"The purpose of this study is to identify geography as a general education subject, to determine the type of geography which best serves the objectives of general education and to determine the general education value of the present geography courses in the Florida junior colleges. An analysis will be made of the present geography programs in the Florida public junior colleges to determine their orientation. This analysis will be concerned with the development of geography in the curriculum rather than with methods of instruction. A study of the catalogs of the various institutions plus information gathered through questionnaires constitute the main basis of analysis. Taking into consideration the objectives of general education, the objectives of the junior colleges, and the objectives of geography, the writer hopes to offer suggestions and recommendations which will make a useful contribution to the concurrent achievement of these objectives in Florida"--Introduction. / Typescript. / "August, 1958." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Harry Brubaker, Professor Directing Study. / Includes bibliographical references (leaves 36-38).

Thesis (MEd)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: This mini-thesis documents two action research projects which I conducted as a teacher researcher in my Grade 10 Geography classroom. The research was an attempt to improve my teaching as a Geography teacher and to enhance social cohesion in my classroom. This mini-thesis investigated the following research questions: How can cooperative learning be used in a Geography classroom to build and improve social cohesion amongst students? And how can I improve my own teaching practice? The focus of the study was on cooperative learning as a teaching strategy, while action research was the research methodology. Two action research projects were completed and reflected upon within the action research framework. This mini-thesis, which include two action research projects, is based, underpinned and influenced by the critical theorists such as Darder (2007), Dewey (1938) Freire(1972), Habermas (1972), Giroux (1988), McNiff (2002, 2006, 2010) and Waghid 2011). In reflecting on my practice, I realise that there is a problem in terms of helping students to foster an promote positive social relationships and working together in the classroom. In this mini thesis I contend that cooperative learning holds the potential to improve social cohesion and social relationships amongst students. Cooperative learning emphasises cooperation as integral to students’ success and because of this cooperative learning has been found successful in fostering positive intergroup attitudes in classrooms. South-African teachers in recent years have been compelled to embrace a more learner-centred approach as opposed to a teacher-centred approach. I believe cooperative learning could be instrumental in enhancing learner performance and promoting positive social relationships amongst classmates. I consider my teaching practice to have certain defects and through action research I can investigate and reflect on this with a view of improving my practice. Self-reflection and introspection led me to critically examine my classroom practice. In this research I also tried to encourage students to interact with one another in a positive way. This study uses cooperative learning as a teaching strategy to enhance working together between students in a classroom and enhance social cohesion. At the time of this study the Department of Basic Education introduced Curriculum Assessment Policy Statements (CAPS) as the official curriculum of South Africa. CAPS consequently has an influence on my teaching practice. We adhere to departmental policies and try to comply with curriculum delivery often to the detriment of the needs that learners might experience in the school, such as nation building and maintaining relationships that contribute to the total development of the learner. What further motivated me to address my classroom practice was that my teaching style was still very similar to the way my previous teachers taught me. I was still caught up in the traditional mode of teaching and learning where the “teacher talks and the learner listens” There was no innovation that characterised my teaching practice. In an attempt to address the issues that concern me, I asked the following critical research questions in this mini-thesis: 1 How can cooperative learning be used in a Geography classroom to develop social cohesion amongst learners? 