Dissertations / Theses: 'Environmental literacy – Study and teaching – Namibia'

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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 independence have responded to the growing concern of environmental education programmes, resulting in the establishment of the Namibian Environmental Education Course (NEEC). To date few studies have been conducted examining the relevance of EE programmes in relation to the professional practice of EE providers in the non-formal sector. This study focuses on the work done by two environmental education providers and four assistant environmental education tutors in Rundu, in North-Eastern Namibia. The study adopted a qualitative approach to investigate how the NEEC has shaped and informed the practice of EE providers in the non-formal sector and also how the NEEC has responded to the Education for Sustainable Development (ESD) programme. The study employed three data collection instruments: interviews, field observations and document analysis. The findings indicated that despite the input of the NEEC programme which provided an understanding and knowledge of environmental problems to the EE providers, there are issues that continue to hamper the effective practice of these providers. The study revealed that the NEEC programme, while within the structure of ESD, does not give explicit guidelines for identifying Namibia's environmental challenges and clear strategies of how to respond to these challenges. The findings of the study have provided valuable insights into aspects of an EE programme that need to be addressed to support EE providers in responding to key environmental challenges in their regions and contribute to the decade of Education for Sustainable Development.

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Epus, Joash Gregory Odeke. "Contextualising curriculum through issues-based approaches: a case of eco-schools in Kenya." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003344.

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This study involved an issues-based approach to curriculum contextualisation in the context of the Eco-Schools programme in Kenya. It adopted a two-phase design using interpretivist and socially critical research orientations. In this study, research is represented as a process which is socially constructed within a particular theoretical, contextual, social and historical context by unfolding the thesis to illuminate how the phases are closely woven into each other. The first phase used the survey method for a contextual review of existing approaches and views relating to environmental education in the formal education sector. The survey aimed to develop a deeper understanding of environmental education as currently practiced in Kenya and to unravel the complexities surrounding it. It involved about two hundred and six primary school teachers and a critical review of a set of resource materials used in Kenyan Primary Schools. It revealed that some aspects of environmental education practice and the prevailing technocratic view of curriculum in Kenyan primary schools potentially limit possibilities for issues-based approaches to curriculum contextualisation. The action research process in four case study schools in Nyanza province of Kenya represent an attempt to address issues in context through socially critical environmental education. Participant observations, workshops and document analysis revealed that, contextualised conceptions of the terms ‘environment’ and ‘environmental education’ that resulted from a process of deliberation of meaning by teachers in relation to their contexts and practices served to set perspective for the action research process. Further, the planning phase which involved environmental auditing to identify issues of concern, prioritization of actions, issues to address, and action planning to guide implementation was critical in setting the agenda of the action research process in each of the case study schools. Integration and infusion of local issues of concern into curriculum planning further enriched processes of curriculum contextualisation, making them relevant to local contexts by addressing real issues through appropriate pedagogical approaches in auditing, investigation and research, communicating and interpreting results, reflecting on investigations and taking action. The action research process further enhanced cooperation and partnership between the case study schools and surrounding communities with mutual benefits. The research report demonstrates that despite the limitations posed by the technocratic orientation of the Kenyan curriculum, it is possible to address real environmental issues, risks and associated sustainable development challenges in context through issues-based approaches to curriculum contextualisation in the context of the Eco-Schools programme.

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Hoabes, Rosina. "Investigating teaching strategies used by teachers to foster environmental learning in the Namibian Life Science curriculum." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003472.

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This study was carried out to investigate the strategies used by teachers to foster environmental learning in the Namibian Life Science curriculum in four schools in Swakopmund, Erongo Education Region. This study is a qualitative case study. I used semi-structured interviews, observation and document analysis as instruments to collect data. Two schools were selected to participate in the case study. Research participants included four teachers (two teachers from each school) of which two teachers are teaching at each school. The study was contextualised through a review of policy changes in Namibian education, which focus on learner-centred education. The study identified six strategies used by teachers to foster environmental learning in the Life Sciences curriculum. These are planning; working with information; practical, excursions and clubs; involving the learners; using visual aids and teaching materials; and choosing topics with a local focus. Through a consideration of the different strategies used by teachers, in relation to the learner-centred nature of the educational reform project in Namibia the study provides insight into the way in which teachers view learner-centred education. The study also illuminates how strategies used by teachers reflect learner-centred education principles and it outlines a number of tensions emerging in the fostering of environmental learning in learner-centred ways. The study identifies further support required by teachers, and makes recommendations which will further enhance the strategies used by teachers to foster the environmental learning focus in Life Sciences, and also enhance learner-centred teaching in Life Science.

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Mutenda, Josephine. "Teaching reading in grade 4 Namibian classrooms : a case study." Thesis, Rhodes University, 2008. http://eprints.ru.ac.za/1644/.

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Ngula, Elizabeth Njanjukweni-Aluhe. "The reading of extended text in Oshindonga in grade 2 in selected Namibian schools." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003603.

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This study was conducted in order to understand to what extent Grade 2 teachers use books (or other forms of extended text) in their reading lessons in Oshindonga where very little published material is available, and, if so, whether they engage in shared reading with these materials or not. The study also explored ways to introduce more books (or other forms of extended text) into Oshindonga classrooms. The study took the form of an interpretive case study. It was conducted in two primary schools in Otjiwarongo district in the Otjozondjupa region of Namibia. Two qualified Grade 2 teachers were selected. The purpose of this sampling was to gain an in depth understanding of how these two selected teachers taught reading in Oshindonga. The data was gathered by using semi-structured interviews with open-ended questions, as well as lesson observations and stimulated recall with each individual teacher after each lesson. The purpose of this was to gain clarity in areas that were not clear during lesson presentations. A focus group interview was also conducted in order to generate ideas about how to introduce more extended texts into the classroom. The key fmdings are that both schools in the study lacked books in Oshindonga, and the teachers lacked an understanding of the importance of using books (or other forms of extended text). Other key findings are that teachers had a problem in choosing appropriate texts to read with their learners; teachers understand reading more as decoding than reading for meaning and pleasure; children were not asked any comprehension questions and the two teachers had different views on the value of shared reading. The research data revealed that there are problems in teaching literacy in Namibian African languages.

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Botma, Connie. "Environmental youth clubs in Namibia : what role do, could or should they play in environmental education?" Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003401.

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Although the existence of wildlife clubs in Africa dates back to the start of the environmental movement in the 1970s, youth involvement through environmental clubs only commenced in Namibia in 1992. I became involved with the clubs in 1995 when I was employed by the Rossing Foundation Environmental Education Project to encourage, support and coordinate environmental clubs in Namibia. During the last three years the number of Namibian clubs has increased from 20 to ±85, and they are now established in most geographical regions of the country. During my involvement with the clubs I became increasingly interested in the philosophical underpinnings of youth movements like clubs and started questioning what we could expect from the youth and what could be achieved through the clubs. One of my main concerns was whether youth could make a significant improvement to the quality of their lives and their environment through these clubs. The aim of my research was therefore to describe and reflect critically on the role of environmental youth clubs in environmental education in Namibia. My study was guided by a socially critical orientation which emphasises the construction of meaning through social dialogue and critical reflection. I chose an interpretative research strategy and generated data mainly through semi-structured interviews, participant observation, a focus-group discussion and a workshop. Due to the focus of the research I purposefully selected the sample of existing youth clubs to be included in the study. The iterative strategy of gathering and interpreting data in successive cycles allowed for continuous reflection throughout the research process. It also allowed me to identify key patterns and trends in analysing and interpreting the data. The study findings suggest that environmental clubs do playa role in learning about environmental issues; in developing personal and social identity, confidence and a sense of purpose in society; in establishing new and supportive relationships between teachers and learners and with other community resourde people; in creating opportunities and enabling exposure to diverse learning environments, options and alternatives; and ih fostering the orientation and skills needed to effect meaningful d1'inges in the environment. The findings also suggest that environmental clubs could make a significant contribution to environmental education, providing that they incorporate a socially critical orientation, gain greater recognition from significant adults and education officials, collaborate with other projects and organisations, and use guidelines of models such as the action research framework to ensure relevant and effective action projects. The main challenges to environmental clubs in Namibia include changing perceptions that youth do not have much to contribute; improving relationships between clubs, schools and communities; dealing with the tension between the possible disempowering effect of central control and the need for more formalised structures in order to gain official recognition; and developing strategies to ensure the clubs' sustainability in the future.

