Thesis (Ph.D. (Education)) - Rhodes University, 2007.

Thesis (Ph. D.)--York University, 2001. Graduate Programme in Environmental Studies. / Typescript. Includes bibliographical references (leaves 222-229). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ66359.

Thesis (M. Sc.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf 64-67).

Thesis (M. Phil.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 349-395).

Thesis (M. Ed. (Education)) - Rhodes University, 2007.

Thesis (M.S.)--University of Wisconsin--Stevens Point, 2007. / Includes bibliographical references (p. 109-111).

This project describes a four-year teacher education program conducted at the Living Desert, a botanical and wildlife park located in Palm Desert, California. The program brought 12 classroom teachers and 3 zoological educators together to expand their understanding and practice of environmental education. This project concentrates on how the program affected my educational philosophy, strategy and practice as an educator at The Living Desert, and how it shifted the focus of our department's docent (volunteer guide) education in general.

The purpose of this study was to develop and test a model which could be used to interpret and assist teaching in an environmentally directed way. Its principal aim was to establish the extent to which elements from a variety of paradigms and teaching methods could be used simultaneously when teaching in an environmentally directed way, depending on the topic and the context within which is taught. An in-depth literature review on theoretical perspectives on environmental education, paradigms relating to environmental education and teaching methods appropriate for environmental education indicated that these partially addressed the problem of the study, namely to determine how elements from a variety of paradigms and teaching methods could be used simultaneously to teach in an environmentally directed way.The theory developed from the literature review facilitated the development of the model mentioned above. An amoeba was used as a metaphor to develop a model which can help facilitate the process of teaching in an environmentally directed way. In developing the model, some examples of influential paradigms and teaching methods were used. None of the examples used for the study converged. Each contributed to the research in its own way. Some teaching methods showed common features of conversion and also addressed the problem of the study in their own ways. The amoeba model was developed from this theory. Qualitative research was further conducted to test the amoeba model. People who are knowledgeable in environmental education were selected to participate in the research. It emerged, from the findings of the research, that the amoeba model concurs positively with the hypothesis that no specific paradigm and teaching method(s) could be regarded as exclusively ideal for teaching in an environmentally directed way. Elements from a variety of paradigms and teaching methods could be used simultaneously for teaching in an environmentally directed way, depending on the topic and the context within which a topic is taught. The amoeba model thus serves as a solution to the problem of the study. Respondents further suggested that the amoeba model should be adopted for use in the South African education system. That is, the thesis should be put in the form of a workbook and teachers should be trained to teach in an environmentally directed way by using this model. / Educational Studies / D.Ed.(Didactics)

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3 pp. / Finding foods to bring on a camping or hiking trip may seem challenging. Not only do they need to be nutritious, but they must also leave minimal waste so you can leave the environment just as you found it. Whole foods (such as fruits, nuts, and vegetables) tend to be better choices than processed foods (such as single-use yogurts or pre-packaged cereal bars) since they tend to be rich in nutrients and produce minimal waste. Finding reusable and recyclable ways to package your foods may also help cut down your impact on the environment.