published_or_final_version / Education / Master / Master of Education

A demonstration session for a proposed environmental studies school in the Four Corners Region of Utah, Colorado, New Mexico and Arizona was conducted in June and July of 1971. The project was conducted by the San Juan School District of Utah. The detailed evaluation of the demonstration session and the curriculum is available through the San Juan School District, Monticello, Utah.Three extensive field trips, named "environmental expeditions," were conducted with 32, 15-18 year old boy and girl participants, three full time instructors, and guest instructors from government agencies and businesses of the area. Studies of a broad interdisciplinary nature, including geology, biology, and archaeology were devoted to investigating environmental problems in the Four Corners Area.Activities of the curriculum were completed in 14 days and included such events as a river boat ride on a remote section of the San Juan River, a two day back pack hike down a remote desert wilderness canyon, the study of the ruins and the culture of the ancient Anasazi Indians of the area and studies of alpine ecological conditions in the San Miguel Mountains of Colorado. The curriculum was designed around the assumption that learning is an emotional as well as an intellectual experience. Exciting and memorable events were combined with planned discussions and student investigations.Three program goals were stated. The school will:1) provide the student with basic information so he may better understand the total environment.2) help the individual student develop a concern for environmental quality that will motivate him toward solving environmental problems.3) provide the student with information necessary for him to play an effective role in solving environmental problems. The degree of achievement of the goals was determined by measuring student attainment of stated performance objectives. Evaluation involved (a) the use of taped oral interviews with participants prior to and following the school experience; (b) a multiple choice test on ecological and environmental management principles; and, (c) a questionnaire mailed to parents of participants. Also the success of the school was judged by the following criteria:1) The success of the school as an institution. Parents were requested to make written comments about the school. Statements with regard to strong and weak points and recommended changes were made by the staff.2) Student perceptions of the school. In pre-school interviews, views, students were asked to state specific outcomes that they expected from the school. In post-school interviews, students were asked to analyze the achievement of their expectations, to point out the highlights and the low points of the school and to recommend changes in the program.The evaluation of the school indicates that the program goals 1 and 2 were achieved to the expectations of the designers of the program. Goal 3, to provide the student with information necessary for him to play an effective role in solving environmental problems, was not fully achieved.The study indicates that these changes and additions may further the success of the school.1) Emphasis needs to be placed on teaching students personal and group actions to help solve environmental problems.2) Emphasis should be added in enumerating the causes of the environmental crisis.3) More of the program should be student planned.4) A greater effort should be made to understand environmentally responsible industry.5) The multiple-choice test, used to evaluate environmental management principles and ecological relationships learning, should be used in future sessions.6) The session should be lengthened, by at least one day, with out including more activities.These recommendations have been incorporated into the revised curriculum for the school.

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Typescript (photocopy). / Digitized by Kansas Correctional Industries

The Namibian curriculum is premised on the view that there is a need for a holistic development and preparation of learners for a knowledge-based society. The draft National Environmental Education policy, the basic education policy and curriculum development processes in Namibia devolved the power and responsibility to implement environmental learning practice to schools. This research focus on the extent to which schools coordinate environmental education (EE) activities, educators’ perception of their environment, knowledge of EE processes, assessment approaches, the out-door activities, learning support materials, community involvement and EE school policy issues. Wickenburg (2000:56) affirms that “for substantial learning to take place, stakeholders should work actively and establish local supportive structures for EE in Schools”. Educators are expected to deal with practical issues which create opportunities for learners to develop environmentally responsive knowledge, skills and attitudes. The research design is a mixed methods research approach, which includes aspects of the quantitative and qualitative approach. The methodology involved data collection methods such as interviews with educators and a local EE officer, focus group discussions with learners and a self-assessment questionnaire for educators. The data was then analysed and interpreted in relation to a set of theoretical perspectives. The research concluded that educators have knowledge of factual information about environmental learning topics such as population, biodiversity and environmental degradation. Educators have the comprehension of indigenous knowledge and continuously assess learners. Educators however, seldom communicated the way people’s cultural activities affect the environment and did not value cultural practice and indigenous knowledge. Many educators did not use the local environments to do practical activities with learners. Schools did not have EE school policy, rarely practised outdoor activities and local communities are not involved school EE activities. Learners are knowledgeable of their local environmental issues. Based on the finding of the research I came up with a list of recommendations to guide the process of implementation of environmental learning at schools. / (M. Ed. (Environmental Education))

