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Dissertations / Theses on the topic 'Environmental education – Study and teaching – Swaziland'

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Published: 4 June 2021

Last updated: 13 February 2022

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1

Motsa, Elizabeth Matfobhi. "Praxis-based assignments for professional development in the Rhodes University/Swaziland Participatory Course in Environmental Education : the case of assignment four." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003593.

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The aim of this study was to find out how praxis is fostered in professional development processes, through the assignment four of the Rhodes University / Swaziland Participatory course in Environmental Education (referred to as the Swaziland course), in the Swaziland context. The research aimed at exploring instances of praxis in assignment four development processes and in implementing the assignment ‘product’ in the field of participants’ practice at their schools. The research is intended to improve practice in professional development in the Swaziland course, and in the SADC region more b

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2

Lacey, Jacqueline Marie. "Teaching social skills through environmental education." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1765.

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This project was designed to address the need for a curriculum that links environmental education and social skills. All of the social skills units were created to improve the students' understanding of social skills and important environmental concepts.

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3

Wagiet, Razeena. "Environmental education : a strategy for primary teacher education." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003394.

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This research focuses on environmental education in initial teacher education, and is grounded in three interlinked and widely recognised assumptions. First, that education for sustainable living can assist in resolving some environmental problems that are contributing to the environmental crises of sustainability currently facing South Africa and the rest of the world. Second, that education for sustainable living can assist in the establishment of a new environmental ethic that will foster a sustainable way of living. Third, that teacher education is a vital process for the attainment of bot

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4

Westover, Jay Allen. "Integrating environmental education into the curriculum through environmental community service learning." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2083.

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The goal of environmental education is to increase individuals' ecological knowledge, awareness of associated environmental problems, and motivation to evaluate and implement solutions. This project combined the concepts of environmental education with community service learning to create a new method of curriculum integration: environmental community service learning. The California state standards for environmental education, service learning, language arts, mathematics, science, and social studies were integrated into four thematic units using the teaching methodologies of cooperative learn

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5

Lindemann, Monica A. "Environmental Virtue Education: Ancient Wisdom Applied." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4859/.

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The focus of environmental philosophy has thus far heavily depended on the extension of rights to nonhuman nature. Due to inherent difficulties with this approach to environmental problems, I propose a shift from the contemporary language of rights and duties to the concept of character development. I claim that a theory of environmental virtue ethics can circumvent many of the difficulties arising from the language of rights, duties, and moral claims by emphasizing the cultivation of certain dispositions in the individual moral agent. In this thesis, I examine the advantages of virtue ethics

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6

Molose, Vivian Innotantia. "Materials in flexible learning teacher education courses in environmental education : an evaluative case study." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003555.

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The study aimed at researching the role of materials in flexible learning teacher education courses, specifically looking at the Eastern Cape Teacher Course as a case study. The research aimed at exploring how courses and materials were developed, selected, used and adapted or redeveloped so as to support the course orientation and the intended outcomes. I did this with the hope that my research might inform the process of improving the role of course materials in flexible learning teacher education courses. I did a naturalistic enquiry within which I interviewed 39 participants (teachers and

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7

Ficke, David Russell. "Environmental education and high school backpacking." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2657.

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The call of the wilderness resonates in all of our hearts, with the desire to get in touch with nature and experience wilderness at some level. This project gives the high school teacher the practical resources necessary to share the passion of being in the wilderness with high school students.

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8

Le, Roux Kim. "Research portfolio : environmental education." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003622.

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9

Karr, Jolanda Tracie. "Environmental education: The equalizer." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2860.

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10

Richer, Gaelen Kathleen. "Environmental education resource for fifth grade science instruction." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3395.

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The goal of this project was to develop an environmental education resource for fifth grade teachers using the California Science textbook. The goal is for teachers to be able to use this guide as a convenient resource to incorporate environmental education and environmental literature into science instruction.

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11

Symmonds, Joanne. "Student-teachers' perspectives of the role of environmental education in geography education." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003661.

