nÃo hà / A presente pesquisa tem como objetivo fazer uma anÃlise do ensino de Hidrologia baseada nos conceitos de ensino hÃbrido e de aprendizagem ativa com o uso de videoaulas. A disciplina de Hidrologia pertence aos cursos de Engenharia Civil e de Engenharia Ambiental da Universidade Federal do CearÃ. Para isso, a pesquisa busca identificar, na perspectiva do professor, os conceitos de ensino hÃbrido, sala de aula invertida, e de aprendizagem ativa presentes nas aulas da disciplina de Hidrologia, bem como avaliar, na perspectiva dos alunos, a proposta metodolÃgica adotada pelo professor. O estudo tambÃm investiga o papel das tecnologias e das mÃdias digitais para o desenvolvimento da metodologia aplicada. No que se refere aos instrumentos de coleta, foram utilizados questionÃrios on-line, entrevistas, observaÃÃes das aulas e diÃrio de campo. Nos procedimentos metodolÃgicos, optou-se por uma abordagem qualitativa com o emprego do estudo de caso. Para anÃlise dos dados, foram utilizados elementos da teoria de Strauss e Corbin (2008). Os resultados estÃo apresentados em trÃs categorias: 1) PrÃtica docente baseada no ensino hÃbrido e na aprendizagem ativa; 2) AvaliaÃÃo discente sobre a metodologia aplicada; e 3) A influÃncia da tecnologia e das mÃdias digitais na disciplina. Os resultados indicam que a metodologia aplicada pelo docente em Hidrologia carrega elementos do ensino hÃbrido e da aprendizagem ativa, o que favoreceu a satisfaÃÃo do professor e a motivaÃÃo e o engajamento dos alunos com os conteÃdos curriculares, elevando o nÃvel das discussÃes em sala e das avaliaÃÃes na disciplina. Ademais, foi observado que esta aÃÃo provocou em outros docentes e em outras instituiÃÃes o interesse pelas teorias que permeiam a proposta empregada em Hidrologia. A pesquisa se diferencia dos demais estudos ao relacionar a utilizaÃÃo de vÃdeo com um contexto de educaÃÃo presencial no ensino superior para favorecer o entendimento sobre tendÃncias de uso das tecnologias digitais de informaÃÃo e comunicaÃÃo na educaÃÃo. Com isso, percebe-se as potencialidades do uso de materiais audiovisuais e confirma-se que esta utilizaÃÃo pode auxiliar o professor em sua estratÃgia de ensino e proporcionar aos alunos uma variedade de atividades que favorecem o aprendizado.

Esta tese apresenta movimentos e teorias que demandam a mudança de paradigma na educação básica. A adoção de métodos ativos de aprendizagem com uso de tecnologia digital é defendida como oportunidade para concretização da inovação desejada. O problema é definido com a identificação de barreiras para concretização da mudança em escala. A intenção de diferenciar a educação esbarra em limitações na formação e vivência de educadores em relação ao paradigma desejado e ao uso da tecnologia digital. Uma pesquisa ação participante foi conduzida em um centro social, com organização semelhante a uma escola, com objetivo de envolver educadores e gestores locais na construção de instrumentos e na melhoria de práticas educacionais a partir do uso de tecnologias digitais com métodos ativos de aprendizagem. A estratégia proposta foi estruturada sobre quatro elementos que fundamentaram intervenções para mudanças de práticas educacionais: Referencial de Habilidades do Século XXI como possíveis objetivos; aprendizagem por atividades; Rede Social com biblioteca individual no papel de ambiente virtual de aprendizagem; a construção de rubricas por parte dos educadores para detalhar, valorizar e monitorar novas dimensões de avaliação. A partir de uma análise situacional foram propostos ciclos de mudanças de práticas, onde atores locais se envolveram com o planejamento, implementação e análise de mudanças viabilizadas pelo uso de tecnologias digitais e alinhadas com os objetivos priorizados pela equipe local. Estes ciclos incluíram a construção de instrumentos destinados a facilitar e sistematizar as estratégias propostas. Os resultados mostram que as atividades planejadas e desenvolvidas pelos educadores evoluíram ao longo dos ciclos aproximando-se do paradigma desejado. A análise do uso da rede social aponta para o crescimento da autoria e expressão dos alunos, mas não apresenta evidências de interações que promovam a reflexão dos aprendizes autores. As rubricas mostraram-se valiosas para aprendizagem ativa dos educadores, porém apresentaram certa incompatibilidade com práticas construtivistas alinhadas com o paradigma desejado. A estratégia foi eficiente em provocar o desequilíbrio dos educadores e iniciá-los em práticas, reflexões e aprendizagem ativa sobre o paradigma desejado, porém várias limitações são apontadas para o uso da estratégia em grande escala. O desenvolvimento de sistemas digitais específicos para o apoio à mudança desejada é discutido e sugerido para estudos futuros. / This thesis presents moves and theories that ask for change of paradigm on basic education. The adoption of active learning methods with the use of digital technology is thought as an opportunity for the consolidation of the desired innovation. The identification of barriers to consolidate the change in large scale is presented as the research problem. The intention to differentiate education faces a barrier on educators limited education and experience on the desired paradigm as well as on the use of digital technology. An action participatory research was conducted on a social center, structured similar to a regular school, having as goal the engagement of local educators and coordinators on the design of instruments and on the improvement