Thesis (MPhil)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: About half a million students matriculate from South African high schools each year, with limited environmental education and an underdeveloped capacity to live sustainable lives. This does not seem to be the case in some other parts of the world, where many high school students appear to be receiving education that is relevant to the socio-ecological crisis. The rationale of this thesis was to understand this phenomenon and explore what could be done to improve the situation for South African teenagers. This was a desktop study based upon systematic literature review methodology. The primary research objectives were to describe the local context of the study, explore emerging environmental education theoretical themes and detail a number of practical initiatives from around the world. The research process culminated in the fourth objective, which was to consolidate the work into key learnings for South Africa, with particular reference to South African teenagers. A backdrop to environmental education was provided that included a discussion on the global socio-ecological crisis, development and sustainable development in South Africa. The definition and use of the term “environmental education” was justified. In this instance, it is an inclusive definition that incorporates eco-literacy, ecological learning and education for sustainability. In addition to this, a brief comparative history of sustainable development and environmental education has been tabulated. Key theoretical themes in environmental education cluster around the centrality of place. Six themes are presented, namely space and place, trans-national education and third-culture kids, claims of transformation, principles of environmental education, institutional innovation, and the sustainability researcher. Three kinds of practical initiatives emerged in the literature review. These are “green fields” environmental education (brand new institutions), “moving train” environmental education (adaption of existing organisations) and “plug-in” environmental education. Eight initiatives are described, providing examples for all three of these groups. The key learnings for environmental education in South Africa and South African teenagers conclude this thesis. Among other key learnings, the value of the radical perspective is presented, as well as the benefit of perceiving environmental education through different lenses, including a historical one. The link between environmental education and food is explored. It is suggested that the theory and praxis of place-based education exerts a gravitational pull on many aspects of this work. It seems that place-based education provides a “holding space” for environmental education in South Africa, and a starting point for future research or practical application. / AFRIKAANSE OPSOMMING: Ongeveer ’n halfmiljoen studente matrikuleer jaarliks aan Suid-Afrikaanse hoërskole. Hierdie leerders beskik oor beperkte omgewingsopvoeding en ’n onderontwikkelde vermoë om volhoubare lewens te lei. Dít blyk nie die geval te wees in ander wêrelddele nie, waar baie hoërskoolleerders oënskynlik onderrig ontvang wat met die sosio-ekologiese krisis verband hou. Die beweegrede vir hierdie tesis was om hierdie verskynsel te verstaan en te bepaal wat gedoen kan word om die stand van sake vir Suid-Afrikaanse tieners te verbeter. Die navorsing het bestaan uit ’n lessenaarstudie op grond van ’n stelselmatige literatuuroorsig. Die hoofnavorsingsdoelwitte was om die plaaslike konteks van die studie te beskryf, ontluikende teoretiese temas op omgewingsopvoedkundige gebied te verken, en ’n aantal praktiese inisiatiewe van oor die hele wêreld te beskryf. Die navorsingsproses het uitgeloop op die vierde doelwit, naamlik om die studieresultate in kernlesse vir Suid-Afrika, bepaald met verwysing na Suid-Afrikaanse tieners, te verwerk. Eerstens word die agtergrond van omgewingsopvoeding geskets, wat onder meer bestaan uit ’n bespreking van die wêreldwye sosio-ekologiese krisis sowel as ontwikkeling en volhoubare ontwikkeling in Suid-Afrika. Die omskrywing en gebruik van die term ‘omgewingsopvoeding’ word ook geregverdig. In hierdie geval word die term inklusief gebruik om ook na eko-geletterdheid, ekologiese leer en onderwys vir volhoubaarheid te verwys. Daarbenewens bied die studie ’n bondige vergelykende geskiedenis van volhoubare ontwikkeling en omgewingsopvoeding in tabelvorm. Die vernaamste teoretiese temas op omgewingsopvoedkundige gebied draai om die kernrol van plek. Ses temas word aangebied, naamlik ruimte en plek, transnasionale onderwys en derdekultuurkinders, bewerings van transformasie, beginsels van omgewingsopvoeding, institusionele innovasie, en die volhoubaarheidsnavorser. Drie soorte praktiese inisiatiewe het uit die literatuuroorsig na vore getree, naamlik “braakland”-omgewingsopvoeding (splinternuwe instellings), “bewegende trein”-omgewingsopvoeding (aanpassing van bestaande organisasies) en “inprop”-omgewingsopvoeding. Agt inisiatiewe word beskryf, wat voorbeelde van ál drie hierdie groepe bied. Die tesis bied ten slotte die belangrikste lesse vir omgewingsopvoeding in Suid-Afrika en vir Suid-Afrikaanse tieners aan. Dit sluit onder andere in die waarde van die radikale perspektief, sowel as die voordeel daarvan om omgewingsopvoeding deur verskillende lense, waaronder ’n historiese een, te beskou. Die koppeling tussen omgewingsopvoeding en voedsel word verken. Die studie kom tot die gevolgtrekking dat die teorie en praktyk van plekgebaseerde onderwys ’n soort ‘beweegruimte’ vir omgewingsopvoeding in Suid-Afrika, sowel as ’n wegspringplek vir toekomstige navorsing of praktiese toepassing, bied.

