Nature-based extreme sports are often framed through sensation seeking, thrill, and voluntary exposure to risk, yet this framing can obscure the meanings participants attach to prolonged engagement with demanding natural environments. This study explored how experienced South African participants interpreted the relationship between nature-based extreme sport participation and eco-sensitivity. In this article, eco-sensitivity refers to participants' reported environmental attention, affective connection with nature, recognition of ecological dependence, concern about degradation, and efforts to reduce personal impact. A qualitative design using interpretative phenomenological analysis was applied to semi-structured interviews conducted between 29 April and 4 July 2019 with 10 experienced participants, five men and five women, who represented 11 nature-based extreme sport activities and reported two to 22 years of experience. Four interconnected themes were identified: risk as a managed component of participation; connection rather than conquest; sensory sensitivity and experiences consistent with mindfulness and flow; and eco-sensitivity and self-reported pro-environmental orientation. Participants described risk as something to calculate and manage through competence, preparation, and situational judgement. They also described respect for natural forces, heightened bodily and environmental attention, and a stronger sense of ecological dependence. Reported pro-environmental practices were self-reported and were not independently observed. The findings provide an interpretive account of how participants made sense of environmental meanings within prolonged outdoor sport involvement. They do not establish a causal developmental mechanism. The results suggest propositions for athlete education, outdoor recreation management, environmental learning, and future longitudinal research. Keywords: eco-sensitivity; extreme sport; interpretative phenomenological analysis; nature connectedness; pro-environmental behaviour; risk management.
Exploration and reflection on problem-based learning building critical thinking. Implementation constrains problem-based learning in elementary schools, students' ability to understand problems is crucial. Media are needed to stimulate the ability to analyze real-world problems, express logical opinions, and implement solutions as critical thinking skills that foster an attitude of environmental concern. The purpose of this study was to analyze the influence of the use of storybooks and wordwall deep problem-based learning on critical thinking skills and environmental awareness simultaneously. The study used quantitative methods, with a quasi-experimental design. Partial Eta Squared 0.556, significance value (p = 0.000 < 0.05), proves that the use of storybooks and wordwall deep problem-based learning have a strong influence on critical thinking skills and environmental awareness simultaneously. There is a difference in partial influence between the two dependent variables based on the value in the tests of between-subjects’ effects, the use of storybooks and wordwalls contributed 49.8% to critical thinking skills, while the contribution to environmental awareness was 30.1%. Therefore, the critical thinking variable was the variable most affected using storybooks and wordwall in the problem-based learning compared to environmental concern attitude variables.
کاوش و تأمل در یادگیری مبتنی بر مسئله به منظور تقویت تفکر انتقادی صورت گرفته است. اجرای یادگیری مبتنی بر مسئله در مدارس ابتدایی با محدودیت‌هایی مواجه است و توانایی دانش‌آموزان در درک مسائل بسیار حیاتی است. به کارگیری رسانه‌هایی برای تحریک توانایی تحلیل مسائل واقعی، بیان نظرات منطقی و اجرای راه‌حل‌ها به عنوان مهارت‌های تفکر انتقادی که منجر به تقویت نگرش مسئولیت‌پذیری زیست‌محیطی می‌شود، ضروری است. هدف این پژوهش، تحلیل تأثیر استفاده از کتاب‌های داستانی و دیوارکلمات در یادگیری مبتنی بر مسئله عمیق بر مهارت‌های تفکر انتقادی و آگاهی زیست‌محیطی به طور همزمان بود. این پژوهش با روش کمی و طرح شبه‌آزمایشی انجام شد. مقدار Partial Eta Squared برابر با 0.556 و مقدار معناداری (p = 0.000 < 0.05) نشان می‌دهد که استفاده از کتاب‌های داستانی و دیوارکلمات در یادگیری مبتنی بر مسئله تأثیر قوی و معناداری بر مهارت‌های تفکر انتقادی و آگاهی زیست‌محیطی به طور همزمان دارد. بر اساس نتایج آزمون اثرات بین آزمودنی‌ها، بین دو متغیر وابسته تفاوت تأثیر جزئی وجود دارد؛ به طوری که استفاده از کتاب‌های داستانی و دیوارکلمات 49.8٪ به مهارت‌های تفکر انتقادی و 30.1٪ به آگاهی زیست‌محیطی کمک کرده است. بنابراین، متغیر تفکر انتقادی بیشترین تأثیر را از استفاده از کتاب‌های داستانی و دیوارکلمات در یادگیری مبتنی بر مسئله نسبت به متغیر نگرش مسئولیت‌پذیری زیست‌محیطی داشته است.