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Siyave, Theresia Nerumbu. "Teaching reading in Rukwangali in four Grade 3 Namibian classrooms : a case study." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003683.

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This study aims to explore four grade 3 teachers’ understanding of teaching reading in Rukwangali, a home language in Namibia in Kavango region and to observe the strategies they use as well as the activities they set for their learners. During my School Based Studies (SBS), I noticed that learners were not reading with understanding. My interest was also stimulated by a study carried out in Namibia that found that the literacy levels for Namibian learners were poor compared to those of other African countries. This is a qualitative case study carried out within an interpretive paradigm. It seeks to understand the meaning that people attached to human actions. I selected the participants purposefully and in terms of convenience, as all three schools selected are situated in Rundu, the town in which I work as a college lecturer. The research tools I employed were semi-structured interviews, document analysis, classroom observation, and stimulated recall discussions on the lessons I observed. I used a variety of methods to triangulate data and enhance validity. This study reveals that teachers use multiple methods to teach reading. These methods include phonics and syllabification to help struggling learners to decode difficult and long (polysyllabic) words and the look-and-say method for whole word recognition and meaning making at word and sentence level. In addition, they also use the thematic approach to teaching and learning to expand learners’ vocabulary and enhance their understanding of the texts they read and to make their lessons learnercentred. However, the problems of language, lack of reading books written in Rukwangali and large class sizes constrain the teachers from teaching in a more learner-centred way. Therefore, the study gives some tentative recommendations to remedy this situation.

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Haindongo, Nyeuvo-Saima. "Environmental education in Namibia : a case study of the biology teachers." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80173.

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Thesis (MEd)--Stellenbosch University, 2013.
Bibliography
ENGLISH ABSTRACT: The focus of this study is on Biology teachers in selected Namibian schools. The researcher seeks to understand how Biology teachers implement Environmental Education (EE) as part of the Biology curriculum as is mandated in the curriculum policy. Literature indicates that the EE curriculum and the science curriculum are underpinned by different philosophical and pedagogical perspectives. This prompts the research questions, and the subsequent research reported on in this thesis. During a case study guided by a qualitative interpretive paradigm, Biology teachers and Biology advisory teachers are interviewed about their experiences and actions and invited to make suggestions. In addition curriculum document analysis and observation are used. The data point to the aspects that can facilitate the implementation of EE in the curriculum, However the implementation of EE is associated with many obstacles and challenges. Teachers struggle to implement EE because of an inadequate understanding of EE and its underlying philosophy. Further enhancement of EE will also require the reduction of tensions between policy and practice, logistic barriers, and the gap between EE and science, while increasing the involvement of teachers in curriculum development, collegiality among teachers and principals, teachers and advisory teachers’ knowledge of EE, teachers and advisory teachers’ curriculum understanding and professional support. Teachers cannot achieve the objectives of EE unaided; therefore the establishment of EE co-coordinators in schools is suggested, since schools have failed to implement EE without such support. In addition, it is suggested that activity systems be studied in totality and that boundaries be crossed to enrich the outcome of EE. . Subject advisors are mandated by the government to support teachers experiencing problems, and it is suggested that ideas linked to the activity systems and activity theory be investigated and implemented to solve the problems. This should improve the implementation of EE as part of science teaching in the schools where the study was conducted and in other schools.
AFRIKAANSE OPSOMMING: Die fokus van hierdie studie was op biologie-onderwysers in geselekteerde Namibiese skole. Die navorser probeer om te verstaan hoe biologie-onderwysers Environmental Education (EE) implementeer as deel van die biologie van die kurrikulum wat in die kurrikulum beleid mandaat. Literatuur dui daarop dat die EE kurrikulum en die wetenskap kurrikulum word ondersteun deur "anders" filosofiese en pedagogiese perspektiewe wat die navorsing vrae gevra, en die daaropvolgende projek berig in hierdie tesis. Het egter Biologie-onderwysers se pre-diens onderwys sluit nie EE. Tydens 'n gevallestudie gelei deur 'n kwalitatiewe interpretatiewe paradigma, is biologie-onderwysers en biologie raadgewende onderwysers ondervra oor hul ervarings, aksies en voorstelle. Kurrikulum dokumente is ontleed en waarnemings van onderwysers in klaskamers in Benewens onderhoude en dokument-analise is gebruik. Data dui daarop dat die implementering word omring deur baie struikelblokke en uitdagings. EE is beperk tot opvoeding oor die omgewing en word gelei deur wetenskapsfilosofie. Dit lyk asof daar 'n gebrek aan begrip van EE en sy onderliggende filosofie deur onderwysers. Die meeste onderwysers noem baie struikelblokke as struikelblokke tot die implementering en dit sluit in logistieke hindernisse, en die gaping tussen EE en wetenskap, 'n gebrek van die betrokkenheid van onderwysers in kurrikulumontwikkeling, 'n gebrek van kollegialiteit onder onderwysers en skoolhoofde, gebrek aan onderwysers en raadgewende onderwysers se kurrikulum begrip en professionele ondersteuning. Terwyl, dokument-analise het gewys op die spanning tussen beleid en praktyk. Verdere data wys na die aspekte wat kan ondersteun as die inlywing van EE in die kurrikulum EE implementering, Biologie word gesien as 'n goeie voertuig vir EE, onderwysers benaderings is kennis van leerder, onderwysers se houding teenoor die implementering is positief. Advisory onderwysers kennis van hul algemene verantwoordelikhede, maar hulle lyk nie te verstaan hoe dit is van toepassing in EE weens gebrek aan EE kennis. Onderwysers kan nie die doel bereik sonder hulp, dus die vestiging van EE mede-koördineerders in skole word voorgestel, aangesien skole het misluk EE te implementeer sonder ondersteuning. Daarbenewens word dit voorgestel dat die aktiwiteit stelsels in totaliteit bestudeer word en dat die grense oorgesteek om die uitkoms te verryk. In hierdie verband, vakadviseurs mandaat deur die regering om onderwysers te ondersteun wat hindernisse ervaar, en daar word voorgestel dat die idees gekoppel aan die aktiwiteit en aktiwiteit-teorie ondersoek word en geïmplementeer word om die hindernisse aan te pak. Dit moet EE implementering te verbeter as deel van die wetenskap-onderrig in die skole waar die studie gedoen is.

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Sheya, Elieser. "Indigenous knowledge and environmental education : a case study of selected schools in Namibia." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86476.

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ENGLISH ABSTRACT: In some contemporary discourses, a new dimension of knowledge is increasingly being recognised. Sustainable development is no longer the exclusive domain of western science and technology. There is a growing interest in the role that indigenous people and their communities can play in sustainable development. The integration of indigenous knowledge (IK) into formal school curricula, especially environmental education (EE), is seen as a key approach to making education relevant to rural students. This will also promote the intellectual diversity required to manage the scope, complexity and uncertainty of local and global environmental issues. This study is guided by constructivist approaches and postcolonial perspectives that recognise the differences between IK and western sciences but at the same time concerned with ways in which the two can work together. In particular, this study uses a qualitative case study of selected schools in the Northern part of Namibia to investigate how IK can be used to support EE in rural schools. The National (Namibian) Curriculum for Basic Education and the Life Science curriculum documents have been analysed, focusing specifically on how IK is coupled with EE at school level. The review of the curriculum documents revealed that IK is not only ignored and underutilised in schools, but also systematically undermined as a potential source of knowledge for development. The curriculum continues to reinforce western values at the expense of IK. To gain more insight into existing EE practices in schools and the role that local knowledge can play in school syllabi, six teachers, two advisory teachers and two traditional leaders were carefully selected and interviewed. The basis for this was to possibly challenge and address the needs that learners and their environment have. The participants in this study embraced the inclusion of IK in EE. However, the processes of combining IK with science may be constrained by challenges related to: teachers‟ attitudes, the design of the curriculum, and the way learner-centered education is conceptualised and practiced in schools. The study suggests that, to incorporate IK into EE effectively may require a shift away from the current strong subject-based, content-focused and examination driven EE curriculum. A cross-cultural Science Technology and Society (STS) curricula that includes a broad range of disciplines and provides a context within which all knowledge systems can be equitably compared and contribute to our understanding of the environment is proposed as an alternative curricula framework.

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Nashilongo, Onesmus. "An investigation of teachers', learners' and parents' understanding and perceptions of a whole school approach to environmental learning in selected schools in the Oshana Region, Namibia." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003528.