of educational practices enabled by the use of digital technologies with active learning methods. The strategy proposed was based on four elements that influenced the interventions for the change on educational practices: Framework on 21st Century Skills as possible goals; learning by activities; a social network with personal library on the role of digital learning environment; educators building rubrics to design, give value and monitor new dimensions for evaluation. Based on a situational analysis, cycles of change on practices were proposed on a way that local subjects got involved with planning, implementation and analysis of changes enabled by the use of digital technology and aligned with the goals selected by the local educational team. These cycles included the creation of instruments designed to facilitate and systematize the proposed strategies. The results show that the activities designed and implemented by the educators have evolved through the research cycles becoming better aligned with the desired paradigm. The strategy has proved to be efficient to unbalance the educators and start them in practices, reflections and active learning related to the desired paradigm, but in the other hand, some limitations were pointed out when considering the adoption of this strategy in a systemic way. The development of digital systems designed specifically to support the desired change is discussed and suggested for future studies.

Neste trabalho, apresenta-se uma pesquisa em Ensino de Ciências e Matemática que consistiu na investigação de uma prática pedagógica aplicada a estudantes do 8º ano do Ensino Fundamental, sobre conceitos de Geometria Espacial. A temática desenvolvida surgiu diante da discrepância observada entre os conteúdos da grade curricular do município no qual os estudantes estavam inseridos e aqueles indicados na Base Nacional Comum Curricular (em versão preliminar disponível à época do início da pesquisa), aliada à curiosidade e à vontade de aprimorar a prática pedagógica da professora pesquisadora. Concebido para compreender qual a contribuição de uma proposta didática que integra a utilização de materiais manipuláveis e a produção de audiovisuais na apropriação de conceitos, o projeto atingiu seu objetivo principal: o de promover a aprendizagem de conteúdos de Geometria Espacial. Embasado nas concepções teóricas de Paulo Freire sobre a aprendizagem, que têm a autonomia como princípio educativo, este projeto também desenvolveu fundamentos sólidos para um novo modelo educomunicacional, democrático e dialógico da Educomunicação. Promoveu-se, outrossim, a construção de ecossistemas comunicativos, desenvolvendo um processo dinâmico e prazeroso, estruturado através dos Três Momentos Pedagógicos. Uma avaliação mediadora esteve a serviço da aprendizagem e da melhoria da ação pedagógica, contemplando a autoavaliação, tanto por parte dos estudantes, quanto da professora. Os dados, obtidos e analisados seguindo orientações da análise textual discursiva, mostraram o progresso dos estudantes no desenvolvimento de cinco habilidades geométricas: a visual, a verbal, a gráfica, a lógica e a de aplicação. Além disso, ao se promover a autonomia, geraram-se condições para a construção de conhecimentos, liberdade de expressão, criatividade, dialogicidade e o que Freire chama de “pensar certo”. Como produto final, foi elaborado um guia didático, que pode servir como recurso de aprendizagem a ser utilizado por outros professores de Educação Básica. / In this work, it is presented a research in Science and Mathematics Teaching, which consisted in the investigation of a pedagogical practice applied to students of the 8th year of Elementary School, about the concepts of Spatial Geometry. In view of the discrepancy between the curricular grid of the Municipality, in which the students are inserted and the new National Common Curricular Base, as well as, the curiosity and the desire to do more of the researcher, the theme of this research appeared. Conceived to understand how the production of audiovisuals with the aid of manipulable materials can contribute to the appropriation of the concepts of Spatial Geometry, the project achieved its main objective that was to promote the occurrence of learning of Spatial Geometry concepts through the use of manipulable materials and the production of audiovisuals. Based on Paulo Freire’s theoretical conceptions of learning, which has autonomy as an educational principle, this project also developed solid foundations for a new educommunicational model, essentially horizontal, democratic and dialogic of the Educommunication. It was promoted the construction of communicative ecosystems, developing a dynamic and pleasant process structured through the Three Pedagogical Moments. A mediative evaluation was at the service of the students' learning and of the improvement of the pedagogical action, contemplating the self-assessment of both the students and the teacher. The data, built and tabulated through Discursive Textual Analysis, showed the progress of the students in the development of the five geometric, for the learning of Geometry to occur: Visual, Verbal, Graphic, Logic and Application abilities. In addition, autonomy was fostered that generated ideal conditions for the development of knowledge, freedom of expression, creativity, and dialogue, and what Freire calls "Think Right". As a final product, a didactic guide was developed, that can be used as learning resources by other Basic Education teachers.

