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An investigation of prior knowledge about amphibians amongst Grade 7 learners : towards the development of a resource packGordon, Louise January 2010 (has links)
The value of frogs is compared to the value of canaries used in coalmines: they are indicators of the environmental status of our environments, thus crucial to our survival. One third of all frogs worldwide are threatened with extinction. Frogs are found in our immediate environment. Are our Natural Science educators, teaching the Life and Living curriculum aware of this threat, the possible impact that the extinction of frogs will have on our welfare? Are our educators making use of the resources in their immediate environment? This study aimed to investigate the prior knowledge in both the horizontal and vertical discourse, in Grade7 learners and their educators, to inform the design of an amphibian resource pack. By investigating their prior knowledge an insight would be gained in their knowledge of Natural Science concepts as well as their everyday knowledge of their immediate natural environment. It would also highlight any misconceptions formed as well as alternative concepts within both educator and learner groups. These insights would be used to inform the contents of said resource pack.
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The environmental literacy level of pre-service teacher trainees at selected campuses of Vista UniversitySwanepoel, Andri 17 August 2012 (has links)
M.Ed. / Because of the current curriculum developments, it is important that universities begin assessing their status regarding environmental education. This study will therefore aim at determining the current level of environmental awareness of third year pre-service teacher trainees at Vista University in order to make recommendations as to what an environmental education course should contain for the pre-service teacher trainees of this institution. Vista University consists of seven campuses, each accessible to the areas they serve. The different campuses are: Bloemfontein Campus outside Bloemfontein, East Rand Campus near Daveyton on the East Rand, Mamelodi Campus near Silverton in Pretoria East, Port Elizabeth Campus outside Port Elizabeth, Sebokeng Campus near Vereeniging, Soweto Campus in Soweto, and Welkom Campus outside Welkom. Vista University also provides Distance Education, the campus of which is situated in Pretoria. The university's Head Office is situated in Pretoria. This study will limit itself to two campuses within Gauteng, namely East Rand Campus, and Mamelodi Campus, AIMS OF THE STUDY As already mentioned, this survey will be conducted amongst the third year education students on each of the above-mentioned campuses. In order to assess the current status of environmental literacy at Vista University, this study will aim at the following: • to set up a questionnaire to measure the four stages of environmental literacy as set out by Roth (1992: 18 - 19); to undertake the survey amongst the third year education students of the East Rand and Mamelodi Campuses; to analyse and evaluate the data in order to determine the level of environmental awareness of the target group; to generalise the result of the sample to the population; to make suggestions as to what information needs to be included in an environmental education course for pre-service teacher trainees at Vista University
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Guidelines for the development of environmental teacher education in South Africa : a conceptual and contextual analysisAston, Peta January 1992 (has links)
Bibliography: p. 121-134. / The potential of teachers to educate for improved environments is powerful. It is urgent that this largely latent energy be translated into action in South Africa, where, despite significant political progress, the experience of the total environment for the majority of South Africans, is one of severe compromise. Environmental education for teachers is, therefore, considered to be an essential component of any strategy aimed at effecting environmental and societal reform in South Africa. Such education requires a clear conceptual basis if it is to be successfully applied in schools. Accordingly, a conceptual framework, informed by established theory in environmental education, and within a compatible paradigm of environmentalism, is developed. The framework is, however, primarily shaped by its contextual foundation in a South African environment of non-egalitarianism. International and local experience of environmental teacher education is evaluated against the demands of this conceptual approach. The opportunities and constraints of different types of implementation are examined, and it is concluded that to prescribe a strategy would be to contradict the fundamental aims of both environmental education and the present study. A process for the development of environmental teacher education is therefore designed and tested in lieu of a rigid formula for national imposition. This process is presented in the form of guidelines which promote a policy and procedure for introducing an environmental teacher education which represents the needs and strengths of local communities in South Africa. It is believed that unless such a strategy is pursued, the current and historic forces eroding people's learning and living environments throughout South Africa, will persist.