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This study sought to investigate teacher, learner and parental perceptions and understanding of a whole school approach in environmental education (EE). There were five schools piloting environmental education through a whole school development approach in the Oshana Region of Namibia. The study was conducted in two rural schools in the Oshana Region. The schools were selected because they participated and piloted the infusion of environmental education themes in the curriculum through the whole school approach during the Supporting Environmental Education in Namibia (SEEN) project piloting phase from 2001 to 2005. This study was shaped and informed by international theories, practices and perspectives of a whole school approach as cited in chapter two of this study. In other words a whole school approach has provided theoretical background information and a practical framework on which this study was built. A whole school approach provides a theoretical understanding of how the school community, the biophysical environment, as well as the curriculum can benefit from EE projects through a whole school development approach. The whole school approach, discussed in this study, provides an opportunity to see the link between the whole school approach and ESD in order to understand the role a whole school approach plays in the implementation of ESD in Namibia. The research took the form of an interpretive case study focusing on a study of two teachers, two learners, and two members of the community. Data were collected through semi-structured interviews, document analysis and site observations. This study was undertaken two years later after the Supporting Environmental Education Namibia (SEEN) pilot project phased out. The findings indicate that despite the training and support received by the schools during the operation of the Supporting Environmental Education Namibia (SEEN) pilot project, schools are still experiencing problems with the application of a whole school approach. The findings revealed that the curriculum should provide guidelines and examples to support teachers on how to integrate environmental education in the teaching and learning process. The results of the study indicate that teachers, learners and members of the community have a limited understanding about how a whole school development approach in environmental education is linked to Education Sustainable Development (ESD) and the four dimensions of the environment.

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Tshiningayamwe, Sirkka Alina Nambashusan. "Implementation of environmental learning in the NSSC biology curriculum component: a case study of Namibia." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003446.

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In the context of ecological crisis and environmental deterioration, teaching about environmental issues and the preservation of the world’s environment has become increasingly important across the globe (Chi-chung Ko & Chi-kin Lee, 2003). Of the various subjects taught in secondary schools, Science is often perceived as one that can make a significant contribution to environmental education. It is in this light that the study has looked at how Grade 11 and 12 Biology teachers in the Namibian context implement Environmental Learning (EL). This study was constituted as a case study of two schools in Windhoek, in the Khomas region. The study investigated the implementation of EL in the Biology curriculum focusing on the constraints and enabling factors influencing the implementation. This study employed qualitative methods, specifically semi-structured interviews, classroom observations and document analysis in its investigation of EL implementation. Purposive sampling was done and piloting of interview and observation schedules was used to refine the schedules. Ethical issues were taken into consideration throughout the study. The key findings from the study are as follows: - Teachers’ knowledge and interest in environmental education influence how teachers facilitate EL; - There is a mismatch between EL theories and practice; - Teaching of EL is mainly informed by the syllabus and not other curriculum documents, - Current assessment policy and practice impact on EL; and - Possibilities exist for improving EL in Namibia’s Biology curriculum. These key findings have been used to make recommendations for the study which are as follows: - Strengthen the subject content and interest of teachers; - There should be a match between EL theories and practice; - Reorient curriculum documents and other learning support materials used for EL; - Change in assessment approaches; and - Translate constraints of EL into enablers. The study concludes by calling for further research into EL pedagogies. This can be used to improve EL implementation in the region where the study was situated.

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Siririka, Gisela. "An investigation of parental involvement in the development of their children's literacy in a rural Namibian school." Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/935/.

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Hamukwaya, Shemunyenge Taleiko. "An investigation into parental involvements in the learning of mathematics : a case study involving grade 5 San learners and their parents." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003480.

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The purpose of this study was to investigate and document parental involvement in a San community in Namibia over a period of two months. The emphasis was to investigate whether San parents in the Omusati region were involved in the learning of mathematics of their children. The learner participants were selected according to those who were open to sharing their ideas. An interpretive approach was used to collect and analyse data. The collected data was gathered from 9 participants (4 learners in grade 5 together with their parents, plus their mathematics teacher). Semi-structured interviews, parental contributions and home visit observations were the three tools that I used to collect data. The selected school is located in a rural area in the Omusati region of northern Namibia. The interviews were conducted in Oshiwambo (the participants‟ mother tongue) and translated into English and then analyzed. I discovered that the selected San parents were involved in some but limited school activities. The findings of this study emphasizes that illiteracy may be one of the contributing factors of low or non-involvement of parents among the San community. Other factors which I found caused parents not to assist their children with homework was parents spending much of their time at the local cuca shops during the day until late in the evenings. The study also highlights possible strategies that can be carried out by teachers to encourage parental involvement in school activities.

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Joseph, Cecilia Namuhuya. "Investigating the inclusion of environmental learning in the Life Science Grade 10 curriculum : a case study of three Namibian schools." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017344.

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This study was carried out to investigate how Grade 10 Life Science teachers in three schools in the Omusati region of Namibia are including Environmental Learning (EL) in terms of the curriculum policy. A qualitative approach was used to generate data through document analysis, interviews and classroom observations to investigate the application of the policy of including environmental learning in classroom curriculum practice. The research was primarily directed towards examining constraints and enabling factors in the context of the three schools that participated in the study. The study revealed that teaching strategies for the inclusion of environmental learning were not widely evident, suggesting disparities between the policy of enabling environmental education through the inclusion of environmental learning across the curriculum. It was notable that teacher knowledge and interest in environmental education influence how they include environmental learning and that assessment practices narrow the scope of environmental learning in ways that do not include critical thinking and problem solving skills. The study concludes that despite diverse constraints inhibiting inclusion, the evidence suggests that the inclusion of environmental learning in Namibia’s Life Science curriculum can enable environmental education. The above main findings are used to make recommendations toward strengthening environmental content knowledge of teachers and to improve assessment practices. It was also noted that some of the environmental learning constraints could be transformed into enablers with more teacher support and by making a better link between environmental learning theories and practices. This will involve a redirection of the curriculum documents as well as the provision of other learning support materials to support environmental learning. The study has enabled me to conclude that what is happening should be encouraged so that it continues and is strengthened although the implementation of environmental learning is not as clear as the policy had mapped out.

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Smit, Talita C. "The role of African literature in enhancing critical literacy in first-generation entrants at the University of Namibia." Thesis, Stellenbosch : Stellenbosch University, 2009. http://hdl.handle.net/10019.1/1211.

