No description available.

Tallahassee, Florida is a rapidly growing small city for which human encroachment on wildlife habitat, and the conservation of natural resources in general, has become of paramount importance. It was within this context that the thesis examined the opportunities for introducing education provision in urban parks in Tallahassee, Florida that develops positive attitudes towards, and a desire to protect, native wildlife; or “conservation motivation”. The research aimed to assist educators in the non-formal sector, decision-making organizations and urban park administrators in the development of relevant programming, as well as to design pilot wildlife-based environmental education programs which may be applied as a model in other contexts. The theoretical framework for the project, including criteria for the evaluation of wildlife-based environmental education programs, was influenced by elements of previously developed learning concepts. These concepts include experiential learning, constructivism, and the complementary systems approach. The theoretical framework focused on how these theories inform the type of learning this endeavor sought to develop in city parks. Due to significant municipal economic limitations, it was imperative that programming be developed at minimal staff and financial cost. Given their accessibility, urban parks provide the ideal location for experiential wildlife-based education. The thesis statement that education concerning indigenous animal species that many often take for granted, and sometimes malign, will contribute to the development of positive attitudes towards, and the desire to protect, native wildlife was carried out through the investigation of three primary research questions (PRQs). The questions concerned existing provision for environmental education in, and linked to, public parks and local non-formal organizations and, arising from the former, the development of pilot programs for public parks in a small city. Data was collected via secondary and field-based primary research. The methods chosen to reflect an action-based research methodology and to correspond with the PRQs included semi-structured pre and post-program surveys, semi-structured interviews, and observations. It was determined that appropriately targeted experiential wildlife-based environmental education leads to the development of positive attitudes toward native wildlife. The impact on attitudes for the purpose of change, in this case fostering the desire to protect native wildlife, was largely favorable but requires additional study. Through consultation with the City of Tallahassee and related non-formal organizations, three wildlife-based pilot programs were developed for Tallahassee Parks, Recreation and Neighborhood Affairs (TPRNA), with two having been fully implemented and evaluated. The project addressed opportunities for further research in related areas, and provided the foundations on which to introduce expanded, accessible, low cost education provision in urban parks pertaining to native wildlife conservation.

No description available.

This research addresses conceptual and practical issues in the field of environmental education. Environmental education is a compound and contested field in terms of both environmental and educafional ideologies. Its practice is also influenced by perspectives of context and change. Hence, the operationalisation of environmental education might be expected to vary across different ideologies and contexts. Thus, this research attempts to ore the operationalisation from theory into practice in environmental education. 'he approach of this research derives from those issues in the research context of education lental education that are currently of most concern. That is, policy-makers and I practitioners expect researchers to answer question such as "what works?" because they face the pressure of making decisions, in response, this research attempts to shed light on the nature of environmental education by using an evidence-based approach. However, most lence-based work in education is grounded in a post-positivistic perspective. This research, by contrast, employs evidence drawn from qualitative inquiry that recognises the significance depth contextual understanding. Thus the research sits within the qualitative paradigm and employs case study methodology.

The literature pertaining to action competence in the field of environmental education (EE), and active citizenship in the field of citizenship education (CE), were reviewed for this research. This review reveals an indeterminate collection of attributes that are associated with both action competence and active citizenship. This research introduces the term action-competence-associated attributes to refer to them. The purpose of this research is to explore how children’s participation in primary school eco clubs might afford opportunities for the development of these attributes. The justifications for this purpose are founded in the literature in the fields of environmental and citizenship education, in current educational policy in England, in practice in primary schools in England and in my personal research interests and philosophical principles. A transactional methodology frames the research, which comprises a multiple case study using participant observation and interviews. The data gathered from the two cases of primary school eco clubs, were subjected to both theory- and data-led thematic analysis. The emergent themes suggest how participation in eco clubs affords opportunities that contribute to the on-going development of children’s action-competence-associated attributes. This research makes three distinct contributions to knowledge. The first concerns the potential for eco clubs to enable primary schools to address the non-statutory framework for CE. A variety of different contextual factors influence how this takes place. The second contribution is the development of an analytical framework from action competence that may be useful for other researchers seeking to use action competence research to interrogate their own data .The third is the application of Biesta’s (2011) concept of the ignorant citizen to the school teachers in this research. The ignorant school teacher, by her/his very ignorance, is shown to influence the development of particular action-competence-associated attributes that might otherwise not be effected.

