The role played by Schoemansdal Environmental Education Centre (SEEC) in the development of environmental awareness to its neighbouring schools has been established, described and explored. Schoemansdal's role was evaluated in relation to what other environmental education centers around the world are doing as strategies of developing environmental awareness to their neighbouring schools and communities. Schoemansdal Environmental Education Centre acted as a case study and its findings are supplemented by valuable data from seventeen schools, which were selected in the Zoutpansberg West Circuit by the researcher. The sole aim was to enhance information gathered at Schoemansdal EEC with regard to its role of making the neighbouring schools aware of environmental issues. Although the research question has been adequately explored, the study does not claim to be exhaustive and without limitations. The recommendations made by the study, based on the findings will be of value to environmental officers, environmental educationists, teachers and education policy makers involved with EE implementation in formal education. / Educational Studies / M. Ed.(Environmental Education)

The role played by Schoemansdal Environmental Education Centre (SEEC) in the development of environmental awareness to its neighbouring schools has been established, described and explored. Schoemansdal's role was evaluated in relation to what other environmental education centers around the world are doing as strategies of developing environmental awareness to their neighbouring schools and communities. Schoemansdal Environmental Education Centre acted as a case study and its findings are supplemented by valuable data from seventeen schools, which were selected in the Zoutpansberg West Circuit by the researcher. The sole aim was to enhance information gathered at Schoemansdal EEC with regard to its role of making the neighbouring schools aware of environmental issues. Although the research question has been adequately explored, the study does not claim to be exhaustive and without limitations. The recommendations made by the study, based on the findings will be of value to environmental officers, environmental educationists, teachers and education policy makers involved with EE implementation in formal education. / Educational Studies / M. Ed.(Environmental Education)

In the eighties of the twentieth century society returns to narrative, which is known as "narrative turn". In connection to that started to develop the so-called interdisciplinary narratology in the nineties, from which as a subdiscipline is based a new field econaratology. The theoretical part of the thesis shows where the field has its roots in the context of literary theory of narrative and environmental education. Econaratology is a field that examines the potential of stories for the development and realization of environmental education's topics. It uses stories through which it develops environmental sensitivity, meets the objectives of environmental education and develops inner motivation of students to take care of the nature. The practical part of the thesis introduces the specific use of econaratology in practice. In a qualitative study were used semistructured interviews with the persons of selected environmental education centers and selected forest pedagogues. The aim of the research was to understand the question of how the selected centers do work with the narrative method. Keywords: environmental education, econaratology, environmental education centre, forest pedagogy, narrative theory, story, narration

The thesis addresses attitude changes towards environmental problems. It looks for the factors that affect the attitude change and compares their importance. With regard to particular factors it suggests how to work more efficiently on changing the attitudes. The theoretical part gives an overview of environmental education. It follows its history in the Czech Republic and abroad, and describes its current objectives, topics and methods. It also discusses today's Czech public perception of environmental issues. The key chapter of the thesis addresses attitudes. It describes their formation, structure and basic functions and most importantly the circumstances under which they may change. With the help of literature, it defines eight fundamental factors that act to attitude change, and finds examples in environmental education. At the end of the theoretical part, recommendations are offered on what tools we should focus when trying to change attitudes. The research part presents the inquiry among selected environmental education centres' staff. It figures out how they work with the issue of attitude changes and how they take advantage of their clients' feedback. In the first place, it uses their experience to find the most important factors in attitude changes . The conclusion compares the findings...