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Thesis (PhD (Curriculum Studies))--Stellenbosch University, 2009.
ENGLISH SUMMARY: In this research project the profile and academic literacy proficiency of a group of First-Generation entrants at the University of Namibia were explored in order to obtain insight into the development of their critical literacy proficiency during the course of 2008. The project was undertaken against the backdrop of a Higher Education sector in Namibia that is facing an increasing influx of first-year students – often students who are the first in their families to pioneer the alien territory of tertiary studies. Such students predominantly come from marginalised and poorly resourced educational environments far from the capital of Namibia. These English second language First-Generation students consequently enter Higher Education with insufficient levels of academic literacy proficiency in English, the medium of instruction in tertiary institutions in Namibia. An important aspect of such under-preparedness is their academic literacy which is often still regarded only as knowing how to speak and act within a particular discourse, and the reading and writing that occurs within the discipline as the only skills through which to facilitate learning in the mainstream; this, however, is not enough to assist them in problem-solving and high levels of critical thinking. In response, the University of Namibia has implemented academic support programmes to address the needs of students who enter university with poor school results. One such support programme is the ULEG course for those students who qualified for admission to the university but whose school-end marks for English were a D-symbol. Survey results showed that the majority of the students in the ULEG course in 2008 were First-Generation entrants into Higher Education. It was thus decided to conduct this project with one class group of ULEG students. Only data collected from the FG entrants were employed in this case study. This qualitative, interpretive inquiry was characterised by multiple data collection methods. Qualitative data concerning the perceptions of the participants were generated via semi-structured interviews, observation and content analysis. In addition, quantitative data were collected and this further contributed to the triangulation of rich, in-depth data. An awareness-raising programme about the use of metaphoric language in order to draw appropriate inferences was designed and implemented, the rationale being to enhance the participants‟ critical thinking proficiency. As source material short stories, novels, a play and poetry by African authors written in English were employed. To establish the value of such a programme a mixed methods research methodology was employed where qualitative and quantitative data were collected concurrently. The results of this case study question prevailing notions about under-prepared students as well as the mainstreaming of students, as all of the participants in the project attested to the significant challenges that entry into the academic community posed for them. The findings of this project, while specific to the context in which it was undertaken, contribute to the growing body of knowledge in the field of academic development within Higher Education and the role of critical literacy in student learning.
AFRIKAANSE OPSOMMING: Hierdie navorsingsprojek ondersoek die profiel en die vlakke van akademiese geletterdheid van „n groep Eerste-Generasie eerstejaar studente aan die Universiteit van Namibiȅ om insig te bekom oor die ontwikkeling van hulle vlakke van kritiese geletterdheid gedurende 2008. Die projek is onderneem teen die agtergrond van „n Hoër Onderwys sektor in Namibiȅ met „n toenemende invloei van eerstejaar studente. Hierdie studente is dikwels ook die eerstes in hul families wat die onbekende wêreld van tersiëre studie betree. Hierdie Namibiese studente kom meerendeels van gemarginaliseerde en swak-toegerusde onderwys-omgewings ver vanaf die hoofstad, en die enigste universiteit in Namibiȅ. Hierdie Engels tweede taal Eerste-Generasie studente betree gevolglik Hoër Onderwys met onvoldoende vlakke van akademiese geletterdheid in Engels, die medium van onderrig in Namibiȅ. „n Belangrike aspek van sulke akademiese onvoorbereidheid is die studente se akademiese geletterdheid wat dikwels steeds beskou word as slegs die vermoë om korrek te praat en korrek op te tree in „n spesifieke diskoers, sowel as om te kan lees en skryf na gelang van die vereistes van verskillende hoofstroom akademiese dissiplines. So „n vaardigheidsbenadering is egter nie genoeg om studente te help met problem-oplossing and gevorderde vlakke van kritiese denke nie. Die Universiteit van Namibia het as teenvoeter teen die akademiese onvoorbereidheid van studente akademiese ondersteunigsprogramme geimplementeer. Een so „n program is die ULEG-kursus vir studente wat kwalifiseer vir toelating aan die universiteit maar met slegs „n D-simbool in Engels. „n Vraelys het getoon dat die meeste van die studente in die ULEG-kursus in 2008 Eerste-Generasie studente was. Daarom is besluit om hierdie projek met „n klasgroep ULEG studente te onderneem. Slegs data van die Eerste-Generasie eerstejaar studente in die klas is gebruik vir die doeleindes van hierdie navorsingprojek. In hierdie gevalle-studie is die hoofsaaklik beskrywende ondersoek gekarateriseer deur meervoudige data-versamelingstegnieke en -instrumente. Kwalitatiewe data vi aangaande die persepsies van die studente in die projek is versamel deur middel van semi-gestruktureerde gesprekke, observasies en die interpretasie van geskrewe en mondelinge bydraes van studente. Kwantitatiewe data is versamel en ge-analiseer om by te dra tot die triangulasie van ryk en gedetaileerde bevindings. „n Program om studente bekend te stel aan die gebruik van metaforiese taalgebruik om meer effektiewe gevolgtrekkings te kan maak is ontwerp en geimplementeer. Die beweegrede was om die studente se vlakke van kritiese denke te bevorder. As material vir die program is kortverhale, romans, „n drama en gedigte geskryf in Engels deur skrywers uit Afrika gebruik. Om die effektiwiteit van so „n program te evaluaeer is gebruik gemaak van „n gemengde navorsingmetodiek waar kwalititatiewe tegnieke en kwantitatiewe instrumente gelyktydig en aanvullende gebruik is. Die bevindinge van die projek bevraagteken die heersende opvattings in verband met swak-voorbereide studente sowel as hoofstroom-onderrig, aangesien al die studente in hierdie projek bewys gelewer het van die aansienlike persoonlike probleme wat toegang tot die akademie vir hulle ingehou het. Alhoewel die bevindinge spesifiek is aan die konteks van die projek, dra dit by tot die groeiende korpus van kennis in die veld van akademiese ontwikkeling in Hoër Onderwys, sowel as die rol van kritiese geletterdheid in akademiese studies.

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Duncan, Susan Mae. "Evaluating an Assessment Instrument for the Oregon Environmental Literacy Plan." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2947.

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This mixed methods study evaluated the validity, and reliability of an instrument designed to assess a middle school student's proficiency in systems thinking as described in the 2010 Oregon Environmental Literacy Plan. In Stage 1, a forum of middle school students, formal, and non-formal educators used the Delphi technique to reach consensus regarding which skills were important to include in a scoring guide for systems thinking. In Stage 2, the scoring guide was field tested by formal and non-formal educators using a sample of students' work. The two groups' scores were compared using Cohen's kappa to make inferences regarding inter-rater reliability. Concurrently, an autoethnographic narrative was written to explore issues of equity related to the assessment of environmental literacy. The commonalities between formal and non-formal educators revealed a high level of validity for the construct of proficiency with systems thinking, and a moderate level of reliability between the scores assigned by two groups of educators. In the words of the middle school students, formal, and non-formal educators, who volunteered to create the scoring guide, the ability to make responsible decisions with natural systems, community, and the future in mind involves: creating solutions for systems that are not in balance, presenting the complex inner workings of a system in a simple and succinct way, collaborating, exploring multiple solutions, and sharing ideas in a way that people will understand you.

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Simasiku, Frederick. "An investigation of how enquiry-based fieldwork develops action competence in Grade 12 Geography: a Namibian case study." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003511.

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The goal of the study was twofold: firstly to investigate and describe how senior secondary school geography teachers were implementing enquiry-based learning through fieldwork. Secondly, to investigate and document how enquiry-based learning through fieldwork facilitated the development of action competence amongst learners in a geography classroom. In order to address the first goal, a survey questionnaire was utilised to generate descriptive data from a sample of seven geography teachers in the Hardap region of Namibia. Although teachers engaged learners with enquiry-based fieldwork learning activities it is suggested, based on the findings of data of this goal, that teachers face severe limitations in terms of integrating environmental learning into the geography curriculum. The main limitations of the teachers include: limited practical knowledge of and training in how to teach fieldwork skills; a lack of teaching resource materials; time constraints; heavy personal loads; and lack of school support for environmental education. In addressing the second goal an enquiry-based fieldwork learning unit was planned and implemented in the researcher’s classroom. Observation, focus group interviews, and audio records of learning interactions, were used as data generation methods for this cycle of the study. An indicator framework for identifying action competence in learners was constructed as a data analysis tool. In terms of the findings of goal two it is evident that enquiry-based learning through fieldwork facilitated the development of action competence amongst learners. Six overarching benefits of this type of learning were identified in this study, namely: - It empowered learners to develop contextual knowledge and understanding of issues that they investigated. - It facilitated commitment thus motivated learners to take indirect action. - It promoted social interaction and group cohesion amongst learners thus enhanced their decision-making ability for problem-solving and action taking. - It elicited emotional responses and a greater understanding of learners’ own and others’ attitudes and values towards issues. - It fostered critical thinking thus permitted learners to envisage a future based on their learning experiences. - It enabled learners to plan and take indirect action during the learning process. Based on the research findings, some lessons learned are presented in an attempt to contribute to the effective implementation of enquiry-based fieldwork at the classroom level.

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Jacobs, Nicola Clara. "Investigating quality in Education through the use of an active learning framework : the case of an intervention in the Namibian Environmental Studies curriculum." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1019803.

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The study was conducted to explore the relationship between active learning processes emerging from the use of O’Donoghue’s (2001) active learning framework and a series of education quality indicators proposed by Nikel and Lowe (2010). To achieve this aim a professional educational intervention was conducted encouraging the use of this active learning framework in the Namibian Environmental Studies Curriculum, in order to strengthen educational quality within the Environmental Studies Curriculum. The research was conducted in the Windhoek region at the school where I am currently teaching. Four teachers took part in this study, including myself in the role of a participantobserver. The active learning framework was used to guide us in the planning and presentations of environmental learning lessons. The study was conducted within the interpretive paradigm and was qualitative in nature as well as focusing on a quantitative aspect to analyse some of the data (learners’ written work). Qualitative data were generated through individual interviews, focus-group discussions, lesson observations and document analysis. The key findings of the study were that: a) prior to the intervention with the active learning framework the teachers who took part in the study did not ask learners to explore environmental issues in the environment or to respond to particular environmental issues; b) active learning processes have the potential to facilitate the exploration of environmental issues in the environment, and responses to particular environmental issues. Active learning also have the potential to strengthen all aspects of education quality indicated in Nikel and Lowe’s (2010) quality model, namely effectiveness, efficiency, equity, relevance, responsiveness, reflexivity and sustainability; c) the active learning framework encouraged teachers to use a variety of situated learning approaches, such as the collaborative method, the cooperative method, the problem-solving method and the enquiry method, in order to strengthen the educational quality in Environmental Studies classrooms; and d) teachers find the active learning framework useful as a tool for planning and presenting environmental learning lessons. The findings of the study have the potential to inform curriculum developers, materials developers and educators with an interest in improving education quality through environmental learning processes within the Environmental Studies Curriculum in Namibia. Furthermore, Nikel and Lowe’s education quality indicators provided an informative and comprehensive understanding of education quality and provided a useful tool in evaluating and reflecting on education quality as well as my own work as a teacher.