Environmental deterioration and social injustice highlight the discrepancy between ‘educated' and ‘wise' and, by corollary, call into question our approach to education. In order to investigate how we might advance Education for Sustainability (EfS) in a Scottish secondary school context this research engages with: relevant theory, the educational policy context, and practice in the form of two action research pilot projects. The concepts of utopianism and design are proposed as original and potentially useful to understand, guide and evaluate EfS and are linked to an analytical framework to clarify the concept of EfS endorsed in this thesis. The analytical framework developed comprises four thinking modes: systems thinking; future thinking; an emphasis on values and priorities; and action competency, each qualified through reference to practice. The pilot projects highlighted the challenges of monitoring and evaluating; illustrated opportunities and challenges to deliver EfS theory; offered new theoretical insights into EfS implementation; and enabled reflection on the status of EfS in the wider curriculum. The challenge of undertaking action research as a postgraduate student led to critical analysis of action research in academia. The thesis highlights the potentially promising policy context to facilitate EfS, particularly in Scotland, but also the practical challenges to implement EfS. Such challenges include: concerns over the clarity of policy documents; teachers' interest and ability to facilitate pupil-led learning; and resources to support the quality of EfS being delivered. Recommendations for future research include additional classroom-based projects; policy implementation analysis; and investigation of teachers' values, attitudes and capacity. It was concluded that utopianism, design, and the four thinking modes can potentially contribute to qualifying EfS in current policy and facilitate pupils to critique the status quo, and develop and share alternative visions of a sustainable future.

Die voorbestaan van die mensdom is nou verweef met die toestand waarin die omgewing verkeer. Menslike aktiwiteite het 'n groot impak op die omgewing, terwyl die omgewing weer die mens se lewensgehalte bepaal. Hierdie studie is dan daarop gemik om deur omgewingsopvoeding, die mens te lei tot omgewingsgesonde gedrag met die oog op volhoubare ontwikkeling. Ten einde hierin te slaag, word die verskillende omgewingsprobleme en die redes daarvoor eers uitgeklaar. Daarna word die faktore wat tot omgewingsagteruitgang kan lei, ondersoek. Hieruit blyk duidelik <lat die wereld en die RSA, in die toekoms digter bevolk, meer besoedel, ekologies minder stabiel en daarom meer gevoelig vir natuurrampe gaan word. Soos uit die proefskrif sal blyk kan omgewingsopvoeding 'n positiewe bydrae tot bierdie omgewingsprobleme lewer. Om daarby uit te kom word daar dus eers 'n kort bistoriese oorsig van omgewingsopvoeding gegee. Die rol en bydrae wat enkele internasionale organisasies tot omgewingsbewustheid gelewer het, word ondersoek. Daar word 'n oorsig gegee van verwikkelinge in die RSA en die invloed van die Aardeberaad op omgewingsopvoeding in die RSA, word ontleed. Ten einde outentieke omgewingsopvoeding te vergestalt word aanvaar <lat die mens met sy geboorte in 'n wereld gewerp word waaraan hy slegs met sy dood kan ontsnap. In hierdie gesitueerdheid in die wereld as leefnrimte, moet hy sin aan sy bestaan gee, terwyl hy ook 'n poging moet aanwend om die omgewing te verbeter, as voorsorg vir die oorlewing van toekomstige geslagte. Met inagneming van die opvoedings- en omgewingsrelasie waarin die mens tot sy omgewing staan, word die essensiele kenmerke van omgewingsopvoeding blootgele, ten einde moontlikheidsvoorwaardes te stel vir outentieke omgewingsopvoeding. Besondere Idem word gele op omgewingsgedrag wat volhoubaarheid nastreef. Dit alles kulmineer in omgewingsgesonde gedrag wat as oorkoepelende doelstelling vir omgewingsopvoeding gestel word. Omdat die mens se gedrag teenoor die omgewing bepaal word deur sy omgewingsetiek, word drie verskillende benaderings tot omgewingsetiek onderskei. Klem word gele op die noodsaak van omgewingsgeletterdheid. Ten einde die mens se optrede teenoor die omgewing te probeer verstaan, word drie omgewingsgedragstyle ontleed. Twee wetenskaplike aardgenese-hipoteses word beskryf vir verdere duidelikheid oor omgewingsgedrag. Aan die einde van die studie, word enkele beginsels gestel wat kan lei tot die ontwikkeling van omgewingsgesonde gedrag met die oog op volhoubare voortbestaan. / Mankind's survival is interwoven with the state of the environment. Human activities have a great impact on the environment, while the environment, again, determines the quality of man's life. This study aims to aid mankind, through environmental education, to environmentally sound behaviour with an eye on sustainable development. To attain this, the different environmental problems and their causes, are sorted out first. Then the factors that can lead to environmental degradation are investigated. From this it is quite clear that in the future, the world and the RSA will be more densely populated, become more polluted, be ecologically less stable and will therefore be more sensitive to natural disasters. Because environmental education can make a positive contribution to this, a short historical survey of environmental education is given. The role and contribution of some international organisations is investigated. Developments in the RSA are surveyed and the influence of the Earth Summit on environmental education in the RSA is analysed. At birth, mankind is thrown into a world from where he can escape only at death. In this world in which he has to stay, he must give meaning to his existence, while also trying to improve the environment to guarantee the survival of coming generations. Bearing in mind the educational and environmental relationship between any human being and his environment, the essential characteristics of environmental education are exposed in order to set possible conditions for authentic environmental education. Special emphasis is placed on environmental behaviour aimed at sustainablility. All this culminates in environmentally sound behaviour that acts as the overall aim for environmental education. Because man's environmental ethic determines his behaviour towards the environment, three different approaches to environmental ethics are distinguished. Emphasis is placed on the necessity for environmental literacy. In order to try to understand man's behaviour towards the environment, three styles of environmental behaviour are analysed. For further clarification of environmental behaviour, two scientific earth genesis hipotheses are also described. In conclusion, this study leads to certain principles that can lead to the development of environmentally sound behaviour aimed at the sustainable survival of mankind. / Educational Studies / D. Ed. (Filosofie van die Opvoeding)

