published_or_final_version / Curriculum Studies / Master / Master of Philosophy

The primary aim of this study is to attempt to examine the role to be played by Environmental Education (E.E.) in the secondary school Geography syllabus in a future South Africa. At the present time and since the commencement of this study new interim syllabi have been formulated for Standard 2-7. Interim syllabi for Standards 8 - 10 have not been formulated and a decision has been made by the National Department of Education to continue using the existing syllabi until the year 2001 when the existing matriculation examination will fall away. It is the intention of the educational authorities to have all interim syllabi operational in the country's schools by 1996 at the latest with the first unified provincial education department examinations for Standard 10 to be written at the end of 1996. The process of formulating completely new curricula and syllabi for all subjects and standards has already begun. This process will be a lengthy one and could take up to 5 years or more to complete. This study should be seen as a contribution to the deliberations which must inevitably occur before completely new curricula and syllabi are formulated. The qualitative nature of most of the study as well as the empirical study described in Chapter Eight allow for ideas and suggestions on the incorporation of E.E. in the new syllabus as well as pointers to be made on what should constitute the new syllabus. The ideas and suggestions forwarded have been based on a fairly extensive review of current literature in the field as well as on the author's eighteen years of teaching and lecturing experience and membership of various educational committees involved in syllabus formulation. Besides a review of current literature in the fields of Geographical Education, E.E., Development Education, Sustainability, Education for Sustainable living and Syllabus Formulation, chapters in this study will deal.with the current position of E.E. in South Africa as well as in the education system, the position of E.E. in the current secondary school Geography syllabi in South Africa, the position of E.E. in the current secondary school Geography Syllabi in a selected number of other countries, including a fairly detailed examination of the position in selected African countries. A background scenario is then provided to the formulation of a new secondary school Geography syllabus in South Africa before a series of recommendations are forwarded on what should constitute a new syllabus. Empirical studies on the incorporation of E.E. into the Geography syllabus are examined to provide support for the contention of this study that much scope remains for the inclusion of more E.E. into a new syllabus. Such inclusion would of necessity include elements of the concepts of development education and sustainability. Every attempt needs to be made to transform existing syllabi into something more relevant and meaningful to the pupils of today. Of necessity a process of 'Africanising' of the syllabus would be required as part of the process of syllabus renewal so as to cater more appropriately for the needs of the majority of pupils who will be studying the subject. In addition every attempt must be made to achieve a phase three status for the new Syllabus as advocated by Graves (1981). This study is presented as a contribution to education and more specifically to Geography teaching in South Africa. Every effort is made to provide a case for the study of Geography in the new curriculum which will emerge and to have E.E. as a central focus in the study of the subject. The Government's proposal to introduce an outcomes/competencies based curriculum and to shift emphasis away from the subject-based curriculum presently in existence will obviously have ramifications for Geography as a subject as we know it at present. It is the contention of this study, however, that a place will have to be found, in some form, for the study of what we now label Geography in the present syllabus. The intention of this study was never to actually formulate a new syllabus as such as this of necessity needs a lengthy process of dialogue and consultation between all interested stake-holders and role players. It is hoped, however, that some of the ideas contained in this study will be considered in the deliberations which take place. Finally, the dramatic political changes which have occurred in South Africa in recent years have inevitably produced changes in the educational sphere. These changes may have appeared to be a bit slow at first but have definitely recently picked up in intensity. This study has been conducted during this period of change, beginning with the start of the study in January 1992 through to the start of the original writing up of the study in January - April 1995. The changing scenarios have definitely not made it easy for the author but every attempt has been made to represent the position as accurately as possible as it was as at the end of April, 1995. / Thesis (Ph.D.)-University of Natal, Durban, 1997.

Textbooks play an integral role in every teaching and learning process and they are the most essential tools used to transmit knowledge, skills and values to the learners. The purpose of this study was to examine if there is any change in knowledge representation and cognitive demands in the old curriculum and new curriculum grade 12 Geography textbooks. The study was informed by Bernstein’s concept of knowledge structures. The data were chapters from four grade 12 Geography textbooks. It employs a quantitative document analysis and an adapted analytical tool from Green and Naidoo (2008) was used to analyse data. The findings show that all the four texts contain more formal knowledge and more geographical images and definitions rather than everyday knowledge. The study also shows a noticeable change in the new curriculum textbooks regarding the number of tasks and questions used as a form of assessment. The new texts have a number of tasks and more questions in each task given but they show a minimal change in terms of cognitive levels, since across all the sampled textbooks most questions require understanding of factual knowledge. There are only few questions that engage learners in the other higher cognitive levels of reasoning other than understanding. In the old curriculum texts there is more geographic content and subject specific images whereas in the new curriculum texts there is less content and more space is taken by assessment tasks and images. The study concludes that in terms of content knowledge there is no substantial change in the new textbooks. There is little integration in terms of knowledge within the subject, between geography and other subjects, and between subject knowledge and everyday knowledge. There is some change in the kinds of knowledge assessed in the tasks. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2009.