2 How can I improve my own teaching practice? I would like to believe and set out to establish whether the cooperative classroom is different from the one in the traditional teaching environment; both the teacher and student adopt new roles. The teacher becomes a facilitator and the cooperative lessons imbue learners with confidence and enhance social relationships. In Chapter One I give a background to the study. I describe the educational challenges that face South Africa and I set out to locate what I would regard as the problem in my teaching. Chapter Two is my literature review. In this chapter, I give a detailed account of cooperative learning. Due to the limited scope of this study and the many facets of cooperative learning, I contend that as a researcher, I cannot deal with cooperative learning in its entirety. In Chapter Three I focus on action research as the research methodology which I employed in this study. I give a brief historical perspective on the development of action research, define it, explain how it operates and give an account of how action research works. Chapter Four and Five provide a description of the two action research projects that I undertook with my Grade 10 Geography classes. In these two chapters I give an account of my two action research learning projects. Chapter six is the concluding chapter. I reflect on the research projects and try to map the future of cooperative learning as an educational strategy that could transform the classroom and ultimately contribute to nation building. / AFRIKAANSE OPSOMMING: In hierdie mini- tesis dokumenteer ek twee aksienavorsingprojekte wat ek as onderwysernavorser in my Graad 10 Geografieklas uitgevoer het. Hierdie navorsing was ʼn poging om my onderrigpraktyk as Geografie-onderwyser te verbeter om sosiale samehorigheid in my klaskamer te verbeter. Hierdie mini-tesis het die volgende navorsingsvrae beantwoord: Hoe kan koöperatiewe leer in ʼn Geografie klaskamer gebruik word om sosiale samehorigheid tussen leerders te verbeter en te bou? En hoe kan ek my eie onderrigpraktyk verbeter? Die studie het op koöperatiewe leer as onderrigstrategie en aksienavorsing as navorsingsmetodologie gefokus.Twee aksienavorsingsprojekte is binne die aksienavorsingsraamwerk voltooi en oor besin. Hierdie mini-tesis wat twee navorsingsprojekte insluit, is gebaseer, onderskryf en beinvloed deur die kritiese teoriste soos Darda(2007), Dewey (2008). Freire (1972), Habermas (1972), Giroux (1988), McNiff (2002, 2006, 2010) en Waghid (2011). Deur te reflekteer op my onderrigpraktyk, het ek besef dat daar n probleem is in terme van hulpverlening aan leerders om hulle te help om positiewe sosiale verhoudings te promoveer en saam te werk in die klaskamer. In hierdie mini-tesis is ek egter van mening dat koöperatiewe leer die potensiaal het om sosiale samehorigheid en sosiale verhoudings te verbeter tussen leerders Koöperatiewe leer beklemtoon samewerking as noodsaaklik tot die sukses van leerders en as gevolg daarvan is gevind dat koöperatiewe leer positiewe houdings tussen groepe in klaskamers suksesvol bevorder. Oor die afgelope jare was Suid-Afrikaanse onderwysers verplig om ʼn meer leerdergerigte benadering te volg eerder as ʼn onderwysergesentreerde benadering.Ek is van mening dat koöperatiewe leer is bevorderlik vir die verbetering van leerders se prestasie en die bevordering van sosiale verhoudinge tussen klasmaats. Ek aanvaar dat my onderrigpraktyk sekere gebreke het en met aksienavorsing kan ek dit ondersoek en daaroor besin met die oog op die verbetering van my praktyk. In hierdie navorsing het ek gepoog om studente te ontwikkel om op ʼn positiewe wyse met mekaar in wisselwerking te tree. Hierdie studie gebruik koöperatiewe leer as onderrigstrategie om samewerking tussen leerders in ʼn klaskamer te verhoog en sosiale samehorigheid te bevorder. Toe die studie onderneem is, het die Departement van Basiese Onderwys die Kurrikulumen Assesseringsbeleidsverklaring (KABV) as die amptelike kurrikulum vir Suid-Afrika bekendgestel. KABV het ʼn invloed op my onderrigpraktyk. Ons kom departementele beleide na en poog om aan kurrikulumaflewering te voldoen tot nadeel van die behoeftes wat leerders op skool mag ervaar, soos nasiebou en behoud van verhoudings, wat bydra tot die algehele ontwikkeling van die leerder. Besinning en introspeksie het daartoe gelei dat ek my klaskamerpraktyk krities ondersoek. Wat my verder gemotiveer het om my klaskamerpraktyk aan te spreeek was dat my onderrig styl baie dieselfde was as die van my vorige onderwysers wat my onderrig het. Ek was vasgevang in die tradisionele manier van onderrig en leer waar die “onderwyser praat en die leerder luister” My klaskamerpraktyk was dieselfde as die van my onderwysers. Die manier waarop ek onderrig, was dieselfde as wat my onderwysers gebruik het om my te onderrig. My onderrigstelsel is nie deur innovering gekenmerk nie. In ʼn poging om die kwessies waaroor ek bekommerd was aan te spreek, is die volgende kritiese navorsings vrae gevra in hierdie mini-tesis: 1 Hoe kan koöperatiewe leer in ʼn geografie klaskamer gebruik word om sosiale samehorigheid tussen leerders te ontwikkel? 