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Mokuku, Tsepo. "Education for environmental literacy : towards participatory action research in the secondary school science curriculum in Lesotho." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003385.

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The dependency of educators in Lesotho on externally developed curriculum theories and concepts is fundamental to issues of relevance of the school curricula. This study set out to develop the meaning of environmental literacy in the context of three secondary schools and to explore appropriate teaching methods for the development of this concept in the science curriculum. The participatory action research process involved a team of four science teachers, including the researcher, in partnership with an environmental centre. We progressively developed the meamng of environmental literacy by monitoring teaching innovations in the classroom, holding meetings and workshops and attending conferences where we shared classroom findings and reflected on our emerging understandings based on classroom experiences. Data collection involved: audio-recording of classroom lessons, interviews with teachers and students, audio-visual recording, classroom observations and students' questionnaires. The research process made apparent the complex nature of the process of clarifying and developing environmental literacy in this context. Classroom actiyities planned to inform the team's understanding of the meaning of environmental literacy and develop appropriate teaching methods encountered constraints associated with the education system and the legacy of colonialism. These contextual constraints crystallised the need for the education system to be transformed in order to make schools more conducive environments for the gevelopment of students' environmental literacy. While initially teachers were reluctant to engage in critical reflection, the research process did encourage the team to revise and expand their understandings of both environmental literacy in the science classroom, and the action research itself. The emerging meaning of environmental literacy in this context and how it may be developed among students does not involve a definition with prescriptive, effective teaching methods, but provides insights and understandings gained by the participants in their engagement with a reflective process of reconslructing meaning. I have come to understand environmental literacy during the study to be a process that should draw strongly on the local knowledge and understandings into the science curriculum, through participatory process-based curriculum development models.

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Mwiikeni, Helena Twiihaleni, and Helena Twiihaleni Shimwafeni-Mwiikeni. "An investigation into how grade 10 learners make meaning during the teaching and learning of the topic on nutrition in Life Science: a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001876.

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The integration of learners’ prior everyday knowledge and experiences during teaching and learning is a pre-requisite in the Namibian curriculum. The curriculum states that if learners are taught in a way which builds on what they already know and they relate new knowledge to the reality around them, their learning in school can be made more meaningful. Thus, learners’ meaning making in the topic on nutrition was researched to find out whether elicitation and integration of learners’ prior everyday knowledge and experience in the nutrition topic enhanced or constrained their learning. This study was conducted with my grade10 learners at the school where I am currently teaching. The school is located in a rural area in Oshana region in Northern Namibia. This study is situated within an interpretive paradigm. Within the interpretive paradigm a qualitative case study approach was adopted. I considered this methodological orientation appropriate in this study as it allowed me to use the following methods: document analysis, brainstorming and discussion, semi-structured interviews and a focus group interview, practical activities with worksheets and observation and reflection. Multiple methods to gather data were used for triangulation and validation purposes. For data analysis purposes, the data sets were colour coded to derive themes and analytical statements. Ethical consideration was also taken seriously in this study. The findings from this study revealed that integration of learners’ prior everyday knowledge and experience enabled learners to understand science better particularly in the topic of nutrition. The study also revealed that learners possess a lot of prior everyday knowledge and experience about food they eat in their homes. However, data from the community members revealed that there are some contradictions between learners’ prior everyday knowledge and the science content of the topic. Nonetheless, engaging learners in practical activities in the testing of food (local and conventional western type foods) helped them to make meaning of the content learned. I therefore, recommend that learners’ prior everyday knowledge and experiences should be incorporated during teaching and learning of the topic on nutrition. The study also recommends that the Department of Education should ensure that teachers get the necessary support and training on how to integrate learners’ prior everyday knowledge and experiences.

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Kristensen, Jesper Olsson. "An evaluation of the life science curriculum in Namibia and its development through stakeholders' perceptions of ʺlearner centred educationʺ." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003409.

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Following Independence in 1991 Namibia embarked on a major reform of the entire education system. The reform was perceived as a way of redressing the apartheid legacy and bringing about a democratic learner centred education for all. At the same time the reform was also seen as a prime vehicle to bring about sustainable development through incorporating relevant environmental education into various carrier subjects. One such carrier has been the subject Life Science, which is compulsory from Grade 8 to Grade 10. The Life Science Project was a joint venture between the Ministry of Education and Ibis, a Danish Development NGO, established to develop and support the implementation of Life Science in junior secondary schools. This half-thesis is an evaluation of the Life Science Project through an analysis of the central assumptions on which the Life Science curriculum is based and by investigating different stakeholders’ perceptions and understanding of the learner centred approach adopted by the curriculum. Three questions have guided this research: 1. Are there curriculum models that are more conducive for reform and change than others? 2. Do stakeholders and curriculum developers in Namibia understand the theory of social constructivism, and the systemic implications such an approach has for the education system? 3. Which approach to environmental education complements a transformative curriculum and the changes outlined in policy? From the research carried out in this half-thesis, it would appear that the Namibian education system and the Life Science curriculum suffers from what could be termed “ideological confusion”. Confusion in the sense that there are marked inconsistencies between policy and praxis, between the stated goals and aims of the reform and the curriculum designed to achieve these. This confusion is further exacerbated by various stakeholders’ different interpretations of both policy and the systemic implications the reform policy has on education. In this half-thesis I argue that embarking on an objectives driven model of curriculum cannot bring about change and transformation of the Namibian education system. I further argue that, by not having considered and implemented the necessary systemic changes to the education system, Namibia has, in fact, developed a child centred education system which is fundamentally different from a learner centred education system. Finally, I argue that environmental education, through the subject Life Science, set within an objectives driven, Child Centred Education system is inappropriate for and unable to address the need for developing an environmentally literate citizenry who are able to take informed decisions in order to address the environmental crisis and bring forth a more sustainable future.

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Ottati, Daniela F. "Geographical Literacy, Attitudes, and Experiences of Freshman Students: A Qualitative Study at Florida International University." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1851.

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The purpose of the study was to explore the geography literacy, attitudes and experiences of Florida International University (FIU) freshman students scoring at the low and high ends of a geography literacy survey. The Geography Literacy and ABC Models formed the conceptual framework. Participants were freshman students enrolled in the Finite Math course at FIU. Since it is assumed that students who perform poorly on geography assessments do not have an interest in the subject, testing and interviewing students allowed the researcher to explore the assumption. In Phase I, participants completed the Geography Literacy Survey (GLS) with items taken from the 2010 NAEP Geography Subject Area Assessment. The low 35% and high 20% performers were invited for Phase II, which consisted of semi-structured interviews. A total of 187 students participated in Phase I and 12 in Phase II. The primary research question asked was what are the geography attitudes and experiences of freshman students scoring at the low and high ends of a geographical literacy survey? The students had positive attitudes regardless of how they performed on the GLS. The study included a quantitative sub-question regarding the performance of the students on the GLS. The students’ performance on the GLS was equivalent to the performance of 12th grade students from the NAEP Assessment. There were three qualitative sub-questions from which the following themes were identified: the students’ definition of geography is limited, students recall more out of school experiences with geography, and students find geography valuable. In addition, there were five emergent themes: there is a concern regarding a lack of geographical knowledge, rote memorization of geographical content is overemphasized, geographical concepts are related to other subjects, taking the high school level AP Human Geography course is powerful, and there is a need for real-world applications of geographical knowledge. The researcher offered as suggestions for practice to reposition geography in our schools to avoid misunderstandings, highlight its interconnectedness to other fields, connect the material to real world events/daily decision-making, make research projects meaningful, partner with local geographers, and offer a mandatory geography courses at all educational levels.