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.

The primary aim of this study is to attempt to evaluate by means of a case-study, the appropriateness of fieldwork as a way of teaching the new ecology section of the high school geography syllabus viz. 'Ecosystems, Environmental Balance and Conservation'. The study shows the value and importance of fieldwork to develop in pupils an awareness of environmental issues and conservation principles. Evidence collected during the course of the case-study is used to evaluate the nature of fieldwork. The case-study which comprises this thesis concerns the ecological and environmental fieldwork undertaken by a randomly selected sample of 24 standard ten higher-grade pupils studying geography at Glenwood High School in Durban during August 1987. The case-study site was the Pigeon Valley natural area in Glenwood, Durban. The fieldwork undertaken used a field-research approach recommended for use by senior high school pupils. Various conclusions and recommendations arising out of ecological fieldwork and the case-study evaluation, are presented. These include: 1) Fieldwork is a particularly appropriate method to use to teach this new section of the syllabus, as shown by pupil enjoyment and pupil success in completing the fieldwork tasks set them in the exercise. 2) Two fieldwork methods should be used - a traditional fieldwork approach for junior high school classes and a field research approach (with a built-in problem/issue based component) for senior high school classes. 3) Fieldwork is important not only as a substitute for systematic teaching of the section but also for revision purposes. 4) Case-study evaluation and the use of triangulation are appropriate for the purposes of this study. This study is presented as a contribution to geography teaching, in South Africa, particularly the area of fieldwork, but the qualitative nature of the study and the very nature of case-study research, however, prevent totally conclusive results from being obtained. / Thesis (M.Ed.)-University of Natal, Durban, 1988.

Orientador: Andréia Medinilha Pancher / Banca: Maria Bernadete Sarti da Silva Carvalho / Banca: Tânia Seneme do Canto / Resumo: O objetivo principal desta pesquisa foi investigar e contribuir com os professores da Educação Básica com relação às suas práticas de ensino-aprendizagem em Geografia e, especificamente, para o ensino do conceito Lugar, visando ampliar as possibilidades de prática para que os alunos compreendam o referido conceito de modo mais efetivo. Para isso, analisamos três realidades escolares do município de Uberaba-MG: Escola Municipal Boa Vista, Escola Municipal Uberaba e Colégio Tiradentes da Polícia Militar. Desenvolvemos uma pesquisa qualitativa de natureza bibliográfica e de campo. Nosso referencial teórico quanto aos saberes e práticas docentes foi: André (2003), Ibiapina (2008), Libâneo (1994), Magalhães (2011), Mizukami (2003), Pontuschka (2009), Straforini (2008), entre outros. Para aprofundar o conceito de Lugar recorremos principalmente a: Almeida (2000); Callai (2014); Tuan (1983); Castellar (2009); Cavalcanti (2002); Kaercher (2002); Gonçalves (2006); Carlos (2007), Castrogiovani (2002), Rodrigues (2016), Santos (1997). A pesquisa qualitativa nos possibilitou fazer uma análise dos sujeitos envolvidos. De acordo com o embasamento teórico, foi realizada a pesquisa de campo utilizando-se o diário de campo para fazer anotações das aulas, a aplicação de questionários, visando conhecer os sujeitos envolvidos na pesquisa, a observação de aulas de Geografia, para verificar a prática dos docentes das três escolas, registros fotográficos e entrevista semi-estruturada, para a realiz... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The main objective of this research was to investigate and contribute with teachers of Basic Education, in relation to their teaching-learning practices in geography, and specifically to the teaching of concept Place, aiming to expand the possibilities for practice so that students understand this concept more effectively. For that, we analyze three school realities of the municipality of Uberaba-MG: Escola Municipal Boa Vista, Escola Municipal Uberaba e Colégio Tiradentes de Polícia Militar. We developed a qualitative research of bibliographic and field nature. Our theoretical knowledge and practice regarding teachers was: André (2003), Ibiapina (2008), Libâneo (1994), Magalhães (2011), Mizukami (2003), Pontuschka (2009), Straforini (2008), among others. To deepen the concept Place we use mainly to: Almeida (2000); Callai (2014); Tuan (1983); Castellar (2009); Cavalcanti (2002); Kaercher (2002); Gonçalves (2006); Carlos (2007), Castrogiovani (2002), Rodrigues (2016), Santos (1997). The qualitative research has enabled us to do an analysis of the subjects of the research. According to the theoretical basis, the field research, using the field journal to take notes of classes, the application of questionnaires, aiming to meet the subjects involved in research, observation of lessons in geography, to check the practice of teachers from the three schools, photographic records and a semi-structured interview for a documentary on the Boa Vista neighborhood (Uberaba-MG). At Escola ... (Complete abstract click electronic access below) / Mestre