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The ideas contained in socially critical Environmental Education cannot be ignored given the current environmental crisis and the need to achieve democracy in South African society. In order to achieve this learners need to develop the skills to make informed decisions which will facilitate the achievement of a sustainable society. It is the contention of this research that a socially critical Environmental Education approach to education can facilitate the above. Teachers of formal secondary school Geography Education are in the position to implement socially critical Environmental Education

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12

Cook, Barbara Katherine. "Environmental education curriculum for the California Conservation Corps." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3137.

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This project was developed to provide curriculum for young adults in the California Conservation Corps to help them connect to their employment with attitude and knowledge acquisition related to the outdoors.

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13

Wong, May-oi Esther. "A Study of the perceived teaching styles in environmental education through geography in Hong Kong /." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13890852.

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14

Waddell, Elizabeth Lynn. "Teaching and learning in the school garden." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2085.

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This project was created to encourage educators to establish school site gardens. Gardens provide the opportunity to introduce environmental topics, and can become hands-on learning centers for subjects across the course of study.

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15

McMahon, W. Arthur. "Lake education project: An environmental program for Lake Elsinore students." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/952.

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16

Chambers, Kristy LeAnn. "Stewardship of creation: A guidebook for the Episcopal Church." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3206.

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17

Huang, Ruen-Ting. "A program for teaching environmental issues in Taiwanese junior high schools." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2668.

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This project is designed for junior high school teachers who wish to initiate environmental issues-based education in Taiwan. It addresses the current education at junior high schools and important environmental issues in Taiwan, presenting instructional strategies for teaching controversial environmental issues. The appendix of the project is an original design for a systematic environmental issues curriculum, including student-centered and teacher-centered activities that could be integrated into curricula on related subjects. Lessons include the environmental awareness, ethics, skills for a

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18

Gonzales, Christina R. "Thematic approach to teaching reading and environmental education kindergarten-sixth grade." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/739.

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19

Sanderson, Kristin Alayne. "Planting the seeds of environmental sensitivity using children's literature." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2805.

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This project is aimed at helping children in elementary grades 1-6 develop a deep awareness of and empathy for the environment through children's fictional literature. This project takes a selection of children's books that encourage feelings of love, respect, and concern for the environment, and pairs them with an array of activities that put children more in touch with our planet and its problems. This combination of shared stories and related activities may be influential in developing environmental sensitivity in young children.

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20

Kirchhoff, Mary Annette. "Promoting responsible environmental behavior in second grade students." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3142.

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This project provides a convenient way to incorporate environmental education into the already exiting curriculum. Many of the environmental lessons and activities provided in this project cover language arts and math standards as well as providing students with the environmental knowledge, sensitivity, and skills they need.

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21

Chapman, Ronn. "Procedure for raising trout in the classroom as part of environmental education." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1800.

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22

Watson, Mary K. "Assessment and improvement of sustainability education in civil and environmental engineering." Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/48981.

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Sustainable development through sustainable engineering is a promising strategy for combating unsustainable patterns of population growth, resource consumption, and environmental degradation. For sustainable engineering to alleviate global problems, however, improvements in undergraduate education are required to equip students with the knowledge and skills needed to engage in sustainable design. Consequently, the goal of this dissertation is to assess and improve sustainability education in civil and environmental engineering (CEE) at the Georgia Institute of Technology (Georgia Tech). Thr

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23

Horsky, Marcie Lynn. "Using children's environmental literature and journaling to help students develop a sense of place in nature." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3147.

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The purpose of this project was to develop a series of three lesson plans based on children's environmental literature and journaling to be used in an outdoor environment and correlated to California State Science and English Language Arts Standards for the sixth grade.

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24

Patalano, Samuel Joseph. "The development and construction of a model environmental study area." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/827.

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25

Lam, Wai-nam, and 林蔚南. "Environmental education in the secondary schools of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48367370.

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In Hong Kong, environmental education is not regarded as a compulsory learning subject in secondary schools and it is also not assessed as an independent subject in any public examination. As there is no specific and formal role for environmental education in secondary schools, educators tend to make use of various subjects such as Geography, Social Studies, Physics, Chemistry and Liberal Studies etc. to deliver contents, themes and issues related to environmental education. Also, in some secondary schools, the organization of some extra-curricular activities through Geography Society and

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26

Price, Denise M. "Developing a second, third, and fourth grade environmental unit on water education." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/733.