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Lewis, Ann S. "The effect of trade books on the environmental literacy of 11th and 12th graders in aquatic science." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4311/.

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The purpose of this study was to compare the environmental literacy of 11th and 12th graders who participated in an eighteen-week environmental education program using trade books versus 11th- and 12th-graders who participated in an eighteen-week, traditional environmental education program without the use of trade books. This study was conducted using a quasi-experimental research technique. Four high school aquatic science classes at two suburban high schools were used in the research. One teacher at each high school taught one control class and one experimental class of aquatic science. In the experimental classes, four trade books were read to the classes during the eighteen-week semester. These four books were selected by the participating teachers before the semester began. The books used were A Home by the Sea, Sea Otter Rescue, There's a Hair in My Dirt, and The Missing Gator of Gumbo Limbo. The instrument used to measure environmental literacy was the Children's Environmental Attitude and Knowledge Scale. This test was given at the beginning of the semester and at the end of the semester. The scores at the end of the semester were analyzed by 2 X 2 mixed model ANOVA with the teacher as the random effect and the condition (trade books) as the fixed effect. The statistical analysis of this study showed that the students in the experimental classes did not score higher than the control classes on the Children's Environmental Attitude and Knowledge Scale or on a subset of "water" questions. Several limitations were placed on this research. These limitations included the following: (1) a small number of classes and a small number of teachers, (2) change from the original plan of using environmental science classes to aquatic science classes, (3) possible indifference of the students, and (4) restrictive teaching strategies of the teachers.

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Lawrence, Andrea Nicole. "Sustainability Education as a Framework for Enhancing Environmental Stewardship in Young Leaders: An Intervention at Tryon Creek Nature Day Camp." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/555.

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UNESCO established Sustainability Education as a top priority when it declared 2005 - 2014 to be the global decade for sustainability. Sustainability education can be implemented in outdoor programs such as nature summer camps in order to build environmental stewardship and ecological literacy in counselors and campers. This study sought to determine the extent to which an ecology and leadership training given to assistant counselors at Tryon Creek State Natural Area day camp achieved the goals of sustainability education--for the assistant counselors to learn about ecology, develop stewardship attitudes and behaviors toward the environment, and become positive role models for the campers in their care. Knowledge and environmental stewardship attitudes and behaviors of the counselors were assessed using surveys, interviews, and training journals. A statistically significant difference was found between pre and posttest scores on a survey measuring knowledge of Pacific Northwest ecology, but no significant difference was found between the pre and posttest scores on an environmental attitudes survey, possibly due to a ceiling effect. Interviews revealed that participants learned about invasive species, Oregon flora and fauna, and stream ecology over the summer. Despite the results on the attitudes survey, interviewees reported greater environmental awareness at the end of the summer as well as a greater sense of place in nature and a desire to continue working with children in an outdoor setting.

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James, Alison. "An investigation into what influences action competence-oriented teaching and learning processes in a school environmental club." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003501.

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This interpretive case study sought to determine what influenced action competence-oriented teaching and learning processes in a high school environmental club. The goals were to describe a year of activities, within the TALON environmental club at Hudson Park High School in East London, South Africa and to identify how pedagogical, contextual and relational factors influenced action competence processes amongst club members. I explored how action competence theory and praxis have helped in other school education settings with the aim of establishing better environmental practices. The IVAC model of pedagogy (Jensen & Schnack, 1997) was used as a framework to operationalise action competence processes within the TALON Club. This entailed carefully examining investigative, visioning, action and change processes unfolding through the four themes of the club: plants, animal welfare, waste issues and our community outreach programme at Bongulethu High School. Using questionnaires, interviews, observation and a journal as the main methods of data collection I was able to make five analytical statements that related to the influence of pedagogy, the influence of context and the influence of relational dynamics within the TALON Club. The pedagogical processes were affected by the TALON members wanting to avoid any activities that were ‘too much like school’. However this served to compromise the action and visioning phases within the club, resulting in superficial and poorly-informed action-taking. The influence of context served to both enable and constrain action competence processes. The club and school structures therefore shaped the form that fledgling actions took as the TALON members participated in the meetings and outings and fulfilling the traditional expectations of the school community. Relational dynamics and a desire for fun took precedence over the action competence processes. Although the Club members were motivated by a sense of moral responsibility they were unable to articulate this concept into the club activities. In addition there were the power gradients between the educators and members to consider as determinants of the extent of participatory, democratic interactions. This complex interplay of factors influenced the action competence processes in the club. Recommendations were made on how best to work with the concepts of participation and democracy towards improving the reflexivity and knowledge base of both the educators and learners. In this way action competence processes will be better supported within the club in future.

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Maqwelane, Nonkoliso Sheila. "An exploratory case study of a Foundation Phase learning program to examine how curriculum contextualisation contributes to environmental learning and relevance." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1006041.

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This study is an exploration of contextual environmental learning through integrated life skills and literacy in a Foundation Phase classroom. It attempts to document, explore and clarify some of the challenges of situated environmental learning in a Foundation Phase classroom through an integrated program of life skills learning and literacy acquisition. The research draws on a rich but often overlooked cultural historical context of embodied intergenerational healthy living practices in a rural Eastern Cape context to construct a learning platform for a more carefully situated and potentially relevant education. The integrated life skills and literacy acquisition program thus unfolded as a contextual process of situated learning within a developing blend of listening, writing and reading to learn in a Grade 3 program of additive bilingualism. The data generated in the study and represented in Chapter 4 suggests curriculum contextualisation in an integrated Foundation Phase program can contribute to environmental learning with enhanced relevance and literacy skills. The evidence from working with learner knowledge and experience in a community context appears to be a key to meaningful curriculum contextualization in an integrated Foundation Phase programme producing enhanced literacy and relevance. It was noted that engaging elders (gogos) enabled the process of opening up local knowledge to link with learner experience and school knowledge to foster relevance, appeared to contribute to more meaningful learning across other learning areas. There is evidence that acquiring literacy skills is a lengthy process that is supported by learner interest and the relevance of what they are learning especially when it is acknowledged by the teacher and the community. The findings of an exploratory study such as this cannot be conclusive beyond the experience that I had of working with learners who were engaged in learning as well as acquiring literacy skills literacy skills. My personal enthusiasm and work with the Gogos and with a community focus were key factors that strengthened environmental learning across school, home and community. The experience has convinced me that this is the way we must work to enhance relevance and literacy in our Foundation Phase teaching.

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Ibekwe, Anieno Abasiofiok. "High school lessons on human sprawl in the Inland Empire." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3360.

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The aim of this project was to develop curriculum that educators could use to assist high school students (ages 14-17 years) in the Inland Empire of Southern California to apply critical thinking skills to understanding the negative effects of uncontrolled urban sprawl. The problems and issues which result from sprawl are emphasized in the learning activites.

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Murray, Robin Anne. "On my watch : a review of the environmental education literature with particular reference to South Africa, and South African teenagers." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96937.

