the game using the mobile devices via browser, internet access is
needed, to access the electronic address (https://Kahoot.com). The PIN provided by
the teacher must be entered. Each student enters his/her name or surname in the
devices. The questions that were previously created by the teacher are presented.
Answers are given on the mobile device screen—selecting the option (geometric
figure or colour) corresponding to the correct answer: triangle (red), rectangle (blue),
circle (orange), square (green). In the following screens, new questions will arise, as
shown in Fig. 2.