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The role of environmental education in dealing with solid waste in the Central Business District of ThohoyandouDdungu, Elizabeth Rwakitarate 30 November 2004 (has links)
The aim of this study was to explore the role of environmental education
in dealing with solid waste in the Central Business District of Thohoyandou.
The study was carried out in the Thohoyandou Central Business District
(CBD). Two organisations were identified as practising environmental
education in Thohoyandou, namely, the Environmental Education Desk
(Environmental Affairs) and the Environmental Health Services (Thulamela
Municipality). Officers from these organisations were interviewed.
Vendors and hawkers in the Thohoyandou Central Business District were
asked to complete a questionnaire on the role of environmental education
in dealing with solid waste.
The literature review in the study included the theoretical perspectives on environmental education and solid waste. From this review that solid waste can have both a positive and negative impact on the local and global environment.
Therefore, environmental education that has a role in dealing with solid waste has an important part to play in sustainable development. / Educational Studies / M.Ed.(Environmental Education)
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Environmental education for sustainable communities by adult practitioners in a black urban communityNduna, Joyce Nothemba 12 1900 (has links)
Thesis (Ph.D.)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: Within the broad theoretical context provided by debates and policies on
curriculum development and current approaches in adult and environmental
education, this study attempted to improve my own practice by making a
meaningful contribution towards the professional development and conceptual
understanding of student teachers who have registered for a three-year National
Diploma in Adult Basic Education and Training (ABET) at the Peninsula
Technikon in Cape Town. Although these students have no teaching
qualifications, they are involved in community literacy education for
disadvantaged people in various communities and in non-governmental
education centres. The professional development and conceptual understanding
of the students with regard to sustainability as a key environmental concept was
effected by focusing on the concepts, and applying the processes of
environmental education for sustainability (EEFS) in the teaching and learning
process.
In an attempt to integrate theory and practice the student teachers took action in
community-based environmental projects organised by the Tsoga Environmental
Resource Centre in Langa, Cape Town. The idea was that they should apply
their acquired skills and understanding of sustained environments and teach
adult learners to transform their local environments through their literacy classes.
This means integration of adult literacy with environmental or ecological literacy
The interviews and observations of the students at work in the community were
not only aimed at providing feedback for the purposes of future programme
design but also at monitoring what the students did with their learning
experiences regarding EEFS as a theme, in a different teaching situation (adult
literacy classes). In the final analysis, the present study attempted to clear up conceptual
misunderstandings and to show that education processes are as important as its
content and outcomes. It has attempted to operationalise curriculum approaches,
recommended for environmental sustainability, in a practical way. The study as a
whole is set within the general literature of both adult and environmental
education, and particularly that of curriculum and student development for social
transformation. / AFRIKAANSE OPSOMMING: Binne die breë teoretiese raamwerk van diskoers en nasionale
beleidsdokumente ten opsigte van kurrikulumontwikkeling, en huidige
benaderings tot volwasse en omgewingsopvoeding poog hierdie studie om my
eie praktyk te verbeter deur 'n betekenisvolle bydrae te lewer tot die
professionele ohtwikkeling, en konseptueie begrip van studentonderwysers wat
ingeskryf is vir 'n drie-jaar Nasionale Diploma in Volwasse Basiese Onderwys
aan die Skiereilandse Tegnikon in Kaapstad. Alhoewel hierdie studente oor
geen formele onderwyskwalifikasies beskik nie is hulle betrokke in
geletterdheidsopvoeding onder benadeelde gemeenskappe en in nieregeringsentra.
Die professionele ontwikkeling en konseptueie begrip van die
studente ten opsigte van volhoubaarheid as 'n sentrale omgewingskonsep is
ondersoek deur te fokus op die kernbegrippe, en die aanwending van prosesse
eie aan omgewingsopvoeding vir volhoubaarheid (OOW) in leer en
onderrigprosesse.
