Thesis (Ph. D. (Educational Administration) -- University of Limpopo, 2017 / Refer to the document

The purpose of this project was to develop an environmental education program guidebook for use by the Episcopal Church.

Faculty of Education. Includes bibliographical references (leaves 243-286)

published_or_final_version / abstract / toc / Education / Master / Master of Education

The introduction of the National Curriculum statement (NCS) in Further Education and Training (FET) phase in 2005 had a great impact on classroom practice, resulting in a shift to Outcomes Based Education (OBE). The Physical Sciences curriculum created challenges for Physical Science teachers. The Learning Outcome (LO)-1 recommends that scientific inquiry and inquiry based practical work be taught in Physical Sciences lessons. However, much remains to be understood regarding teachers’ pedagogical content knowledge (PCK) in inquiry based practical work. This study explored the conception of practical work by Grade 11 Physical Sciences teachers within the NCS curriculum. Using the PCK as a theoretical lens, the study explored how the Physical Sciences teachers used practical work in their teaching. Furthermore, the exploration sought to ascertain whether there was any relationship between teachers’ perceptions of the purpose of practical work and their use of practical work. The data was collected by interviewing two Grade 11 Physical Sciences teachers and also by conducting some classroom observations involving practical work to ascertain teachers’ actual practice. The sample was drawn from two high schools at Empangeni District, in Northern KwaZulu-Natal. The findings revealed that teachers value using practical work in teaching of Physical Sciences. Qualitative data analysis enables recommendation to be made for the improvement of the use of inquiry-based practical work in the teaching of Physical Sciences. Both teachers held the view that the most important aim of practical work was to promote conceptual understanding. During their teaching, both teachers use practical work to verify theory through non-inquiry practical instructional practices and strategies. However, there were limiting factors which do not provide opportunities for teachers to engage learners in inquirybased practical work. Amongst the factors that were reported by the teachers as limiting their use of inquiry-oriented practical work are limitations of resources, time constraints, large classes and pressure to complete the prescribed curriculum. It is recommended that curriculum developers through the use of subject education specialist (SES), facilitate teachers’ transformation from expository to inquiry instruction. More discussions on how to design and conduct inquiry-based practical work are recommended. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

This creative project recognized that contemporary cultural trends have increased "disconnect" between individuals and their appreciation and practical knowledge of "nature." It addressed the defunct relationship humans often have with nature and focused primarily on how this disconnection effects the lives of children. Research was undertaken to summarize possible reasons for this disconnection and to discover possible corrections to this perceived problem. This research initiative coupled with personal ideation resulted in a design experiment that integrated environmental education with a play environment for elementary school children. Theoretically, this design experiment was implemented on a site-specific level at Storer Elementary School in Muncie, Indiana. / Department of Landscape Architecture

No description available.

No description available.

This narrative study reviews the development of Share-Net, an informal resource materials network, located within the developing environmental education activities of the Wildlife and Environment Society of South Africa. Historical shaping factors within the Society are discussed and changing views on conservation, environmental education and research are described. Rather than the research process being a utilitarian and outside endeavour for clarifying and monitoring, the research orientation of this study is one of grounded activity within and integrally part of processes of change. Within a developing story of resource materials and workshops, themes are traced and emergent tensions are critically reviewed. Teacher workshops from 1981 until 1995 are analysed and developing orientations are described. Within this review changes are evident from an orientation of 'us' informing 'them' to joint, collaborative endeavours within the development and use of resource materials. The study reviews and illuminates the Share-Net project around questions of project orientation and management and this is done through the narration of case studies. Principles and patterns emerging within these are examined to guide future resource development projects. Popularist notions of networking and structural functionalist notions of social change are also examined. Grand, modernist strategies designed to cause change in others are questioned and the role of small-scale nodes of resource material activity cooperating within an open network are clarified as useful alternatives. Local resourcing centres such as these have proved useful in supporting teachers in the development, use and adaptation of resource materials. The study also examines income and expenditure of the Share-Net project since 1988 to review economic sustainability. A case is made for sustaining the project conceptually and financially through the sales of products and services rather than through external donor sources. Finally the study raises questions and challenges within the project and proposes guiding frameworks for future review, in action, as the story continues.

This study investigated the effectiveness of environmental education (EE) initiatives of selected government departments in South Africa, namely the Department of Basic Education, the Department of Water Affairs, the Department of Environmental Affairs and the City of Tshwane municipality. The literature review formed the framework within which the qualitative study was conducted. Considerable research emphasises that teachers are implementers of EE initiatives. However, these implementers are not trained in EE and on how to infuse environmental content in teaching and learning. In addition, the study investigated the factors that lead to partial or total failure of EE initiatives by the selected government departments and the City of Tshwane municipality. Fundamentally, EE initiatives are not effective and/or sustainable due to the lack of effective training of implementers, particularly teachers and subject advisors. The lack of relevant resources, coordination, and monitoring and support contributes greatly to ineffectiveness and the lack of sustainability of the initiatives. The lack of monitoring and support results in unsustainable initiatives because the teachers lose courage. The research findings revealed that the approach of having one champion in schools during the implementation of EE initiatives by partners poses some challenges, especially after the partners had left. The champion might be promoted to another school or may even be promoted in the same school. Once the champion is promoted, the responsibilities increases and the teacher then stop championing the EE programme or project. The factors mentioned above are aggravated by the lack of knowledge and skills to infuse EE initiatives because teachers regard EE initiatives as an add-on. In addition, schools lack finances to sustain EE activities and these results in schools not continuing with these activities. This study advocates that teachers and subject advisors should be effectively trained in EE to enable them to effectively infuse environmental concepts and topics in teaching and learning and make it more practical rather than theoretical. Relevant resources should be made available to teachers and monitoring and support should be considered. Effective coordination and collaboration should be taken into account to ensure sustainability of the EE initiatives. In addition, the study provides guidelines that would improve the effective implementation of EE initiatives by both implementers and partners. / Curriculum and Instructional Studies / D. Ed. (Didactics)