Die voorbestaan van die mensdom is nou verweef met die toestand waarin die omgewing verkeer. Menslike aktiwiteite het 'n groot impak op die omgewing, terwyl die omgewing weer die mens se lewensgehalte bepaal. Hierdie studie is dan daarop gemik om deur omgewingsopvoeding, die mens te lei tot omgewingsgesonde gedrag met die oog op volhoubare ontwikkeling. Ten einde hierin te slaag, word die verskillende omgewingsprobleme en die redes daarvoor eers uitgeklaar. Daarna word die faktore wat tot omgewingsagteruitgang kan lei, ondersoek. Hieruit blyk duidelik <lat die wereld en die RSA, in die toekoms digter bevolk, meer besoedel, ekologies minder stabiel en daarom meer gevoelig vir natuurrampe gaan word. Soos uit die proefskrif sal blyk kan omgewingsopvoeding 'n positiewe bydrae tot bierdie omgewingsprobleme lewer. Om daarby uit te kom word daar dus eers 'n kort bistoriese oorsig van omgewingsopvoeding gegee. Die rol en bydrae wat enkele internasionale organisasies tot omgewingsbewustheid gelewer het, word ondersoek. Daar word 'n oorsig gegee van verwikkelinge in die RSA en die invloed van die Aardeberaad op omgewingsopvoeding in die RSA, word ontleed. Ten einde outentieke omgewingsopvoeding te vergestalt word aanvaar <lat die mens met sy geboorte in 'n wereld gewerp word waaraan hy slegs met sy dood kan ontsnap. In hierdie gesitueerdheid in die wereld as leefnrimte, moet hy sin aan sy bestaan gee, terwyl hy ook 'n poging moet aanwend om die omgewing te verbeter, as voorsorg vir die oorlewing van toekomstige geslagte. Met inagneming van die opvoedings- en omgewingsrelasie waarin die mens tot sy omgewing staan, word die essensiele kenmerke van omgewingsopvoeding blootgele, ten einde moontlikheidsvoorwaardes te stel vir outentieke omgewingsopvoeding. Besondere Idem word gele op omgewingsgedrag wat volhoubaarheid nastreef. Dit alles kulmineer in omgewingsgesonde gedrag wat as oorkoepelende doelstelling vir omgewingsopvoeding gestel word. Omdat die mens se gedrag teenoor die omgewing bepaal word deur sy omgewingsetiek, word drie verskillende benaderings tot omgewingsetiek onderskei. Klem word gele op die noodsaak van omgewingsgeletterdheid. Ten einde die mens se optrede teenoor die omgewing te probeer verstaan, word drie omgewingsgedragstyle ontleed. Twee wetenskaplike aardgenese-hipoteses word beskryf vir verdere duidelikheid oor omgewingsgedrag. Aan die einde van die studie, word enkele beginsels gestel wat kan lei tot die ontwikkeling van omgewingsgesonde gedrag met die oog op volhoubare voortbestaan. / Mankind's survival is interwoven with the state of the environment. Human activities have a great impact on the environment, while the environment, again, determines the quality of man's life. This study aims to aid mankind, through environmental education, to environmentally sound behaviour with an eye on sustainable development. To attain this, the different environmental problems and their causes, are sorted out first. Then the factors that can lead to environmental degradation are investigated. From this it is quite clear that in the future, the world and the RSA will be more densely populated, become more polluted, be ecologically less stable and will therefore be more sensitive to natural disasters. Because environmental education can make a positive contribution to this, a short historical survey of environmental education is given. The role and contribution of some international organisations is investigated. Developments in the RSA are surveyed and the influence of the Earth Summit on environmental education in the RSA is analysed. At birth, mankind is thrown into a world from where he can escape only at death. In this world in which he has to stay, he must give meaning to his existence, while also trying to improve the environment to guarantee the survival of coming generations. Bearing in mind the educational and environmental relationship between any human being and his environment, the essential characteristics of environmental education are exposed in order to set possible conditions for authentic environmental education. Special emphasis is placed on environmental behaviour aimed at sustainablility. All this culminates in environmentally sound behaviour that acts as the overall aim for environmental education. Because man's environmental ethic determines his behaviour towards the environment, three different approaches to environmental ethics are distinguished. Emphasis is placed on the necessity for environmental literacy. In order to try to understand man's behaviour towards the environment, three styles of environmental behaviour are analysed. For further clarification of environmental behaviour, two scientific earth genesis hipotheses are also described. In conclusion, this study leads to certain principles that can lead to the development of environmentally sound behaviour aimed at the sustainable survival of mankind. / Educational Studies / D. Ed. (Filosofie van die Opvoeding)