In 'n poging om teorie en praktyk te integreer is studente aangemoeding om
betrokke te raak in verskeie gemeenskapsgebaseerde projekte wat deur die
Tsoga Omgewingsentrum in Langa, Kaapstad georganiseer word. Die idee
hiermee was dat hulle ontwikkelende vaardighede en begrip ten opsigte van
volhoubare gemeenskappe sal aanwend deurdat terwyl hulle volwasse leerders
leer lees en skryf, hulle terselfdertyd sal bydra tot die transformasie van hulle
gemeenskappe. Dit beteken integrasie van volwasse geletterdheid met
omgewings of ekologiese geletterdheid.
Onderhoude met, en waarnemings van die studente tydens hulle werk in die
onderskeie gemeenskappe is gedoen nie alleen met die oog op
programontwikkeling nie, maar ook met die oog op monitering van die
verskillende wyses waarop studente hulle eie leerervarings in (OOVV) hulle
praktyk in 'n ander konteks (volwasse geletterdsheidsklasse) beïnvloed en verryk.
By wyse van samevatting kan gesê word dat hierdie studie ondersoek ingestel
het na wanpersepsies ten opsigte van omgewingskonsepte en hoe dit
aangespreek kan word, en aangetoon het dat ook in hierdie konteks, onderwys
prosesse net so belangrik soos inhoud en uitkomstes is. Verder is
kurrikulumbenaderings wat vir OOW ontwikkel is ondersoek en in konteks van
Volwasse Basiese Onderwys geoperasionaliseer. Die studie as geheel is gesetel
binne die algemene literatuur van beide volwasse en omgewings opvoedkunde,
en in besonder die van kurrikulum en studente ontwikkeling vir sosial
transformasie.
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The development of environmental education resource materials for junior primary education through teacher participation : the case of the We Care Primary projectLotz, Heila Betrie 12 1900 (has links)
Thesis (PhD)--Stellenbosch University, 1996. / One copy microfiche. / ENGLISH ABSTRACT: The We Care Primary project is a participatory materials development research project,
grounded through a socio-historical location of the research question in the assumptions and
ideals of the critical inquiry paradigm and socially critical environmental education. This
research represents an atlemptto clarifY the assumptions and orientations of socially critical
environmental education as a possible 'tangible alternative' to modernist models of
environmental education and educational change in a South African context.
Through this project environmental education materials development emerged as a reflexive and
responsive process of change in which I was able to work with teachers with in local contexts
to develop resource materials which may contribute to the development of quality education and
the transformation of the junior primary school phase. The emerging central thesis of this report
is an ongoing questioning of the notion of participation, and a realisation of the complexities of
establishing conditions for authentic participation in materials development, curriculum
development and research contexts,
Phase one of this research report describes a journey of inquiry toward" socially critical
environmental education. This phase portrays a growing understanding of environmental
education and is focused on the development of a participatory orientation to materials
development. Phase two of this research journey illustrates a critical and reflexive stance to the
'weaknesses' identified in the first phase of the project. The interdependence of curriculum
development, materials development and in service teacher education is explored. This phase
of the research is presented as a journey with in socially critical environmental education and
reflects ongoing praxis and engagement with in the assumptions of critical theory and socially
critical environmental education. In phase two and three, the development of a critically
reflexive stance to the assumptions guiding this study is described, and a shift in possible
research orientations is highlighted. Further possibilities for research journeys beyond socially
critical environmental education are presented in phase three through a tentative critique of the
first two phases of this research project.
This research report offers a brief insight into some of the complexities of change in the formal
education sector. It demonstrates that confronting the challenges and complexities of change in
realistic and meaningful ways is possibly one of the most daunting realities facing South
Africans as we begin to respond to the many legacies of apartheid ideologies, modernisation, a
history of mis-education and poor education, decades of social separation and increasing socioecological
degradation and risk. / AFRIKAANSE OPSOMMING: Die Ons Gee Om Primer-projek is 'n navorsingsprojek in deelnemende hulpbronontwikkeling,
gegrond op die sosio-historiese plasing van die navorsingsvraag binne die aannames en ideale
van die kritiese navorsingsparadigma en sosiaal-kritiese omgewingsopvoeding. Die navorsing
verteenwoording 'n poging om die aannames en orienlasies van sosiaa/-kriliese omgewingsopvoeding
as moonllike 'Iasbare a/lemalief' vir modemisliese modelle van omgev.'ingsopvoeding
and opvoedingsverandering binne 'n Suid Afrikaanse konleks Ie verk/aar.