Topic hierarchies are efficient ways of organizing document collections. These structures help users to manage the knowledge contained in textual data. These hierarchies are usually obtained through unsupervised hierarchical clustering algorithms. By not considering the context of the user in the formation of the hierarchical groups, unsupervised topic hierarchies may not attend the user\'s expectations in some cases. One possible solution for this problem is to employ semi-supervised clustering algorithms. These algorithms incorporate the user\'s knowledge through the usage of constraints to the clustering process. However, in the context of semi-supervised hierarchical clustering, the works in the literature do not efficient explore the selection of cases (instances or cluster) to add constraints, neither the interaction of the user with the clustering process. In this sense, in this work we introduce two semi-supervised hierarchical clustering algorithms: HCAC (Hierarchical Confidence-based Active Clustering) and HCAC-LC (Hierarchical Confidence-based Active Clustering with Limited Constraints). These algorithms employ an active learning approach based in the confidence of cluster merges. When a low confidence merge is detected, the user is invited to decide, from a pool of candidate pairs of clusters, the best cluster merge in that point. In this work, we employ HCAC and HCAC-LC in the extraction of topic hierarchies through the SMITH framework, which is also proposed in this thesis. This framework provides a series of well defined activities that allow the user\'s interaction in the generation of topic hierarchies. The active learning approach used in the HCAC-based algorithms, the kind of queries employed in these algorithms, as well as the SMITH framework for the generation of semi-supervised topic hierarchies are innovations to the state of the art proposed in this thesis. Our experimental results indicate that HCAC and HCAC-LC outperform other semi-supervised hierarchical clustering algorithms in diverse scenarios. The results also indicate that semi-supervised topic hierarchies obtained through the SMITH framework are more intuitive and easier to navigate than unsupervised topic hierarchies / Hierarquias de tópicos são formas eficientes de organização de coleções de documentos, auxiliando usuários a gerir o conhecimento materializado nessas publicações textuais. Tais hierarquias são usualmente construídas por meio de algoritmos de agrupamento hierárquico não supervisionado. Entretanto, por não considerarem o contexto do usuário na formação dos grupos, hierarquias de tópicos não supervisionadas nem sempre conseguem atender as suas expectativas. Uma solução para este problema e o emprego de algoritmos de agrupamento semissupervisionado, os quais incorporam o conhecimento de domínio do usuário por meio de restrições. Entretanto, para o contexto de agrupamento hierárquico semissupervisionado, não são eficientemente explorados na literatura métodos de seleção de casos (instâncias ou grupos) para receber restrições, bem como não há formas eficientes de interação do usuário com o processo de agrupamento hierárquico. Dessa maneira, neste trabalho, dois algoritmos de agrupamento hierárquico semissupervisionado são propostos: HCAC (Hierarchical Confidence-based Active Clustering) e HCAC-LC (Hierarchical Confidence-based Active Clustering with Limited Constraints). Estes algoritmos empregam uma abordagem de aprendizado ativo baseado na confiança de uma junção de clusters. Quando uma junção de baixa confiança e detectada, o usuário e convidado a decidir, em um conjunto de pares de grupos candidatos, a melhor junção naquele ponto. Estes algoritmos são aqui utilizados na extração de hierarquias de tópicos por meio do framework SMITH, também proposto nesse trabalho. Este framework fornece uma série de atividades bem definidas que possibilitam a interação do usuário para a obtenção de hierarquias de tópicos. A abordagem de aprendizado ativo utilizado nos algoritmos HCAC e HCAC-LC, o tipo de restrição utilizada nestes algoritmos, bem como o framework SMITH para obtenção de hierarquias de tópicos semissupervisionadas são inovações ao estado da arte propostos neste trabalho. Os resultados obtidos indicam que os algoritmos HCAC e HCAC-LC superam o desempenho de outros algoritmos hierárquicos semissupervisionados em diversos cenários. Os resultados também indicam que hierarquias de tópico semissupervisionadas obtidas por meio do framework SMITH são mais intuitivas e fáceis de navegar do que aquelas não supervisionadas