2 Hoe kan ek my eie onderrigpraktyk verbeter? Ek wil graag glo en vastel of die koöperatiewe klaskamer verskillend is van die tradisionele onderrig omgewing; beide die onderwyser en leerder neem verskillende rolle aan. Die onderwyser word ʼn fasiliteerder in die leer proses. Die koöperatiewe lesse ontwikkel leerders met selfvertroue en verbeter sosiale verhoudinge. In Hoofstuk Een gee ek die agtergrond tot die studie. Ek bespreek die opvoedkundige uitdagings wat Suid- Afrika in die gesig staar en wil graag vastel wat ek beskou as die probleem in my onderrig Hoofstuk Twee is my literatuur studie. In die hoofstuk gee ek n gedetaileerde verslag van koöperatiewe leer. As gevolg van die beperkte omvang van die studie en die baie fasette van koöperatiewe leer is ek as navorser van mening dat ek nie koöperatiewe leer in sy totaliteit kan behandel nie Hoofstuk Drie fokus op aksienavorsing as die navorsingsmetodologie wat in hierdie studie gebruik work. Ek gee ook n kort historiese perspektief van die ontwikkeling van aksienavorsing, definieer dit, verduidelik hoe dit opereer en gee n verslag van hoe aksie navorsing werk. Hoofstuk Vier en Vyf gee n verduideliking van die twee aksienavorsingsprojekte wat ek met my Graad 10 klasse onderneem het. In hierdie twee hoofstukke doen ek verslag van my twee aksienavorsingprojekte Hoofstuk Ses is die slot hoofstuk. Ek reflekteer op die aksienavorsingprojekte en prober om die toekoms van koöperatiewe leer uit te stippel as n opvoedkundige strategie wat die klaskamer kan transformeer en n bydrae tot nasiebou kan maak.

The aim of Project GeoSim is to develop simulation based introductory geography education software. To maximize the educational benefit of the software, Project GeoSim has developed three user assistance and training methods: Online Help, Printed Manual, and Online Interactive Tutorial. Using a population dynamics simulation called IntlPop as the test-bed, an experiment was conducted comparing the three training methods against each other and against no training at all to find the method from which users complete laboratory exercises most quickly and with the greatest accuracy. Twenty-four participants were randomly assigned to one of four treatments: the three user assistance methods and a control that received no training. Following training, the participants answered nine questions using IntlPop. The control received no training and therefore spent the least time with training material. Of the other training methods, analysis detected no significant difference regarding the time spent with training material. Participants that received training from the online interactive tutorial completed tasks more quickly than those that received no training. However, no significant difference in speed of performance was detected between the online help and printed manual and either the control or online interactive tutorial. Additionally, analysis indicated no significant difference in accuracy of responses among the four treatments. Nor were there any significant differences with respect to subjective satisfaction / Master of Science

The assessment procedures utilised in first year Geography modules at the University of Natal Durban were critically reviewed. This revealed a rather narrow approach with an emphasis on summative assessment, limited feedback and a hidden assessment agenda with no student involvement. It was recognised that this traditional approach encouraged a surface approach to learning. In order to broaden the range of assessment procedures available to the students and to improve upon the assessment practice in general, peer and self-assessment exercises were incorporated into a first year module (Environmental Geography I) during this study. It was felt that by participating in peer and self-review exercises, students' self-reflective skills could be developed in order to equip them to become life-long learners. The main aim of the study was to integrate assessment with learning and to determine whether active involvement in the assessment process provided insight into the process and positively influenced students' motivation, attitude and approach to learning. The study, which was conducted over a two-year period using an action research approach, revolved mainly around an essay test students wrote a few weeks into the module. During tutorials prior to the test students were introduced to the skill of essay writing and the concept of criteria by which essays could be assessed. After the test, using a criteria sheet and model answer, students were expected to mark (Le. provide both written feedback as well as a grade) both an essay of an anonymous ' peer' as well as their own test essay. The lecturer subsequently marked the test as well as the actual assessment done by the students. Quantitative comparisons of student-awarded grades and lecturer-awarded grades, as well as a