Abstracts in English, Sotho and Shona / Environmental Education (EE) in formal education was introduced because of environmental degradation globally, with the aim of developing an environmentally literate citizenry. However, the ultimate goal of EE, that of developing an environmentally literate citizenry, remains a dream while the planet continues to deteriorate. This study explored the environmental literacy level of both teachers and leaners, with a focus on rural primary schools. The study examined the effectiveness of the components of knowledge, attitude and skills in developing environmental literacy in schools. The study further explored how these components promote practices and lifestyle changes towards sustainable behaviour. A qualitative multiple case study design, guided by the interpretivist paradigm, was employed to conveniently sample three cases consisting of 3 teachers and 18 learners. Data was generated through observations, document analysis, as well as face to face and focus group interviews from purposefully sampled Grade 7 educators and learners. The findings revealed both nominal and functional environmental literacy levels amongst teachers and learners. These findings are attributed to a lack of teacher’s expertise in teaching EE content for the development of environmental literacy, the content integration approach of EE in the Department of Basic Education’s Continuous Assessment Policy System (CAPS) curriculum, the focus of the CAPS curriculum on mostly, the knowledge component of EE and a lack of a framework on how EE content should be taught. Lastly, the findings can also be attributed to the rural context in which the study took place, which poses challenges to sustainability lifestyles and practices. The study recommends reorientation of the curriculum to include environmental science as a subject in an integrated curriculum. The findings also recommend the inclusion of environmental policy in schools to guide lifestyle and practices towards sustainable behaviour. / Thutotikologo lefapheng la thuto e hlamilwe ka lebaka la go tlhagala ga tikologo
lefaseng ka bophara ka maikemišetšo a go aga setšhaba seo se rutegilego mabapi le
tša tikologo. Efeela maikemišetšo a magolo a thutotikologo e sa ntše e le toro mola
seemo sa tikologo lefaseng ka bophara se tšwela pele le go hlagala. Maikemišetšo a
sengwalwa se ke go nyakišiša maemo a thutotikologo ya barutiši le barutwana, go
lebeletšwe kudu dikolo tša fasana tša dinaga magaeng. Sengwalwa se nyakišiša
dikarolo tše tharo tša maemo a thutotikologo, e lego tsebo, maikutlo le bokgoni, le
gore di hlohleletša bjang thutotikologo, ga mmogo le netefatšo ya maitshwaro le
bophelo bjoo bo hlohleletšago tlhokomelo ya tikologo. Qualitative multiple case study
design yeo e hlahlilwego ke intepretive paradigm e somišitswe go kgetha dikheisi tše
tharo, moo barutiši ba bararo le barutwana ba lesome seswai ba tšerego
dinyakišišong tše. Dintlha tša dinyakišišo di kgobokeditšwe ka go tšea temogo ya
tikologo le diphaphoši tša dikolo, tshekatsheko ya melaotheo le dipoledišano
magareng ga barutiši le barutwana ba mphato wa bo šupa. Dinyakišišo di humana
seemo sa fase le sa magareng dithutong tša maemo a tikologo dikolong. Seemo se
sa thuto ya tikologo se fegwa godimo ga tlhokego ya bokgoni le tsebo ya barutiši go
ruta dithuto tša tikologo, molaotheo wa dithuto sekolong o lebeletše feela lefapha la
tsebo, mola o sa bontšhe gore tsebo yeo e swanetše e rutwe bjang. Gape go
humanega gore maemo a bophelo dinaga magaeng a fa mathata netefatšatšong ya
bophelo le maitshwaro ao a hloleletšago tlhokomelo ya tikologo. Thuto ye e šišinya
mpshafatšo ya lenaneothuto le kelo ka go tsenya thuto ya mahlale a tikologo go
lenaneothuto le kelo yeo e kopanego. Dinyakišišo di šišinya gape go akaretša leano
la tikologo dikolong go hlahla mokgwa wa bophelo le setlwaedi go mekgwa ya
tsheketšo. / Pfundo ya zwa mupo kha pfunzo dzi funzwaho zwikoloni yo vha hone nga murahu ha u vhona uri mupo u khou tshinyala nga zwivhuhulu u mona na Ḭifhasi Ḭothe, tshipikwa hu u bveledza vhadzulapo vho funzeaho kha zwa mupo. Fhedzi ha, zwi kha ḓi tou vha
muḬoro musi Ḭifhasi Ḭi tshi khou bvelaphanda na u tshinyala.
Ngudo/pfunzo iyi yo kona u bveledza vhadzulapo vho funzeaho siani Ḭa zwa mupo kha
vhoṱhe, vhadededzi na vhagudiswa. Ngudo iyi yosedzesa kha zwikolo zwa murole wa
fhasi kha vhupoha mahayani. Ngudo iyi yo ṱolisisa zwiitisi zwihulwane zwo ṱu
ṱuwedzaho vhuvha iyi tevhelaho savhuvha na vhukoni ha u bveledzisa pfuzo ya mupo
zwikoloni.
Maitele mandzhi a ṱhoḓisiso o rangelwaphanḓa nga vhasedzulusi vhane vha ṱoḓou
ḓivhesa shango samusi Ḭo ḓisendeka kana u ṱuṱuwendzwa nga vhupfiwa ha muthu
ene muṋe, vho vha hone u itela u sumbhedza milandu miraru ine ya khou kwana
vhadededzi vhararu na vhagudiswa vha fumalo.
Ngudo iyi yo bvelaphanda na u ṱoḓisisa uri zwiitisi izwi zwi ṱuṱuwendza hani zwithu
zwine zwa tshinyadza mupo na u shandukisa matshilele na u tikedza vhudifari. Ngudo
i sengulusahao mafhungo o fhambanaho nga vhunzhi, yo rangwa phanḓa nga vhaṱo
ḓisisi vhane vha na divhithela Ḭa u pfesesa zwine zwa khou itea dzangoni nga
vhuphara, vho vha vho runwa u leludza kha u tia ṱhoḓisiso ya tsedzuluso tharu.
Mafhungo o kuvhanganywaho o wanuluswa nga u tou sedza fhedzi, nga u sengulusa
manwalwa, u vhudzisa vhathu vho tou livhana navho zwifhaṱuwo, na nga u fara
nyambedzano thwi na vhadededzi vha murole wa gireidi ya sumbe na vhagudiswa
vhahone.
Tsedzuluso dzo wana zwauri ngudo/pfunzo ya zwa mupo a i khou tou dzhieleswa nṱha
na u vhonala zwavhu ḓikha vhadededzi na vhagudiswa. Mawanwa a tsedzuluso a
khou tou ombedzela uri vhagudisi a vha na vhukoni ha u funza vhana divhamupo kha
silabasi ya CAPS. Zwi tou vha khagala u ri zwikolo zwa mahayani zwi na thaidzo nnzhi
dza u londota mupo na vhudifari.
Ngudo I khou themendela u shandukiswa ha kufunzele na u katelwa ha ngudo ya
mufhe sat hero ine ya vha na u ṱumekanya vhupo hoṱhe ha ngudo ya bwa mufhe.
Mawanwa a khou ita na u themendela uri hu une na u fatelwa ha ndayotelwa ya mufhe
zwikoloni u itela u eletshedza kutshilele na maitele uri hu vhe na vhuḓifani bavhuḓi
kha mufhe. / Educational Studies / M. Ed. (Environmental Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/27054 |
| Date | 06 1900 |
| Creators | Masemene, Kgaogelo Johanna |
| Contributors | Msezane, Sikhulile Bonginkosi |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (xiii, 222 leaves) : illustrations (chiefly color), application/pdf |
Page generated in 0.0029 seconds