This thesis focuses on how unlabeled data can improve supervised learning classi-fiers in all contexts, for both scarce to abundant label situations. This is meant toaddress the limitations within supervised learning with regards to label availability.Extending the training set with unlabeled data can overcome issues such as selec-tion bias, noise and insufficient data. Based on the overall data distribution andthe initial set of labels, semi-supervised methods provide labels for additional datapoints. The semi-supervised approaches considered in this thesis belong to one ofthe following categories: transductive SVMs, Cluster-then-Label and graph-basedtechniques. Further, we evaluate the behavior of: Logistic regression, Single layerperceptron, SVM and Decision trees. By learning on the extended training set,supervised classifiers are able to generalize better. Based on the results, this the-sis recommends data-processing and algorithmic solutions appropriate to real-worldsituations.

Master of Science / Division of Biology / Ashley E. Rhodes / To retain students in science, technology, engineering, and mathematics (STEM) various pedagogical techniques, such as active learning, have been incorporated in STEM courses. Despite the popularity of active learning, it has rarely been empirically tested with a comparison or control group. To compare the benefits of active learning to conventional lecture learning, the aims of this project were twofold: conduct a physiological research project investigating thermoregulation in large ruminants and evaluate the effectiveness of active learning tools for an undergraduate course that focused on core concepts in physiology. Physiological concepts from the thermoregulation study were integrated into the educational portion of the study. Holstein heifers were used as the model organism for the thermoregulation study. Initially, 8 heifers were fitted with indwelling jugular catheters and serial blood samples were collected at 3-minute intervals during exercise of increasing intensity. Blood lactate was then measured and it was determined that the lactate threshold of Holstein heifers occurs on average at a heart rate of 145bpm ± 7.7 and at an exercise speed of 6.44km/h ± 0.3. The results from the lactate threshold test were used to design two 8-week exercise trials with the objective to examine the effects of exercise on heat stress using high-intensity (short bouts of exercise above the lactate threshold), low-intensity (relatively long bouts of exercise below the lactate threshold), and sedentary control treatments. No differences were found in weekly skin temperatures or core body temperatures (p >.05). Expression of lactate dehydrogenase A in skeletal muscle cells decreased in the high-intensity treatment (p =.03). Expression of lactate dehydrogenase B in skeletal muscles decreased in the high-intensity (p =.02) and sedentary control (p =.02) treatments. Skin and core body temperatures from all treatments were correlated with THI (p < 0.001). There were no differences in body weight, body condition score, or conception rate between treatments (p > .05). Although not significant (p > .05), after low-intensity exercise training, skin temperatures increased while core body temperatures decreased. Trends from this study warrant further investigation on the effects of low-intensity exercise on thermoregulation in Holstein cattle. The second component of this project involved the incorporation of core physiological concepts from the thermoregulation project, in conjunction with those identified by the American Physiological Society, into an educational study where the utility of active learning for teaching difficult concepts within an undergraduate physiology course was investigated. Using a design-based research approach, two distinct pedagogical tools were developed: an active learning tool in the form of a case study and a conventional lecture. It was hypothesized that, compared to a conventional lecture, students receiving the active learning tool would perform significantly better on tests measuring their ability to comprehend, apply, and transfer the information to novel scenarios. Results from this project did not support the hypothesis but instead led to the question of is it the method or is it the student? Prior knowledge of students was evaluated using a physiology knowledge assessment. Students with low prior knowledge had greater learning gains from the use of a conventional lecture while students with high prior knowledge had greater learning gains from the use of a case study. Students with fewer college credit hours completed and those with lower ACT scores had larger learning gains after receiving a conventional lecture compared to the use of a case study. Students with more college credit hours completed and those with higher ACT scores had larger learning gains from the use of a case study compared to receiving the information from a conventional lecture. Furthermore, students who relied on memorization for learning new information benefitted more from a conventional lecture, while students who relied on elaboration for learning new information benefitted more from a case study. Thus, the success of active learning likely depends on specific student characteristics. A one-size-fits-all approach to teaching and learning will not suffice; we must first consider the population of students and then select the proper instructional approach.