qualitative analysis of student and lecturer feedback during the process, and comments from the evaluations, revealed some general trends from both iterations: • Students showed increased insight into the process of self-assessment with practice. • Good students tended to under-estimate, poor students over-estimate grades. • Students were critical when marking an anonymous peer. • Students tended to be less critical when marking themselves. • Students battled with understanding/implementing certain criteria. • Students found it hard to separate out content from structure and style in an essay. • Students generally saw credit and value in the process of self-assessment. • Students were generally positive about the process of self-assessment • Students were rely-ctant to engage in the process of self-assessment on a more regular basis • Students felt the feedback comments from the lecturer on the self-assessment were the most valuable learning exercise. A large part of the success of the study was that, through integrating assessment in the learning process, students were able to be more critical of their own work. This in turn should pave the way for them being able to work in more self-reflective and independent ways in the future. Furthermore, the study served to open up dialogue with students with respect to our teaching and their learning. By participating in the peer and self-review process they became more aware of the "hidden" aspects of the curriculum. Students appear to have acquired an awareness of the value of criteria in assessment and were able to apply them to some degree in their own context. In general, students felt they had a beneficial experience in peer and self-assessment. The study highlighted a number of issues that need addressing. Firstly, there was a large gap between lecturer expectations in a written answer and what the students felt was acceptable. In particular, students had problems with being able to discriminate and internalise certain criteria such as relevance of information' and in general resorted to what has been tenned the 'shotgun ' approach when providing answers. It is recognised that interpretation of such gaps in understanding have social, cultural and political contexts. Secondly. the actual awarding of grades was an intimidating process for many students and should be done in a less threatening way in the future. Thirdly from a personal point of view, it is recognised that it requires not only a high level of critical reflection but also active engagement and discipline to make necessary changes in an action research process. A conceptual framework in which traditional and educational forms of assessment are represented as two extremes of a continuum of student-lecturer involvement, is presented. This helps to locate the present study and provides direction for future assessment studies in which student learning is the central focus. / Thesis (M.Ed.)-University of Natal,Durban, 2001.

Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016. / According to the White Paper for Post-School Education and Training Act (2013), only 15 percent of students in higher education complete their studies successfully. This is well below the international standard of 25 percent for students within a three-year degree course in contact education (residential education). The challenge facing universities is to ensure a higher throughput rate. This study aims to investigate a potential solution to one of the facets of this challenge. One such an initiative is Leesnet, an academic reading comprehension programme, which was implemented within the CPUT, Wellington campus since 2010. It is a reading comprehension strategy programme which aims to promote general academic performance in all content areas. The purpose of this research study is to explore and describe the nature and extent of transfer of reading comprehension strategies from Leesnet to a content area, Geography. A mixed method methodology was used. The qualitative research approach was used to explore and describe participants' descriptions of the nature of transfer of reading comprehension strategies and the quantitative data to explore and describe the extent of transfer of reading comprehension strategies. The study indicated that a degree of positive transfer occurred. It comments on the nature and purpose of the Leesnet programme, but also provides valuable information on participating students' metacognitive processes, highlights the conscious use of reading comprehension strategies and the context under which reading comprehension strategies were transferred. Conclusions and recommendations were made to identify focus areas for further research, to potentially improve transfer of reading comprehension strategies in the existing programme and to offer possible guidelines for the development of similar programmes.