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This project is designed for junior high school teachers who wish to initiate environmental issues-based education in Taiwan. It addresses the current education at junior high schools and important environmental issues in Taiwan, presenting instructional strategies for teaching controversial environmental issues. The appendix of the project is an original design for a systematic environmental issues curriculum, including student-centered and teacher-centered activities that could be integrated into curricula on related subjects. Lessons include the environmental awareness, ethics, skills for analyzing issues, research skills, debate practice, negotiation practice, and projects.

The Namibian curriculum is premised on the view that there is a need for a holistic development and preparation of learners for a knowledge-based society. The draft National Environmental Education policy, the basic education policy and curriculum development processes in Namibia devolved the power and responsibility to implement environmental learning practice to schools. This research focus on the extent to which schools coordinate environmental education (EE) activities, educators’ perception of their environment, knowledge of EE processes, assessment approaches, the out-door activities, learning support materials, community involvement and EE school policy issues. Wickenburg (2000:56) affirms that “for substantial learning to take place, stakeholders should work actively and establish local supportive structures for EE in Schools”. Educators are expected to deal with practical issues which create opportunities for learners to develop environmentally responsive knowledge, skills and attitudes. The research design is a mixed methods research approach, which includes aspects of the quantitative and qualitative approach. The methodology involved data collection methods such as interviews with educators and a local EE officer, focus group discussions with learners and a self-assessment questionnaire for educators. The data was then analysed and interpreted in relation to a set of theoretical perspectives. The research concluded that educators have knowledge of factual information about environmental learning topics such as population, biodiversity and environmental degradation. Educators have the comprehension of indigenous knowledge and continuously assess learners. Educators however, seldom communicated the way people’s cultural activities affect the environment and did not value cultural practice and indigenous knowledge. Many educators did not use the local environments to do practical activities with learners. Schools did not have EE school policy, rarely practised outdoor activities and local communities are not involved school EE activities. Learners are knowledgeable of their local environmental issues. Based on the finding of the research I came up with a list of recommendations to guide the process of implementation of environmental learning at schools. / Environmental Education / (M. Ed. (Environmental Education))

The social and environmental challenges of the coming decades will require that individuals possess environmental literacy: the understanding of natural systems combined with a sense of care for the earth, and the confidence and competency to act on its behalf. At the same time, disengaged youth need education environments that foster belonging and promote affective outcomes. The youth conservation corps model provides a natural context for engaging academically at-risk youth in environmental science education, while fostering connection to nature and student self-efficacy in ways that are experiential, relevant, and relationship-based. The focus of this study was a conservation corps program that integrates habitat restoration fieldwork and environmental science curriculum. The participants of this study were eight high school seniors who participated in the program for credit toward their high school diplomas. Data were collected through both quantitative and qualitative measures. Students completed a pre-test to assess their understanding and application of conceptual knowledge in ecosystem relationships and biodiversity. Upon completion of a six-week curriculum, they completed a post-test assessing knowledge in the same areas, two retrospective pre-post surveys measuring connection to nature and self-efficacy, and a post-evaluation measuring affective outcomes. Individual interviews were conducted in order to provide further insights and to identify elements of the program that contributed to positive outcomes. Results showed statistically significant increases in all outcome areas as well as positive student evaluation of affective outcomes. The outdoor and experiential components of the program were found to contribute most significantly to the positive outcomes.