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27

Lindquist, Christopher R. "Wild Practices: Teaching the Value of Wildness." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4501/.

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The notion of wildness as a concept that is essentially intractable to definition has profound linguistic and ethical implications for wilderness preservation and environmental education. A survey of the ways in which wilderness value is expressed through language reveals much confusion and repression regarding our understanding of the autonomy of nature. By framing discussions of wilderness through fact-driven language games, the value of the wild autonomy in nature becomes ineffable. In removing wildness from the discourse on wilderness we convert wilderness value from an intrinsic value in

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28

Leung, Pik-sai Tracy, and 梁碧茜. "Using environmental teaching kits in teaching secondary 1-3 geography syllabus in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30218470.

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29

Wong, May-oi Esther, and 黃美愛. "A study of the perceived teaching styles in environmental education through geography in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956208.

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30

Shetler, Pamela A. "Keeping our habitat healthy: A thematic unit for teaching environmental awareness for grades 3-5." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1090.

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There are many curriculum guides that address environmental education. Classroom teachers do not have the time to obtain and search all of these guides. This curriculum was developed by searching numerous manuals for appropriate lessons, developing a cohesive unit, and field testing the lessons on students in two classrooms. The project, as a whole, offers teachers a thematic, multi-disciplinary, hands-on, literature based method of developing students' appreciation and understanding of the world in which they live.

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31

Soderbery, Celeste Koren. "The use of children's theatre as a tool for teaching environmental education." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2476.

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The play, Madagascar Mayhem, was devised as a means of developing ecological understanding about rain forest preservation and educating and expanding upon the use of drama as it relates to environmental education. By being involved in and learning about issues addressed in the play's content, students learned about how their actions may have a positive impact on rain forest preservation, the biodiversity of Madagascar, its agricultural loss and the movement to protect it.

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32

Ellingston, Linda Jean. "An environmental education field guide for Mystic Lake wetland habitats." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1831.

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This curriculum guide is for grades four through six. It examines how wetlands, wildlife, and people interact and depend upon each other. The San Jacinto Valley wetland area is used as an example of wetland habitat destruction from population pressures that have changed the natural landscape. It is also used as an example of what habitat reconstruction can do to restore vital habitats. Through student contact with the wetlands increased awareness of the fragile interrelationships between the physical and biological components of a wetland habitat is gained. Students can use ecological themes t

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33

Tsang, Man-sing. "A study of preferred teaching styles in environmental education through primary science in Hong Kong primary schools." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596580.

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34

Toney, Mark. "Environmental action projects involving middle school students." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1046.

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35

Everton, Debra Jean. "Exploring the islands: An educator's manual for teaching primary students about the Channel Islands." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/894.

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36

Kane, Thomas Eugene. "Transforming the Soul of Education: Sustainability at the Center of Teaching and Learning in Secondary Schools." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/270.

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Humanity is facing problems on a scale never before encountered. This dissertation traces the roots of modern culture's destructive relationship to the planet with its habits of over-consumption and exceeding the limits of the planet's ecological systems. Educational institutions are embedded in and replicate an unsustainable culture. As educational leaders, we need to challenge a system that is morally and ecologically bankrupt while providing a path toward sustainability at the center of teaching and learning. Using a narrative scholarship approach and theoretical frameworks drawn from ecolo

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37

Jones, Sandra Joyce. "How an after school environmental science club can increase environmental knowledge: Awareness and sensitivity towards the environment for third and fourth grade students." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3377.

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Children today are disconnected from the natural environment around them, sometimes finding it annoying, lacking in excitement, and little use to them. Their attention and focus are spent inside watching TV, playing games on computers or a variety of other electronic devices. The purpose of this project was to see if after-school exposure to an Enirovnmental Science Club on the school grounds can impact student attitudes toward our local environment and to increase these third and fourth grade students' knowledge and awareness of their environment.

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38

Burt, Jane Caroline. "Dramatic learning : a case study of theatre for development and environmental education." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003383.