In this study the status of the active learning methods of teaching employed in Teachers‟ Training Colleges in Ethiopia was examined from the perspective of the trainee-teachers and their lecturers. Factors relating to active learning were discussed within the framework of the social-cognitive constructivists‟ theory, as learning (knowledge construction) requires the direct involvement of an individual, as well as interaction with the social environment. Three main groups of learning theories were investigated, namely the behavioural, the cognitive and the constructivist theories. The behavioural theories emphasise the transmission of information from the teacher to the learner, whereas the cognitive and constructivist theories emphasise the learners‟ construction of knowledge from their own experiences and their interaction with one another. The methods and strategies for teaching Geography in Ethiopian Teachers‟ Training Colleges were also discussed. The empirical research investigated the perceptions of trainee-teacher and lecturers regarding active learning methods at their respective colleges, the current teaching-learning methods and strategies that the trainee-teachers employ, how they experience the current teaching methods and approaches and other related matters, such as class size and facilities, the integration of assessment with active learning, the teachers‟ attitudes towards active learning, whether or not the lecturers receive short-and long-term training on active learning, the support obtained from the managing body, and whether or not any guidelines existed. Interviews were conducted as embedded research that was intended to supplement the quantitative findings. The results of the empirical investigation indicated a lack of systematic and appropriately organised active learning at college level. Some of the barriers that profoundly hindered the use of active learning pedagogies are the lecturers‟ tendency to maintain the traditional (lecture) method of teaching, insufficient pre-service and in-service training, the large class sizes, the lack of administrative support, the scarcity of resources/facilities, the lack of integration between assessment and active learning, and finally, the absence of guidelines. Pertinent information was extracted from the relevant literature and the empirical study to develop a model to address the problem of active learning in Teachers‟ Training Colleges. Thus, a Model of Active Learning, which is relevant to the teaching of the learning of Geography at College level in the Ethiopian context, was developed. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Thesis (PhD)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: During the Decade of Education for Sustainable Development (DESD) (2004-2015), better teaching and learning of environmental education and education for sustainable development (EE and ESD) in schools is one of the main responses to the worsening state of the global environment. Environmental concerns are integrated into the South African school curricula; in the General Education and Training (Grades R-9) (GET) and Further Education and Training (FET) phases through the principles that underpin the curricula such as social justice, a healthy environment, human rights and inclusivity. While a cross-curricula approach to teaching and learning is followed in the GET phase, environmental concerns are infused in each subject at FET level. Because geography deals with human-environment relationships and is interdisciplinary, it is considered to be one of the main vehicles for teaching EE and ESD. To respond to the need for better teaching and learning of EE and ESD during the DESD, the main aim of this research project was to find out how EE and ESD are being implemented through the geography curriculum in South African secondary schools at FET level. The investigation sought answers to questions related to: opportunities for teaching EE and ESD in the geography National Curriculum Statement; the geography teachers’ perspectives on EE and ESD; the extent to which the teachers incorporate the teaching of EE and ESD in the geography lessons; pedagogical approaches used by the geography teachers; and, the barriers to teaching environmental concerns through the geography curriculum. A qualitative case study research design, underpinned by the interpretive research paradigm, was used. A sample of 10 senior geography teachers comprising 8 males and 2 females participated in the study. They were drawn from five Western Cape secondary schools selected through purposeful sampling in such a way that the sample of schools is representative of the socio-economic and sociocultural context of the Western Cape as far as possible. Data were generated from biographic questionnaires and semi-structured interviews. Data were also generated from lesson observation and the analysis of documents such as the geography NCS, work schedules and lesson plans. The use of different research instruments ensured the triangulation of data sources in order to address issues of validity and reliability. The qualitative data were then analysed through thematic analysis. The study found that the sustainable development theme is