Orientador: João Pedro Pezzato / Banca: Maria Bernadete Sarti da Silva Carvalho / Banca: Maria Isabel Castreghini de Freitas / Banca: Amanda Regina Gonçalves / Banca: Suely Aparecida Gomes Moreira / Resumo: O presente estudo é resultado de reflexões, questionamentos e desafios que tenho enfrentado ao longo de minha prática profissional como professor de Geografia atuando no ensino básico. Desafios de aprender para ensinar e ensinar para aprender a lidar com o processo de ensino-aprendizagem dos alunos em relação ao domínio de alguns conceitos da Geografia, especialmente aqueles relacionados à Cartografia Escolar. A partir dessas e de outras questões, propusemos este estudo com o intuito de discutir e apresentar uma proposta didática fundamentada na prática do esporte Orientação, no sentido de contribuir para a didática da Geografia e para a tarefa de vivenciar as noções espaciais com seus alunos e, ao mesmo tempo, mediar a compreensão e interpretação da linguagem cartográfica de forma mais eficiente e significativa. Entendemos, pois, que essa linguagem não pode ser considerada per se, mas no contexto da construção dos conhecimentos geográficos necessários à participação autônoma dos indivíduos no meio em que vivem. Essa articulação, da modalidade esportiva com os conhecimentos da Cartografia, converge para o uso de mapa e bússola, em que o praticante desse esporte, ao deslocar-se no espaço, num percurso pré-estabelecido, requer domínio da linguagem cartográfica para operar com esses instrumentos próprios da cartografia. Os dados para análises foram obtidos a partir de observações diretas, gravações de áudios e vídeos, e registros em diários reflexivos produzidos pelos professores durante a realização de uma experiência concreta na construção de um mapa durante uma atividade de esporte Orientação. As situações de aprendizagens experimentadas num curso de formação continuada com professores de Geografia... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This study is the result of questions and challenges I have faced throughout my professional practice as a teacher of Geography working in education. Challenges of learning to teach and teaching to learn to deal with the difficulties of student learning in relation to the domain of some concepts of geography, especially those related to Cartography. From these and other issues, I propose this study in order to discuss and present a proposal based on the teaching practice of Orienteering, in order to equip the teacher of Geography to the task of teaching space concepts to his/her students, and, at the same time, more efficiently and significantly mediate the understanding and interpretation of cartography language. Therefore I understand that this language can not be considered per se, but in the context of the construction of geographical knowledge which is necessary for autonomous participation of individuals in their environment. The articulation of the sport with the knowledge of cartography, converges to the use of map and compass, where the practitioner, when moving over a route, must master language mapping to operate with cartography instruments. The learning situations experienced during a course of continuing education to teachers of Geography, working in municipal schools, held at IFTM Uberaba in 2011, allowed participants to experience of building and developing a map of a route guidance. Data for analysis were obtained from direct observations, audio recordings and videos, and records in daily reflective diaries produced by the teachers during the performance of a concrete experience in building a map. The methodological nature of the research was guided by a qualitative approach, in which subjects actively participated in the research study involving professional practice with the teachers. The activities... (Complete abstract click electronic access below) / Doutor

This study first offers a critique of some conventional approaches to environmental education and geography. The critique is followed by an analysis of current learning theories which underpin environmental and geographical thinking. On the basis of this analysis an environmental approach to the teaching of geography is identified. Within the broad theoretical context provided by debates on the importance of environmental education for the solution of environmental problems, the study promotes student teachers' understanding of an environmental approach in the teaching of geography at Transkei College of Education. Water management, a section of the geography syllabus, is selected to illustrate the process and implementation of such an approach in geography. The educational effectiveness of an environmental approach with regard to the students' conceptual understanding of water management is evaluated. The study as a whole is set within the general literature of environmental education, and particularly that of education for the environment.