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The aim of my research was to introduce drama, in the form of theatre for development processes, to local Grahamstown Primary School teachers, and to work closely with one teacher to explore theatre for development in the classroom, as a means of introducing both environmental education and learner-centred, constructivist teaching methodologies. I started my research by interviewing Primary School principals as well as sending out questionnaires to teachers, to survey their understanding and practice of drama and environmental education in the school curriculum and to invite them to participat

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39

Brummell, Stefanie Rose. "A nonformal education program on marine environmental issues for high school students." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3212.

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These nonformal environmental education programs focus on ocean issues for high school science students. There are four programs: "Earth Science and Plastics in the Pacific," "Biology and Marine Fisheries," "Chemistry and Global Climate Change," and "Physics and Tsunami." The presentation portion of each program is intended to be given by a nonformal educator to science students visiting a site, such as a museum or an aquarium.

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40

Lui, Chun-yin, and 雷鎮賢. "A study of the whole school approach towards environmental education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958096.

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41

Ellis, Lawrence E. "Developing and implementing an environmental education course at a local high school." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/734.

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42

Mathieu, Susan L. "Waste in place: Facilitator's training handbook." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/664.

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43

Bruns, Diane Marie. "Outside four walls: Implementing environmental education out-of-doors on school campuses." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1799.

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44

Leketi, Makgau Peter. "Evaluation of environmental education courses in Bophuthatswana colleges of education." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003407.

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This study evaluates Environmental Education courses in Bophuthatswana Colleges of Education. The semi-structured interviews with final year students, lecturers, rectors of colleges offering the courses, external examiners and the course co-ordinator at the Institute of Education at the University of Bophuthatswana (Unibo) are made. Written documents relating to Environmental Education courses, such as students' examination answer books, moderators' reports and minutes of meetings, are also used to evaluate the courses. Specifically, the aim of this study is to identify the strengths and the w

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45

Melville, Hestelle Ronette. "Enabling environmental education in an environmental education centre : a narrative account of opportunities and constraints." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/440.

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46

Russo, Iris Jackeline. "The impact of children's literature on the environmental awareness of a population of second grade students." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3348.

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This project aimed at helping second grade children gain environmental sensitivity and awareness by infusing the existing English Language Arts curriculum with environmental activities. The purpose is to demonstrate how one can infuse the California state's mandated curriculum, Houghton Mifflin, with children's literature in order to promote environmental sensitivity and awareness.

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47

Stagner, Rachel. "Effects of Ethnicity and Gender on Sixth-Grade Students' Environmental Knowledge and Attitudes After Participation in a Year-Long Environmental Education Program." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1539.

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The goal of environmental education (EE) has always been to increase knowledge about the environment and to foster positive environmental attitudes. Increasingly, as the call for integrating EE programs into mainstream science curriculum intensifies, it is important to continue to evaluate the effectiveness of these programs not only through measures of change in knowledge and attitudes, but through the additional criteria of meeting the needs of different gender and ethnic groups. The purpose of this research was to identify whether a watershed education program was meeting the needs of diver

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48

Namutenya, Martina. "An investigation of how the Namibian Environmental Education Course has shaped and informed the practice of non-formal environmental educators in Namibia." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1015225.

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Before Namibia's independence in 1990 educational programmes and curricula gave little attention to environmental education which was detrimental to the development of environmental literacy in Namibia. The post independence education reform process paid special attention to the inclusion of environmental education in all spheres of learning. Furthermore, Namibia became a signatory to various environmental conventions thereby raising awareness about the environment and the potential challenges to a sustainable future. The initiatives of various environmental education projects since independen

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49

Price, Leigh. "A transdisciplinary explanatory critique of environmental education." Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/909/.

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50

Shongwe, Doctor Petrus. "Environmental education in primary schools in Bophuthatswana : a case study in curriculum implementation." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003396.

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This study examines the extent to which teachers in Senior Primary Schools who have obtained a professional qualification in Environmental Education, implement Environmental Education in their schools. It also explores factors which influence the implementation of Environmental Education at the Senior Primary School. Teachers who had qualified from Tlhabane and Hebron Colleges of Education were interviewed as were the principals of their schools and some of the lecturers who had taught them Environmental Education. The implementation of Environmental Education was addressed by means of compari

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