central to the curriculum. Additionally, strategies of implementing EE and ESD such as the enquiry approach, the issues-based approach and the need to impart critical thinking skills are suggested in the curriculum. The teacher participants experience conceptual barriers concerning the nature of EE and ESD and that of notion of integrated geography promoted by the curriculum document. As a result, some of the teacher participants have difficulties in identifying EE and ESD themes in the curriculum document and incorporating them in the lessons. Furthermore, the teacher participants have difficulties in distinguishing learner activities from learnercentred approaches underpinned by constructivist learning theories as observed by Janse van Rensburg & Lotz-Sisitka (2000) and in using the enquiry learning approach. Some teacher participants prefer using traditional teacher-centred approaches which enable them to finish syllabuses in time for examinations. The use of learner-centred approaches such as fieldwork is hindered by barriers such as shortage of resources, class time, large classes, deteriorating discipline, heavy workload and policy contradiction. This study revealed a gap between policy rhetoric and practice in the teacher participants’ efforts to implement EE and ESD through the geography NCS. / AFRIKAANSE OPSOMMING: Beter omgewingsopvoeding-onderrig en -leer van volhoubare ontwikkeling (OO/OVO) in skole is een van die hoofresponse op die toenemende agteruitgang in die toestand van die wêreldomgewing in die Dekade van Opvoeding vir Volhoubare Ontwikkeling (DOVO) (2004-2015). OO/OVO is geïntegreer in die Suid-Afrikaanse skoolkurrikulum; in die Algemene Onderwys en Opleidingfase (Grade R tot 9) (AOO) en die Verdere Onderwys en Opleidingsfase (VOO) deur die beginsels wat die leerplan onderlê soos sosiale geregtigheid, ‘n gesonde omgewing, menseregte en inklusiwiteit. Alhoewel ‘n kruiskurrikulêre benadering tot onderrig en leer in die AOO-fase gevolg word, word OO/OVO by elke vak op die VOO-vlak geïntegreer. Omdat geografie oor mens-omgewingverhoudings handel en interdissiplinêr is, word die vak as een van die hoofvoertuie vir die onderwys van OO/OVO beskou. Om op die behoefte vir beter onderrig en leer van OO/OVO tydens die DOVO te reageer, is die hoofdoel van hierdie navorsingsprojek om vas te stel hoe OO/OVO deur die geografiekurrikulum in Suid-Afrikaanse sekondêre skole op VOO-vlak geïmplimenteer word. Die ondersoek het antwoorde gesoek op vrae wat verband hou met: geleenthede vir die onderrig van OO/OVO in die geografie Nasionale Kurrikulumverklaring (NKV); die perspektiewe van geografie-onderwysers oor OO/OVO; die mate waartoe onderwysers die onderrig van OO/OVO in geografie-lesse inkorporeer; die pedagogiese benaderings wat geografie-onderwysers gebruik; en die hindernisse ten opsigte van die onderrig van OO/OVO in die geografie-kurrikulum. ‘n Kwalitatiewe gevallestudie-navorsingsontwerp, ondersteun deur die interpretatiewe navorsingsparadigma, is ingespan. ‘n Steekproef van 10 senior geografie-onderwysers, bestaande uit agt mans en twee vroue is by die studie betrek. Hulle is uit vyf Wes-Kaapse sekondêre skole geselekteer deur middel van doelgerigte steekproefneming op so ‘n wyse dat die monster van skole so ver moontlik die sosiaal-ekonomiese en sosiaal-kulturele kontekste van die Wes-Kaap weerspieël. Inligting is verkry uit biografiese vraelyste en semi-gestruktureerde onderhoude, asook deur waarneming van lesse en deur die ontleding van dokumente soos die NKV vir geografie, werkskedules en lesplanne. Die van verskillende navorsingsinstrumente is gebruik ter ondersteunin van die triangulasie van data ten einde geldigheids- en betroubaarheidskwessies aan te spreek. Die kwalitatiewe data is daarna aan tematiese ontleding onderwerp. Die studie bevind dat volhoubare ontwikkeling ‘n sentrale tema in die kurrikulum is. Daarbenewens word strategieë om OO/OVO te implementeer, soos die ondersoekleerbenadering, die kwessiegebaseerde benadering en die behoefte om kritiese denkvaardighede te ontwikkel, in die kurrikulum voorgestel. Die onderwyserdeelnemers ervaar konseptuele hindernisse met betrekking tot die aard van OO/OVO en die nosie van geïntegreerde geografie wat die kurrikulumdokument bevorder. Gevolglik vind sommige onderwyserdeelnemers dit moeilik om OO/OVO in die leerplandokument te identifiseer en in hul lesse te inkorporeer. Verder ondervind die onderwyserdeelnemers probleme om leerderaktiwiteite te onderskei van die leerdergesentreerde benaderings wat onderlê word deur konstruktiwistiese leerteorieë soos deur Janse van Rensburg & Lotz-Sisitka (2000) waargeneem en om die ondersoekleerbenadering te gebruik. Sommige onderwyserdeelnemers verkies om tradisionele onderwysergesentreerde benaderings wat hulle in staat stel om kurrikula betyds vir eksamens af te handel. Die gebruik van leerdergesentreerde benaderings soos veldwerk word gestrem deur belemmeringe soos hulpbrontekorte, beperkte klastyd, groot klassse, verswakkende dissipline, hoë werklading en teenstrydighede in die beleid. Die studie het ‘n gaping tussen beleidsretoriek en die praktyk in die onderwyserdeelnemers se pogings om OO/OVO te implementeer wat in die geografie NKV ingewerk is, uitgewys.