Deur hierdie projek het hulpbronontwikkeling na yore gekom as 'n refleksiewe en responsiewe
proses van verandering, waardeur ek mel onderwysers kon werk mel in plaaslike kontekse om
hulpbronmateriaal te ontwikkel wat moontlik kan bydra tot die ontwikkeling van die kwaliteit
van opvoeding en die transformasie van die junior primere skoolfase. Die sentrale tese van
hierdie verslag is 'n voortdurende bevraa!:,rtekening van die idee van deelname, en 'n hesefvan
die komp/eksileile daarvan om loeslande Ie skep wal ware dee/name verseker in hulpbronontwikkeling,
kurrikulumontwikkeling en navorsingsverbande.
Fase een van hierdie navorsingsverslag beskryf 'n reis van ondersoek op weg 110 sosiaal-kritiese
omgewingsopvoeding. Die fase skets 'n toenemende begrip van omgewingsopvoeding en fokus
op die ontwikkeling van 'n deelnemende orientasie tot hulpbronontwikkeling. Fase Iwee van
hierdie navorsingsreis illustreer 'n kritiese en refleksiewe houding ten opsigte van die 'swak
plekke' wat in die eerste fase ge"identifiseer is. Die interafhanklikheid van kurrikulumontwikkeling,
materiaalontwikkeling and die indiensopleiding van onderwysers word ondersoek.
Hierdie fase van die navorsing word voorgestel as 'n reis mel in sosiaal-kritiese omgewingsopvoeding
en weerspieel voortdurende praksis en 'n betrokkenheid by die aannames van kritiese
teorie en sosiaal-kritiese omgewingsopvoeding. Infases Iwee en drie word die ontwikkeling van
'n krities-refleksiewe houding ten opsigte van die aannames van hierdie studie beskryf, en 'n
verskuiwing in moontlike navorsingsorientasies word uitgelig. Verdere moontlikhede vir
navorsingsreise verby sosiaal-kritiese omgewingsopvoeding word infase drie uitgewys deur 'n
tentatiewe kritiek op die eerste twee fases van die navorsingsprojek.
Hierdie navorsingsverslag bied 'n vlugtige kykie na van die kompleksiteite van verandering in
die formele onderwyssektor. Dit wil blyk dat 'n realistiese en betekenisvolle reaksie op die
uitdagings en kompleksiteite van verandering moontlik een van die gedugste realiteite is
waarmee Suid-Afrikaaners te kampe het in ons pogings om te reageer op die vele nalatings van
apartheidsideologiee, modernisasie, 'n geskiedenis van wanopvoeding en swak opvoeding,
dekades van sosiale skeiding en toenemende sosio-ekologiese degradasie en risiko's.
