ABSTRACT
Throughout the intervention, working face to face and online with the primary school children, Maria and her partner employed various pedagogical strategies to engage their group in the online activities and resources that they had designed to develop the children’s understanding of environmental issues. A guiding pedagogical principle of starting with what the children already know and providing what were believed to be enjoyable activities or games for the children was adopted. That is, from the start Maria and her partner had in mind the children’s needs, as she related when interviewed:
We chose an issue. Our issue was recycling, because we assumed they’d know about it either at home or in school and obviously it’s an issue that’s becoming more important. So we set up various activities and games, as we knew we also needed them to enjoy themselves.