In this study the status of the active learning methods of teaching employed in Teachers‟ Training Colleges in Ethiopia was examined from the perspective of the trainee-teachers and their lecturers. Factors relating to active learning were discussed within the framework of the social-cognitive constructivists‟ theory, as learning (knowledge construction) requires the direct involvement of an individual, as well as interaction with the social environment. Three main groups of learning theories were investigated, namely the behavioural, the cognitive and the constructivist theories. The behavioural theories emphasise the transmission of information from the teacher to the learner, whereas the cognitive and constructivist theories emphasise the learners‟ construction of knowledge from their own experiences and their interaction with one another. The methods and strategies for teaching Geography in Ethiopian Teachers‟ Training Colleges were also discussed. The empirical research investigated the perceptions of trainee-teacher and lecturers regarding active learning methods at their respective colleges, the current teaching-learning methods and strategies that the trainee-teachers employ, how they experience the current teaching methods and approaches and other related matters, such as class size and facilities, the integration of assessment with active learning, the teachers‟ attitudes towards active learning, whether or not the lecturers receive short-and long-term training on active learning, the support obtained from the managing body, and whether or not any guidelines existed. Interviews were conducted as embedded research that was intended to supplement the quantitative findings. The results of the empirical investigation indicated a lack of systematic and appropriately organised active learning at college level. Some of the barriers that profoundly hindered the use of active learning pedagogies are the lecturers‟ tendency to maintain the traditional (lecture) method of teaching, insufficient pre-service and in-service training, the large class sizes, the lack of administrative support, the scarcity of resources/facilities, the lack of integration between assessment and active learning, and finally, the absence of guidelines. Pertinent information was extracted from the relevant literature and the empirical study to develop a model to address the problem of active learning in Teachers‟ Training Colleges. Thus, a Model of Active Learning, which is relevant to the teaching of the learning of Geography at College level in the Ethiopian context, was developed. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The 21st century environmental crisis that humankind faces has resulted in a need to re-orientate ourselves towards environmental sustainability. Singular paradigmatic ways of knowing no longer deal with multiple interconnected realities and associated uncertainty, diversity and risk faced by humankind. Geography focusses on interactions between the ‘human’ and ‘natural’ world, and should play a leading role in Education for Sustainability (EfS). The multidimensional worldview of geographers together with their integrative skills, awareness of scale, place and space and holistic viewpoint positions the discispline in the forefront of sustainability related challenges. The extent of the contribution depends on the view of Geography and how it is transferred to graduates, during their undergraduate studies. In reality non-geographers view the discipline as suitable for EfS, with the Geography fraternity less enthusiastic. This thesis suggests that South African Geography (as is the case internationally) has limited success in making its instrumental value known through EfS. Using the integral perspective of epistemological pluralism, it is suggested that an obstacle is the fragmentation of undergraduate Geography between sub-fields and theoretical and practical/ analytical courses, with limited intra-discipline discourse. The identity of Geography appears to be locked into dualisms of society versus nature and theory versus technique. These dualisms create an obstacle for the reconfiguration in terms of mutual conceptualisation of society-nature interaction in a strong theoretical setting and with techniques in a supporting role. The multi-paradigmatic methodology used in this thesis includes an assessment of undergraduate curricula of 17 Departments of Geography at South African universities, a questionnaire on Geography and EfS sent to departments, focus groups at selected departments and interviews with a selection of South African geographers. Findings indicate that although sustainability features on the undergraduate level in all departments, it is not a cross-cutting theme. It is concluded that closer integration between the sub-fields and identities of Geography, regarding the diversity of Geography as an asset and the acceptance of multiple paradigms, is the only way through which Geography in South Africa will be able to strengthen its position in EfS, while ensuring a vibrant future for the discipline. / Geography / Ph. D. (Geography)