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The development of skills in physical science through environmental education : a case study13 August 2012 (has links)
D.Ed. / According to Prof. Linda Chisholm (2000) in an address delivered at the Annual Conference of APEK,"...the report of the Review Committee on Curriculum 2005 has evoked a great deal of debate and discussion in two main areas related to the values that it promotes: the first is the relationship between outcomes-based education and Curriculum 2005 and the second is the role of technology and economic and management sciences in the curriculum." The National Curriculum Statement (NCS) promotes the idea of Outcomes Based Education (OBE) and the principles of Curriculum 2005 (C2005), but the emphasis is now to develop a schools' policy built on a set of recommendations for it to be revised and streamlined by substituting the terminology with "user-friendly" phrases and language (Chisholm, 1999:1). By preparing the science teachers in South Africa with the necessary skills to effectively transform the present curriculum into a workable and flexible system, the empowerment they gain from such an exercise is crucial to their focus on science teaching and learning. According to Prof. Chisholm, "a human rights based, antidiscriminatory approach demands a higher level of reading, writing and arithmetic that has existed to date, whether before C2005 or with C2005. For us there can be no return to basics, and the challenge now is to ensure not only that more have access but also that all have access to higher levels than before." This is a sustainable demand of the twenty-first century; hence the term curriculum was adopted.With an environmental education approach, the cross-curricular and dynamic nature of the environment (Van Rooyen, 1998: 104) that is exposed to South Africans today can be positively channelled through the acquisition of basic scientific skills needed to confront the 21s t Century. Outcomes Based Education is one approach that has been tabled, and has its merits and disadvantages. If an environmental education programme becomes the learning programme upon which the curriculum is based, then the overall quality of education in South African schools and the quality of life of the nation can be uplifted through the application of such a model or programme, particularly in the fields of general and physical science: The long-term aims of this study include the following: To encourage a broad, participatory process of Curriculum development for environmental education in South Africa, in accordance with the EEPI (Environmental Education Policy Initiative); To provide educators teaching Physical Science with a programme which can be applied to determine methods which enable the scientific problem solving skills of South Africans and their overall quality of their lives to be uplifted and improved; To carry out the above process through effective education for the environment; To contribute to and refine the new C2005 through the application of environmental strategies and methods of assessment , based on critical and specific outcomes.(OBE)
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The relationship between environmental literacy and perceptions with regard to eco-tourism by vhaVendas in the Eastern Soutpansberg region20 November 2014 (has links)
M.Ed. (Environmental Education) / Please refer to full text to view abstract
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The role of environmental education in dealing with solid waste in the Central Business District of ThohoyandouDdungu, Elizabeth Rwakitarate 30 November 2004 (has links)
The aim of this study was to explore the role of environmental education
in dealing with solid waste in the Central Business District of Thohoyandou.
The study was carried out in the Thohoyandou Central Business District
(CBD). Two organisations were identified as practising environmental
education in Thohoyandou, namely, the Environmental Education Desk
(Environmental Affairs) and the Environmental Health Services (Thulamela
Municipality). Officers from these organisations were interviewed.
Vendors and hawkers in the Thohoyandou Central Business District were
asked to complete a questionnaire on the role of environmental education
in dealing with solid waste.
The literature review in the study included the theoretical perspectives on environmental education and solid waste. From this review that solid waste can have both a positive and negative impact on the local and global environment.
Therefore, environmental education that has a role in dealing with solid waste has an important part to play in sustainable development. / Educational Studies / M.Ed.(Environmental Education)
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Engaging sense of place in an environment of change: youth, identity and place-based learning activities in environmental educationFarrington, Katie January 2006 (has links)
This case study investigates sense of place of youth amidst a background of change in postapartheid South Africa. As used in this study, sense of place refers to the attachments made to both physical and social places, and the social and cultural interactions and meanings associated with such places. The research was conducted with a group of 13 young adults at Mary Waters Senior Secondary School in Grahamstown. The literature suggests that the changes that occur in the lives of the participants at school-leaving age such as new opportunities to identify with global aspirations, tend to influence their sense of place in local contexts. Social change that occurs due to globalising forces such as access to new technologies and improved personal mobility, also influences sense of place in this context. Another integral factor is the structural influence of changing cultural and educational norms. These notions form part of the backdrop of this study. The research project was developed in response to calls for learning approaches that are situated more in local contexts and which include the youth as intrinsic participants informing environmental education approaches. This research draws attention to the significance of finding sustainable ways that enhance opportunities for agency on the part of the youth in future local and global environmental care-taking. The study took place over a period of 15 months in which time the participants undertook place-based activities in their communities around self-identified environmental concerns. The study was intentionally generative in approach as this allowed the voices of the participants and their environmental perspectives to be considered in developing methods and activities that were suitable to their particular contexts and interests. The study highlights the relevance of particular social contexts, through the perspectives of people and in this case learners, as key to environmental education enquiries. The combination of approaches that consider: a) knowledge about social context, b) the educational intervention (place-based activities) and, c) the situated social capital of the participants, all form the basis of meaningful pedagogical engagements and serve to address my research question: How is learners' sense of place developed and articulated through place-based activities, and what are the implications for environmental education amidst a contemporary landscape of change in South Africa?
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