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Environmental education and the cross-curricular nature of outcomes based education :Kgatitsoe, Peter Paul. January 2002 (has links)
Thesis (masters)--University of South Africa, 2002.
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Environmental education and the cross-curricular nature of outcomes based education: an investigation of methodological compatibilityKgatitsoe, Peter Paul 01 1900 (has links)
This study is an investigation of the congruence in methodology between out-comes based education and environmental education. EE and OBE advocate for an integration of educational approaches and methodology. The focus being the introduction of integrated cross-curricula approach to education.
Questionnaires were administered to educators in the sampled schools in order to get the understanding and perceptions of educators about the compatibilty of EE and OBE methodologies. The hypothesis: OBE in South African Education allows for the implementation of EE methodologies.
The finding is that common approaches i.e. interdisciplinary and cross-curricular approaches and similar methods are used in OBE and EE.
Several proposals were made: There should be workshops, support and mentoring approaches to EE and OBE. Resources should be available to educators and learners and there should be research on OBE and EE methodologies should be made / This study is aimed at examining the compatibility in methodology and approaches
of South African Out-comes Based Education and Environmental Education. Data
collection was based on questionnaires administered to the primary school
educators in the Rustenburg District. Extensive knowledge was gained concerning
the nature, approaches and methodologies of Environmental Education and Out
Comes Based Education. The educators' understanding of the compatibility or
degree of agreement between OBE and EE methodologies, approaches and methods
was examined. Problems related to the methodological incompatibility of EE and
OBE are identified and solutions are proposed.
The core of this study is to examine the compatibility between OBE and EE in terms
of approaches and methodologies. It is noted by this study that compatibility
between EE and OBE, is not without problems.
This study will make valuable contributions to examine the extent of OBE as a
curriculum policy for addressing methodological issues raised by EE. / Educational Studies / M.Ed.(Environmental Education)
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World heritage sites as environmental education resources : a case study of the cradle of humankindMakokotlela, Matlala Violet 10 1900 (has links)
Studies have shown that world heritage sites are regarded as environmental education (EE)
resources. However, environmental activities are not integrated with the National Curriculum
Statement (NCS) because the heritage educator and guides are not trained in EE, the heritage
educator do not liaise with the Department of Education (DoE) especially the curriculum
implementation unit and World Heritage Youth Forum.
The purpose of this study is to establish the role that world heritage sites can play to provide
adequate access to appropriate EE resources since this is a problem that hampers successful
implementation of EE. The study gathered data through observation, document analysis,
interviews and questionnaire. The data analysis was based on an inductive process that builds
concepts.
The study recommends training of heritage educator and guide in EE, heritage educator to liaise
with Department of Education especially the curriculum implementation unit and the World
Heritage Youth Forum to ensure effective implementation of environmental activities at the site. / Educational Studies / M. Ed. (Environmental Education)
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4 |
Environmental education and the cross-curricular nature of outcomes based education: an investigation of methodological compatibilityKgatitsoe, Peter Paul 01 1900 (has links)
This study is an investigation of the congruence in methodology between out-comes based education and environmental education. EE and OBE advocate for an integration of educational approaches and methodology. The focus being the introduction of integrated cross-curricula approach to education.
Questionnaires were administered to educators in the sampled schools in order to get the understanding and perceptions of educators about the compatibilty of EE and OBE methodologies. The hypothesis: OBE in South African Education allows for the implementation of EE methodologies.
The finding is that common approaches i.e. interdisciplinary and cross-curricular approaches and similar methods are used in OBE and EE.
Several proposals were made: There should be workshops, support and mentoring approaches to EE and OBE. Resources should be available to educators and learners and there should be research on OBE and EE methodologies should be made / This study is aimed at examining the compatibility in methodology and approaches
of South African Out-comes Based Education and Environmental Education. Data
collection was based on questionnaires administered to the primary school
educators in the Rustenburg District. Extensive knowledge was gained concerning
the nature, approaches and methodologies of Environmental Education and Out
Comes Based Education. The educators' understanding of the compatibility or
degree of agreement between OBE and EE methodologies, approaches and methods
was examined. Problems related to the methodological incompatibility of EE and
OBE are identified and solutions are proposed.
The core of this study is to examine the compatibility between OBE and EE in terms
of approaches and methodologies. It is noted by this study that compatibility
between EE and OBE, is not without problems.
This study will make valuable contributions to examine the extent of OBE as a
curriculum policy for addressing methodological issues raised by EE. / Educational Studies / M.Ed.(Environmental Education)
|
5 |
World heritage sites as environmental education resources : a case study of the cradle of humankindMakokotlela, Matlala Violet 10 1900 (has links)
Studies have shown that world heritage sites are regarded as environmental education (EE)
resources. However, environmental activities are not integrated with the National Curriculum
Statement (NCS) because the heritage educator and guides are not trained in EE, the heritage
educator do not liaise with the Department of Education (DoE) especially the curriculum
implementation unit and World Heritage Youth Forum.
The purpose of this study is to establish the role that world heritage sites can play to provide
adequate access to appropriate EE resources since this is a problem that hampers successful
implementation of EE. The study gathered data through observation, document analysis,
interviews and questionnaire. The data analysis was based on an inductive process that builds
concepts.
The study recommends training of heritage educator and guide in EE, heritage educator to liaise
with Department of Education especially the curriculum implementation unit and the World
Heritage Youth Forum to ensure effective implementation of environmental activities at the site. / Educational Studies / M. Ed. (Environmental Education)
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