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Towards the incorporation of environmental education in the Namibian Secondary School CurriculumKanyimba, Alex Tubawene 01 1900 (has links)
Environmental education (EE) as an approach to all education is needed to be
incorporated in all the subjects of the school curriculum. In Namibia, there are Ministerial
documents that support the incorporation of education About, In/ Through and For the
environment within the curriculum. Even though there are documents that support this,
EE continues to suffer barriers that hinder its effective incorporation into the curriculum.
The findings reveal that EE in Namibia is incorporated into the traditional environmental
subject homes only. The barriers that prevent the incorporation of EE into the Namibian
broad curriculum for secondary schools are, amongst others, the lack of adequate teacher
education programmes and the lack of interdepartmental collaboration at school level.
These barriers and many others have been identified and discussed in detail in this
investigation. Measures are recommended to ensure effective incorporation of EE in the
Namibian broad curriculum for secondary schools. / Educational Studies / M. Ed. (Environmental Education)
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Towards the incorporation of environmental education in the Namibian Secondary School CurriculumKanyimba, Alex Tubawene 01 1900 (has links)
Environmental education (EE) as an approach to all education is needed to be
incorporated in all the subjects of the school curriculum. In Namibia, there are Ministerial
documents that support the incorporation of education About, In/ Through and For the
environment within the curriculum. Even though there are documents that support this,
EE continues to suffer barriers that hinder its effective incorporation into the curriculum.
The findings reveal that EE in Namibia is incorporated into the traditional environmental
subject homes only. The barriers that prevent the incorporation of EE into the Namibian
broad curriculum for secondary schools are, amongst others, the lack of adequate teacher
education programmes and the lack of interdepartmental collaboration at school level.
These barriers and many others have been identified and discussed in detail in this
investigation. Measures are recommended to ensure effective incorporation of EE in the
Namibian broad curriculum for secondary schools. / Educational Studies / M. Ed. (Environmental Education)
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Re-conceptualizing Secondary Literacy: Impacts of 21st-Century Literacy Interventions on STEM High School Student AchievementBrock, Melanie 05 May 2021 (has links)
No description available.
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Biologin och naturkunskapens roll i kost- och hälsoundervisning. : En kvalitativ studie om målsättning och undervisningsstrategier från ett gymnasielärareperspektiv. / The role of Science subjects in Swedish nutrition education. : A qualitative study on objectives and teaching strategies from a high school teacher perspective.Steib, Céline January 2024 (has links)
In Sweden, food-related education is vaguely incorporated in several mandatory high school subjects but not much is known about how it is incorporated in the biology and natural science subjects. This study aimed to understand how Swedish high school biology and natural science teachers approach and contribute to food-related education within and across subjects. This study follows an explorative case-study approach. Biology and natural science high school teachers (n=10) were recruited for this study. A total of four teachers participated in individual semi-structured interviews. All teachers taught natural sciences, three also taught physical education and a fourth teacher also taught biology and chemistry. The interviews were audio recorded, transcribed verbatim using Microsoft Word, and analyzed using an inductive thematic analysis. The analysis resulted in three major themes: teachers learning objectives in food-related education, teachers’ choice of didactics and cross-curricular teaching. The main findings were that the teachers approached food-related education broadly and had, more or less, the same learning objectives within and across subjects. The teachers expressed varying degrees of collaboration across subjects depending on which subjects they, themselves, were teaching. The teachers all faced challenges regarding dealing with the matter of eating disorders and social media influence which they tackled with various didactical strategies. Numerous factors stand in the way of cross-curricular teaching for food-related education in Sweden, such as time constraints and unclear learning objectives. Several changes are to be made to improve food-related education, Swedish adolescents' nutrition literacy and thereby improve the populations nutritional intake.
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Teaching Kazuo Ishiguro’s The Remains of the Day : A Theoretical Essay Towards Cross-Curricular, DualCoded Historical KnowledgeSalii, Helena January 2019 (has links)
In a suggestion to build upon students’ historical knowledge through reading The Remains of the Day, this essay delves into cross-curricular teaching, dual-coded theory aspects and revision of suggested plans to improve learner’s understanding of historical novels, characters, events, and descriptions to grasp and reflect upon such historical knowledge. Several methods for enhancing students’ knowledge and to improve vocabulary knowledge are provided. The essay is theoretically based and presents different aspects of how students’ knowledge of English and history as separate subjects in school, could be combined to address the learning abilities of all students. Reading comprehension is mainly based upon students’ prior knowledge. Therefore, this essay delves into various parts of learners’ abilities to reflect upon the written word and its significance to reality. Furthermore, suggestions to how teachers can collaborate to achieve an improved understanding of the novel and its time period through history and vocabulary is presented.
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