Submitted in fulfilment of the requirements of the Doctor of Philosophy: Clinical Technology, Durban University of Technology, 2017. / The key aim of this study was to investigate the efficacy of the student-centric Integrated Teaching and Learning Model Using Assessment (ITLMUA) to enhance the effectiveness, efficiency and quality of student learning and teaching in a Clinical Technology programme. The ITLMUA provides a pragmatic theoretical framework for developing and enhancing perceptions and conceptions of pedagogics and associated educational and psychological theories, particulary assessment information to review, reflect and improve educational constructs of teaching, learning, assessment and educational research. The efficacy of ITLMUA uses effectiveness, usability and participants’ satisfaction as the key criteria in evaluating the impact of ITLMUA on the quality of student learning. The ITLMUA’s efficacy is judged in terms of participants finding it academically beneficial, valuable, suitable, useful and meaningful to instructional strategies and practices in higher education (HE). The motivation for the study is premise on lecturers’ adherence to conventional instructional strategies and practices and lack of instructional model that guides and measures the effectiveness and the quality of student learning and teaching. Increased workloads and superfluity of academic gatherings are some of the factors that exacerbate adherence to conventional instructional practices, including lack of academic qualification to understand the princples of educational practice in HE. This study promote and encourage integrated, authentic, dynamic and innovative instructional practices that demonstrate theoretical interest and practical relevance, such as active learning (AL) that is underpinned by learning theories and pedagogical principles. Furthermore, the study analyzed and identified some of the implementation challenges in introducing the integrated instructional model in a conventional learning environment in order to justify how and why it is imperative to adopt an integrated performance-based instructional model in the face-to-face (F2F) learning environment. The study proposed to provide an instrument that can be utilized to enhance the quality of student learning and teaching. The integrated instructional model can assist lecturers to reflect on their pedagogical practices with the intention of enhancing their subsequent pedagogical practices and strategies. The theoretical and conceptual framework of ITLMUA offered the lecturers an opportunity to integrate conventional and contemporary instructional practices. These frameworks have previously been underpinned by learning theories and pedagogical principles to enhance the quality of learning and teaching. Design-based research (DBR) methodology was utilized as it offered a systematic, flexible methodology that is theory-driven, and involves contextually-sensitive design principles and theories of the learning environment. It also offers the opportunity to review and redesign the ITLMUA as the research process develops, and new theoretical and conceptual framework information emerges. In addition, the DBR integrates research, design and practice into a single useful process which results into a usable product that is supported by a theoretical framework. Active learning is one of the teaching strategies that is supported and promoted by this study to improve quality learning and teaching in order for students to comply with and satisfy the academic quality standards and learning outcomes expected of them. This is can be achieved through meaningful engagement and active involvement in academic activities that promote critical analytical skills and competencies through collaborative and cooperative learning, and within a structured, supportive and facilitated learning environment. The learning environment should be characterized by student-centered and lecturer-facilitated instructional practices such as active learning teaching strategies. To enhance the quality of learning and teaching, lecturers attempt to match and modify their teaching strategies to accommodate the wide range of students in their classes, all of whom have different needs and expectations. Qualitative and quantitative research methods were used to gather data. Data analysis techniques included content analysis, the constant comparative method, factor analysis (FA) to reduce data in order to correlate and relate variables to components. Cronbach’s alpha was used to determine reliability of items. The study has demonstrated the utility, usability and efficacy of the ITLMUA as indicated, in the main, by participants’ satisfaction with the instructional model. The study reports on some of the enablers and barriers in the implementation and evaluation of the integrated instructional model and articulated the lessons that have been learned in this academic journey. / D

M.Tech. (Public Relations Management) / Learning through experience or experiential learning is an aspect of learning that proved to be very challenging to study. This study aimed to investigate the contemporary view of experiential learning and the practices used by higher education service providers In South Africa in the implementation of experiential learning activities in public relations qualifications. Higher education service providers play a significant role in determining the content of a curriculum and for that reason it was decided to start this investigation by focusing on higher education service providers. The study aimed to explore and analyse the concept of experiential learning as it pertains to public relations education and training and develop a framework for effective and standardised implementation. Experiential learning can be defined as a holistic approach to learning in which the learner is actively involved in the learning process by means of concrete experience, abstract conceptualisation, observation and reflection as well as active experimentation. Higher education service providers have included experiential learning activities in their education and training programmes for a number of years. International and local public relations qualifications have as part of the proposed curriculum, internships or cooperative education programmes included as a credit bearing component to the qualification. The research study began by determining what experiential learning is, how higher education service providers view experiential learning, its relevance to public relations education and training and how it is implemented in public relations qualifications across South Africa. Educators, learners and future employers all form part of the stakeholder group involved in the education and training of public relations practitioners for the South African industry. The expectations of these groups of individuals need to be taken into consideration when designing qualifications, and partnerships are needed to ensure that all are involved in achieving the set objectives. Developments in higher education and training in South Africa include the forming of closer working relationships between education and labour...