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Thesis (MPhil)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: About half a million students matriculate from South African high schools each year, with limited environmental education and an underdeveloped capacity to live sustainable lives. This does not seem to be the case in some other parts of the world, where many high school students appear to be receiving education that is relevant to the socio-ecological crisis. The rationale of this thesis was to understand this phenomenon and explore what could be done to improve the situation for South African teenagers. This was a desktop study based upon systematic literature review methodology. The primary research objectives were to describe the local context of the study, explore emerging environmental education theoretical themes and detail a number of practical initiatives from around the world. The research process culminated in the fourth objective, which was to consolidate the work into key learnings for South Africa, with particular reference to South African teenagers. A backdrop to environmental education was provided that included a discussion on the global socio-ecological crisis, development and sustainable development in South Africa. The definition and use of the term “environmental education” was justified. In this instance, it is an inclusive definition that incorporates eco-literacy, ecological learning and education for sustainability. In addition to this, a brief comparative history of sustainable development and environmental education has been tabulated. Key theoretical themes in environmental education cluster around the centrality of place. Six themes are presented, namely space and place, trans-national education and third-culture kids, claims of transformation, principles of environmental education, institutional innovation, and the sustainability researcher. Three kinds of practical initiatives emerged in the literature review. These are “green fields” environmental education (brand new institutions), “moving train” environmental education (adaption of existing organisations) and “plug-in” environmental education. Eight initiatives are described, providing examples for all three of these groups. The key learnings for environmental education in South Africa and South African teenagers conclude this thesis. Among other key learnings, the value of the radical perspective is presented, as well as the benefit of perceiving environmental education through different lenses, including a historical one. The link between environmental education and food is explored. It is suggested that the theory and praxis of place-based education exerts a gravitational pull on many aspects of this work. It seems that place-based education provides a “holding space” for environmental education in South Africa, and a starting point for future research or practical application.
AFRIKAANSE OPSOMMING: Ongeveer ’n halfmiljoen studente matrikuleer jaarliks aan Suid-Afrikaanse hoërskole. Hierdie leerders beskik oor beperkte omgewingsopvoeding en ’n onderontwikkelde vermoë om volhoubare lewens te lei. Dít blyk nie die geval te wees in ander wêrelddele nie, waar baie hoërskoolleerders oënskynlik onderrig ontvang wat met die sosio-ekologiese krisis verband hou. Die beweegrede vir hierdie tesis was om hierdie verskynsel te verstaan en te bepaal wat gedoen kan word om die stand van sake vir Suid-Afrikaanse tieners te verbeter. Die navorsing het bestaan uit ’n lessenaarstudie op grond van ’n stelselmatige literatuuroorsig. Die hoofnavorsingsdoelwitte was om die plaaslike konteks van die studie te beskryf, ontluikende teoretiese temas op omgewingsopvoedkundige gebied te verken, en ’n aantal praktiese inisiatiewe van oor die hele wêreld te beskryf. Die navorsingsproses het uitgeloop op die vierde doelwit, naamlik om die studieresultate in kernlesse vir Suid-Afrika, bepaald met verwysing na Suid-Afrikaanse tieners, te verwerk. Eerstens word die agtergrond van omgewingsopvoeding geskets, wat onder meer bestaan uit ’n bespreking van die wêreldwye sosio-ekologiese krisis sowel as ontwikkeling en volhoubare ontwikkeling in Suid-Afrika. Die omskrywing en gebruik van die term ‘omgewingsopvoeding’ word ook geregverdig. In hierdie geval word die term inklusief gebruik om ook na eko-geletterdheid, ekologiese leer en onderwys vir volhoubaarheid te verwys. Daarbenewens bied die studie ’n bondige vergelykende geskiedenis van volhoubare ontwikkeling en omgewingsopvoeding in tabelvorm. Die vernaamste teoretiese temas op omgewingsopvoedkundige gebied draai om die kernrol van plek. Ses temas word aangebied, naamlik ruimte en plek, transnasionale onderwys en derdekultuurkinders, bewerings van transformasie, beginsels van omgewingsopvoeding, institusionele innovasie, en die volhoubaarheidsnavorser. Drie soorte praktiese inisiatiewe het uit die literatuuroorsig na vore getree, naamlik “braakland”-omgewingsopvoeding (splinternuwe instellings), “bewegende trein”-omgewingsopvoeding (aanpassing van bestaande organisasies) en “inprop”-omgewingsopvoeding. Agt inisiatiewe word beskryf, wat voorbeelde van ál drie hierdie groepe bied. Die tesis bied ten slotte die belangrikste lesse vir omgewingsopvoeding in Suid-Afrika en vir Suid-Afrikaanse tieners aan. Dit sluit onder andere in die waarde van die radikale perspektief, sowel as die voordeel daarvan om omgewingsopvoeding deur verskillende lense, waaronder ’n historiese een, te beskou. Die koppeling tussen omgewingsopvoeding en voedsel word verken. Die studie kom tot die gevolgtrekking dat die teorie en praktyk van plekgebaseerde onderwys ’n soort ‘beweegruimte’ vir omgewingsopvoeding in Suid-Afrika, sowel as ’n wegspringplek vir toekomstige navorsing of praktiese toepassing, bied.

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Chu, Hsiang-Ling, and 朱香齡. "A Study of Environmental Education Integrated into Outdoor Teaching to Promote Middle High School Students′ Environmental Literacy." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/54831535991163106106.

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碩士
明道大學
課程與教學研究所
99
Abstract The aims of this study were based on a model of “Environmental Education Integrated into Outdoor Teaching” to explore the effects of outdoor teaching for the Middle High School Students’ in Environmental Literacy. Two groups of Middle High School in Chung-hwa County were subjects for the nonequivalent Pretest-Posttest Designs. These samples were selected by using the purposive sampling methods. The collected data were analyzed by descriptive statistics way, one-way ANCOVA. The results of the study were as follows: 1. The result of one way analysis of covariance showed that there were significant differences in environmental knowledge, attitudes, behavior. The posttest scores of environmental knowledge, attitudes in the experimental group were better than the pretest scores.The posttest scores of environmental knowledge and attitude in the experiment were better than the control group, and the posttest scores of environmental behavior in the control group were better than the experimental group. 2. The performance of the senior high students who had more positive environmental knoeledge and attitude were better than hunior high school students before the studtents accepted the experimental teaching. 3. The level of joining more environmental activities showed that students who had more positive environmental knoeledge and behavior were better, and the level of joining the least environmental activity showed that students who had the positive environmental attitude. Based on the findings, some suggestions were provided for implementation of environmental education integrated into outdoor teaching, environment education and future research.

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LAI, LIAN-YOU, and 賴廉友. "Study on Teaching Strategy for Improving Environmental Literacy of the General Public – A Case Study of Teachers in Environmental Education Facilities and Venues." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/pfz6zd.

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碩士
國立臺中教育大學
科學教育與應用學系環境教育及管理碩士班
104
The good curriculum planning and professional environmental education teacher(EET) provided by our environmental education facilities and venues are simply for improving the environmental literacy of the participants. The different teaching strategies employed by instructor will have different effects on improvements in various aspects of environmental literacy. Hence, how to select and employ the teaching strategy in environmental education curriculum seems even more important. The study used a questionnaire survey in which the self-designed “ Questionnaire for Teaching Strategies for Improving Environmental Literacy of the General Public” was served as a research tool. It was used to investigate the teaching strategies, recommended teaching materials and familiar subjects suggested to be adopted by the EET for improving “knowledge of environmental concept” and “environmental ethics and values“ of the general public. The EET in 132 (as of the end of April 2016) environmental education facilities and venues were censused. A total of 100 valid questionnaires were returned. The response rate was 75%. The results of this study showed that: First, the teaching methods suggested by the environmental education teachers for improving the “knowledge of environmental concept” and the “environmental ethics and values“ of the general public are separately described as follow: 1. “outdoor teaching”, “game teaching”, “discussion”, “practice (experiment)”, “behavior research teaching”, “video watching”, “lecturing (speech)”. 2. “outdoor teaching”, “role playing”, “video watching”, and “discussion”. Second, the subjects of the teaching materials that the environmental education teachers were familiar with and recommended: In the aspect of “knowledge of environmental concept”, the subjects of the teaching materials were eco-lifestyle, basic concepts of environment and ecology, environmental issue exploring; in the aspect of “environmental ethics and values”, the subjects of the teaching materials were environmental ethics, environmental justice, and justice between generations. The study proposes the following: First, most of the environmental education teachers regard that the outdoor teaching is important for enhancing the environmental literacy in those deficient aspects. It should be listed as an important consideration and choice by the future environmental education curriculum designers and participants. Second, environmental justice, generational equity and sustainable development, and environment and economy in the context of “knowledge of environmental concept”, as well as environmental rights and animal rights (animal welfare) in the context of “environmental ethics and values“ are program topics that most of the environmental education teachers are not familiar with. In addition, they may also be the topics less likely to be incorporated into the program by the environmental education teachers when designing the program. In the future, it is suggested that the teachers add the above topics to the self-study and program contents so as to enhance their abilities and enrich the program content.

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Izaks, Jill. "A study of the effects of an undergraduate vocabulary programme on vocabulary development and academic literacy." Diss., 2015. http://hdl.handle.net/10500/19204.

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Text in English
This study examined the vocabulary and academic literacy levels of undergraduate students at the University of Namibia, as well as the effects of an explicit and an implicit vocabulary programme on vocabulary development and academic literacy. The study also sought to determine the effects of the programmes on students’ attitudes about vocabulary and explicit vocabulary strategies. The relationship between students’ vocabulary size, academic literacy levels, and their self-assessment of their vocabulary knowledge was examined. Many students had not reached the desired word mastery and did not have adequate academic literacy skills to cope with the demands of university. Students in the explicit group modestly improved receptive vocabulary knowledge at the end of the intervention but there was no significant improvement in academic literacy skills. Overall, students showed an increase in positive responses regarding their attitudes to vocabulary.
Linguistics and Modern Languages
M.A. (Applied Linguistics)

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Simalumba, Patrick Mwilima. "The implementation of environmental learning in grade 8-10 Geography in the Caprivi region, Namibia." Thesis, 2011. http://hdl.handle.net/10500/5436.