The understanding of geographical concepts and the development of skills requires the use of appropriate teaching strategies. Modern school syllabuses emphasize the development of concepts and skills which are basic to the understanding of geography. Geography provides practical learning opportunities which directly involve the learner. Techniques which directly involve the learner are perceived to be the most valuable. Fieldwork, which embraces a wide range of innovative teaching strategies, is the one best suited to give first-hand experience to the pupils. This study investigates the potential of fieldwork to promote conceptual understanding in geography with special reference to pupils in rural schools. Extensive literature on fieldwork in geographical education was analysed. Surveys of geography teachers and pupils in senior secondary schools were conducted to assess their attitudes towards geography and the use of learner-centred approaches with special reference to fieldwork. The role of fieldwork to promote conceptual understanding was evaluated by exposing two groups of pupils to different field activities. This revealed that fieldwork promotes understanding, stimulates interest and builds up confidence even when first introduced at senior secondary level.

Made available in DSpace on 2016-04-01T17:55:11Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-09-15. Added 1 bitstream(s) on 2016-04-01T18:01:06Z : No. of bitstreams: 1 000858023.pdf: 12071566 bytes, checksum: 495ad97280dc039ca7701d2891f1945e (MD5) / Este trabalho tem por objetivo central discutir a contribuição que a Sequência Didática e a produção de Gêneros Textuais escritos têm no processo de ensino aprendizagem de Geografia de alunos do nono ano do Ensino Fundamental. Para isso, nos apoiamos nos princípios do Interacionismo Sociodiscursivo de Jean- Paul Bronckart, bem como nas concepções de Sequência Didática e Gêneros Textuais de Joaquim Dolz e Bernard Schneuwly, sob a ótica das discussões sobre gêneros discursivo de Mikhail Bakhtin. Diante disso, construímos uma Sequência Didática sobre o tema Globalização e consumismo, com aplicação de atividades no primeiro trimestre de 2014. Nas análises, buscamos observar os resultados no processo de ensino aprendizagem, uma vez que as atividades desenvolvidas ao longo da Sequência Didática permitem visualizar os avanços nos campos da linguagem e do conteúdo. Estes resultados mostram que cada aluno, de uma maneira ou de outra, em suas produções textuais escritas conseguiu traçar um diálogo com os intertextos apresentados ao longo de nossa intervenção. Observamos também que, antes da aplicação dos módulos da Sequência, quando houve a produção inicial, as discussões dos alunos foram bastante superficiais, quando não equivocadas sobre os fenômenos retratados. No entanto, ao avançar dos módulos, já percebíamos as incorporações de argumentações mais sólidas nas falas destes alunos. Outro aspecto relevante reside no potencial criativo que, mesmo diante de algumas dificuldades com o gênero, ou com o tema, trouxe para suas produções textuais discussões que apresentaram críticas bastante aguçadas. Por fim, identificamos que os avanços com as atividades, à luz da Sequência e dos Gêneros, foram muito significativos, uma vez que, por parte dos alunos, houve maior transformação em sua aprendizagem (tanto de conteúdos específicos de Geografia, quanto dos mecanismos da linguagem); para... / This work has as main objective to discuss the contribution that the instructional sequence and production of written text genres have on the Geography teaching and learning process of students from the ninth grades of elementary school. For this, we rely on the principles of sociodiscursiveinteracionism by Jean Paul Bronckart, as well as the conceptions of Teaching Sequence and genres by Joaquim Dolz and Bernard Schneuwly, the perspective of discussions on discursive genres by Mikhail Bakhtin. Therefore, we constructed a didactic sequence on the subject Globalization and consumerism and apply this standard in the first quarter of 2014. In the analysis, we seek to observe the results in the teaching learning process, once the activities during the Didactic Sequence allow to see the advances in the fields of language and content. These results show that each student, one way or another, in their written textual productions managed to trace a dialogue with intertexts presented during our intervention. We also note that, prior to implementing the modules of the Sequence, when there was the initial production, the discussion of the students were quite superficial or equivocal about the phenomena depicted. However, in advancing the modules, we realized the incorporation of stronger arguments in the speeches of these students. Another relevant aspect is the creative potential, which despite some difficulties with gender, or with the subject, brought to their textual productions discussions with extremely sharp criticism associated to comical. We noted, finally, that advances with the activities in the light of sequence and genres, were very significant. For the students, there was a greater changeability in their learning (both specific content of Geography, as the mechanisms of language); for the teacher, a new way of thinking and intervene in the teaching learning process within the classroom, breaking with traditional and inefficient due ...