In this thesis I offer an alternative to the hyper–individualistic, hyper-performative means-end dynamic that dominates contemporary educational practice. I foreground dimensions of experience that possibilise an approach that is neither instrumentatlised nor instrumentalising; an approach I term (a) (more) just education. The thesis opens with an analysis of how the reduction of education to use-value is both dependent on, and perpetuating of, a conception of subjectivity that overlooks the facticity of embodied life. The prevalence of dualist assumptions in both liberal and critical educational thinking and the persistence of these assumptions despite explicit attempts to think otherwise is mapped out and I draw a link between these assumptions and the privilege accorded to displays of understanding. Alongside this analysis I propose that the seemingly all-pervasive Cartesian legacy might be circumvented by approaching the question of subjectivity from a kinaesthetic perspective. This kinaesthetic approach is outlined with reference to the somatic dance practice of Skinner Releasing Technique (SRT). The practice of SRT offers up three ‘kinaesthetic provocations’ that invite re-thinking both the dynamics of education and the dynamics of justice. Throughout the thesis I explore an interplay between these provocations and the work of Derrida and Deleuze/Deleuze and Guattari; and through this interplay I unsettle the dualisms of self and other, self and world, and self and work. By approaching the shaping of subjectivity from a bodily, kinaesthetic perspective I submit the bodies called teachers and students, the bodies of practice called teaching and learning, the bodies of knowledge called curricula and the ideal body called justice to processes of deterritorialisation. Untethering education from its ends in this way affords the possibility of approaching education as an experience of passage. I argue that an emphasis on passage offers up educational consequences that are shared in rather than shared out and that therefore escape the grip of performative categorising trends. Through this account the role of the educator becomes one of affirmation, rather than validation, and I conclude the thesis by examining the particular sensitivities that this demands.

The study was conducted to explore the relationship between active learning processes emerging from the use of O’Donoghue’s (2001) active learning framework and a series of education quality indicators proposed by Nikel and Lowe (2010). To achieve this aim a professional educational intervention was conducted encouraging the use of this active learning framework in the Namibian Environmental Studies Curriculum, in order to strengthen educational quality within the Environmental Studies Curriculum. The research was conducted in the Windhoek region at the school where I am currently teaching. Four teachers took part in this study, including myself in the role of a participantobserver. The active learning framework was used to guide us in the planning and presentations of environmental learning lessons. The study was conducted within the interpretive paradigm and was qualitative in nature as well as focusing on a quantitative aspect to analyse some of the data (learners’ written work). Qualitative data were generated through individual interviews, focus-group discussions, lesson observations and document analysis. The key findings of the study were that: a) prior to the intervention with the active learning framework the teachers who took part in the study did not ask learners to explore environmental issues in the environment or to respond to particular environmental issues; b) active learning processes have the potential to facilitate the exploration of environmental issues in the environment, and responses to particular environmental issues. Active learning also have the potential to strengthen all aspects of education quality indicated in Nikel and Lowe’s (2010) quality model, namely effectiveness, efficiency, equity, relevance, responsiveness, reflexivity and sustainability; c) the active learning framework encouraged teachers to use a variety of situated learning approaches, such as the collaborative method, the cooperative method, the problem-solving method and the enquiry method, in order to strengthen the educational quality in Environmental Studies classrooms; and d) teachers find the active learning framework useful as a tool for planning and presenting environmental learning lessons. The findings of the study have the potential to inform curriculum developers, materials developers and educators with an interest in improving education quality through environmental learning processes within the Environmental Studies Curriculum in Namibia. Furthermore, Nikel and Lowe’s education quality indicators provided an informative and comprehensive understanding of education quality and provided a useful tool in evaluating and reflecting on education quality as well as my own work as a teacher.