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The Namibian curriculum is premised on the view that there is a need for a holistic development and preparation of learners for a knowledge-based society. The draft National Environmental Education policy, the basic education policy and curriculum development processes in Namibia devolved the power and responsibility to implement environmental learning practice to schools. This research focus on the extent to which schools coordinate environmental education (EE) activities, educators’ perception of their environment, knowledge of EE processes, assessment approaches, the out-door activities, learning support materials, community involvement and EE school policy issues. Wickenburg (2000:56) affirms that “for substantial learning to take place, stakeholders should work actively and establish local supportive structures for EE in Schools”. Educators are expected to deal with practical issues which create opportunities for learners to develop environmentally responsive knowledge, skills and attitudes. The research design is a mixed methods research approach, which includes aspects of the quantitative and qualitative approach. The methodology involved data collection methods such as interviews with educators and a local EE officer, focus group discussions with learners and a self-assessment questionnaire for educators. The data was then analysed and interpreted in relation to a set of theoretical perspectives. The research concluded that educators have knowledge of factual information about environmental learning topics such as population, biodiversity and environmental degradation. Educators have the comprehension of indigenous knowledge and continuously assess learners. Educators however, seldom communicated the way people’s cultural activities affect the environment and did not value cultural practice and indigenous knowledge. Many educators did not use the local environments to do practical activities with learners. Schools did not have EE school policy, rarely practised outdoor activities and local communities are not involved school EE activities. Learners are knowledgeable of their local environmental issues. Based on the finding of the research I came up with a list of recommendations to guide the process of implementation of environmental learning at schools.
(M. Ed. (Environmental Education))

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Simalumba, Patrick Mwilima. "The implementation of environmental learning in grades 8-10 Geography in the Caprivi region, Namibia." Thesis, 2011. http://hdl.handle.net/10500/5436.

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The Namibian curriculum is premised on the view that there is a need for a holistic development and preparation of learners for a knowledge-based society. The draft National Environmental Education policy, the basic education policy and curriculum development processes in Namibia devolved the power and responsibility to implement environmental learning practice to schools. This research focus on the extent to which schools coordinate environmental education (EE) activities, educators’ perception of their environment, knowledge of EE processes, assessment approaches, the out-door activities, learning support materials, community involvement and EE school policy issues. Wickenburg (2000:56) affirms that “for substantial learning to take place, stakeholders should work actively and establish local supportive structures for EE in Schools”. Educators are expected to deal with practical issues which create opportunities for learners to develop environmentally responsive knowledge, skills and attitudes. The research design is a mixed methods research approach, which includes aspects of the quantitative and qualitative approach. The methodology involved data collection methods such as interviews with educators and a local EE officer, focus group discussions with learners and a self-assessment questionnaire for educators. The data was then analysed and interpreted in relation to a set of theoretical perspectives. The research concluded that educators have knowledge of factual information about environmental learning topics such as population, biodiversity and environmental degradation. Educators have the comprehension of indigenous knowledge and continuously assess learners. Educators however, seldom communicated the way people’s cultural activities affect the environment and did not value cultural practice and indigenous knowledge. Many educators did not use the local environments to do practical activities with learners. Schools did not have EE school policy, rarely practised outdoor activities and local communities are not involved school EE activities. Learners are knowledgeable of their local environmental issues. Based on the finding of the research I came up with a list of recommendations to guide the process of implementation of environmental learning at schools.
Environmental Education
(M. Ed. (Environmental Education))

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Conradie, Nicolene. "A literacy model for sustainable avitourism." Thesis, 2017. http://hdl.handle.net/10500/24732.

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Avitourism (birding) in South Africa, with remarkable birdlife, provides economic, social and conservation opportunities. Globally, bird species are decreasing rapidly due to environmental degradation and climate change. The dependence of avitourism on natural resources is undisputable, urging further research. Avitourism research is embryonic compared to higher-order tourism markets (i.e. naturebased) and under-researched in the southern hemisphere. Despite increased international scholarship, substantial knowledge gaps remain regarding strategies to enhance sustainable avitourism. Education, encouraging changes in environmental behaviour, is essential to solve environmental problems. The current day learners influence the future state of the natural environment and consequently the sustainability of avitourism in South Africa. The research therefore aimed to develop a literacy model for sustainable avitourism aimed at secondary school learners in Gauteng (South Africa). In phase 1 of the methodological procedure, mechanisms facilitating behavioural change towards nature were explored. A conceptual literacy framework for sustainable avitourism was developed in phase 2 (theoretical contribution). Phase 3, consisted empirical research. Multi-stage sampling was used to collect primary data by distributing questionnaires at 17 purposively selected secondary schools in Gauteng from July to October 2014. The data were obtained from n = 5 488 secondary school learners (aged 13–17). Descriptive statistics provided insight into ‘environmental and avitourism literacy’ of the learners. Exploratory- and confirmatory factor analyses (EFA; CFA) and structural equation modelling (SEM) were employed to test the conceptual literacy framework. Obtaining the primary objective, a literacy model for sustainable avitourism was developed and confirmed (empirical contribution). Critical paths were identified in the model to enhance the likelihood of behavioural change. The literacy model could be useful for environmental education and avitourism roleplayers, assisting in curriculum development and evaluation (practical contribution). This model could also be applied to other educational contexts, including art and music. Bird education teaches a love for birds and nature, leading to conservation and sustained birdlife, to ensure avitourism attractions in the future. The development of sustainable avitourism intervention programmes is suggested for further research. Longitudinal research could evaluate the effects of the intervention programmes.Ultimately, the learners of today are the responsible citizens and tourists of tomorrow.
Abstract in English, Sesotho and Afrikaans
Transport, Logistics and Tourism
D.Phil. (Management Studies)

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Masemene, Kgaogelo Johanna. "Exploring environmental literacy components in promoting sustainable behavior : a case study of rural primary schools in Moutse, Sekhukhune district, Limpopo." Diss., 2020. http://hdl.handle.net/10500/27054.

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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)

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"The relationship between environmental literacy and perceptions with regard to eco-tourism by vhaVendas in the Eastern Soutpansberg region." Thesis, 2014. http://hdl.handle.net/10210/12911.

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De, Jager Elizabeth Jacoba. "Inclusion of environmental education in the teaching of the Biology curriculum for grades 10 to 12." Diss., 2003. http://hdl.handle.net/10500/998.

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The purpose of this study was to develop a Life Sciences programme, integrating Environmental Education, on environmental endocrine disruptors, for the Further Education and Training Phase of the Outcomes Based Educational System. This programme aims at giving learners the necessary knowledge and skills to limit their exposure to Endocrine Disrupting Chemicals (EDCs). The programme was evaluated by means of a quantitative study. Group-administered questionnaires were used to gather information before and after the programme had commenced. Lickert scales were used to establish the learners' knowledge, attitudes and values in connection with EDCs and the environment before and after the learners had followed the programme on EDCs. The results of the study indicated that the programme proved to be successful in increasing the knowledge of the target group in connection with EDCs. This study will contribute to the process of integrating Environmental Education in the Life Sciences curriculum.
Educational Studies
M.Ed.(Environmental Education)

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Panday, Salesh. "The relationship between environmental education and science education in the South African context." Diss., 2002. http://hdl.handle.net/10500/15734.

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The purpose of this research was to investigate the role that science education can play both in facilitating and in enhancing the delivery of environmental education at South African schools. The theoretical links between science education and environmental education were examined. This was followed by a practical investigation which involves the researcher conducting interviews with educators of natural science in order to determine their perspectives on the relationship between science education and environmental education. The results of the research indicate that science education has tremendous potential for incorporating and enhancing the delivery of environmental education. However, this potential is not being fuIly realised due to a number of limiting factors. It is, therefore, imperative that the education authorities take immediate action to rectify this situation so that the synergy between science education and environmental education comes to fruition.
Science and Technology Education
M. Ed. (Natural Science Education)

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Dissertations / Theses on the topic 'Environmental literacy – Study and teaching – Namibia'

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