Relevant bibliographies by topics / Environmental sciences – Study and teaching – Namibia

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
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Academic literature on the topic 'Environmental sciences – Study and teaching – Namibia'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Environmental sciences – Study and teaching – Namibia"

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Hamukwaya, Shemunyenge. "Students’ desires for high-level teaching and learning opportunities: Views of Namibian Grade 11 students observed to have difficulties in learning mathematics." African Journal of Educational Studies in Mathematics and Sciences 16, no. 1 (2020): 15–28. http://dx.doi.org/10.4314/ajesms.v16i1.2.

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This study focusses on the views of students in learning grade 11 mathematics in terms of their needs and aspirations regarding access to high-level mathematics teaching and learning opportunities. Students who participated in this study (88 grade 11 Namibian students) were identified as having learning difficulties by their mathematics teachers, but these students did not (themselves)consider that they had difficulties. The author attempts to understand why students believed they do not have difficulties in learning mathematics. A qualitative method was employed, and the students were investi
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Anyolo, Eveline O., Sirpa Kärkkäinen, and Tuula Keinonen. "Implementing Education for Sustainable Development in Namibia: School Teachers’ Perceptions and Teaching Practices." Journal of Teacher Education for Sustainability 20, no. 1 (2018): 64–81. http://dx.doi.org/10.2478/jtes-2018-0004.

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Abstract Education for Sustainable Development (ESD) has been viewed as education that helps people develop the attitude, skills, and knowledge to make well-informed decisions for the benefit of the present and future generations. It aims at providing quality education through shared understanding and multi-disciplinary approaches in meeting the developmental and environmental apprehension for a sustainable future. Many theorists envisaged ESD as enhancing active involvement of learners both in school and out of school learning initiatives to acquire knowledge about sustainable development iss
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Lang, Helen Marie. "A Case Study Approach to Teaching Environmental Mineralogy." Journal of Geoscience Education 46, no. 4 (1998): 354–63. http://dx.doi.org/10.5408/1089-9995-46.4.354.

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Nghitanwa, Emma Maano. "Profiling and need assessment of third year bachelor of nursing sciences adult learners at the University of Namibia, Main Campus." Journal of Nursing Education and Practice 12, no. 1 (2021): 1. http://dx.doi.org/10.5430/jnep.v12n1p1.

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There is an increase of adult learners in higher education which can be challenging during their study period as they have to balance their social responsibilities with academic activities. The purpose of this study was to explore and describe the profile and need assessment of third year Bachelor of nursing sciences adult learners at the University of Namibia, main campus. A quantitative, descriptive cross sectional study design was utilized during this study. Data was collected through self-administered online questionnaire among 29 participants. The study found that most participants are ag
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Joel, Medusalem Hangula, Daniel Opotamutale Ashipala, and Esther Kamenye. "Interactive Video Technology as A Mode of Teaching: A Qualitative Analysis of Nursing Students’ Experiences at A Higher Education Institution in Namibia." International Journal of Higher Education 10, no. 2 (2020): 83. http://dx.doi.org/10.5430/ijhe.v10n2p83.

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Interactive video technology (IVT) remains one of the common modes of teaching utilised by various higher education institutions (HEIs) across the globe with an aim of catering to ever-increasing educational demands. The objectives of this study were to explore and describe the experiences of nursing students on the use of IVT as a mode of teaching General Nursing Science with a view to describing the aspects that affect their learning. The study was conducted at one of the satellite campuses of an HEI located in north-eastern Namibia. In this study, a qualitative, exploratory and descriptive
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Onjefu, SA, NN Kafidi, C. Kamunda, et al. "Activity concentrations of 226^Ra, 232^Th, and 40^K in common maize meal consumed in Namibia and their potential radiation hazards." NIGERIAN ANNALS OF PURE AND APPLIED SCIENCES 4, no. 1 (2021): 146–52. http://dx.doi.org/10.46912/napas.231.

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Gamma spectroscopy was performed to determine the concentrations of 40K, 226Ra and 232Th in maize meal samples collected from shop outlets and open markets in Namibia. The activity concentrations and Excess Lifetime Cancer Risk were determined using a high purity germanium (HPGe) detector. The average activity concentrations of 40K, 226Ra and 232Th were found to be 29.98 ± 4.05, 0.99 ± 0.40 and 0.35 ± 0.08 Bq.kg – 1 in the maize meal samples. The result showed the activity concentrations of 40K significantly higher than the other radionuclides in all the maize meal samples. The average excess
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Suciptaningsih, Oktaviani Adhi, and Titik Haryati. "Teaching Social Sciences through Ethnophotography." KOMUNITAS: International Journal of Indonesian Society and Culture 7, no. 2 (2015): 316–23. http://dx.doi.org/10.15294/komunitas.v7i2.4841.

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Curriculum 2013 requires teachers to be more creative in compiling teaching materials which are innovative, varied, exciting, contextual, and in accordance with learners needs to achieve learning objectives. This research aims at developing IPS materials for VII graders of Junior High School (SMP) based on ethnophotography. This study used Research and Development design (R & D). The results were analyzed by qualitative analysis technique. The results show that most social studies (IPS) teachers have not yet developed the IPS materials for VII graders of SMP which is relevant to the enviro
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Jung, C., S. Jung, E. Hellebrand, and E. Hoffer. "Trace element constraints on mid-crustal partial melting processes – A garnet ionprobe study from polyphase migmatites (Damara orogen, Namibia)." Earth and Environmental Science Transactions of the Royal Society of Edinburgh 100, no. 1-2 (2009): 205–18. http://dx.doi.org/10.1017/s1755691009016107.

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ABSTRACTTrace element abundances in garnet from a polyphase migmatite were measured by secondary ion mass spectrometry (SIMS) in order to identify some of the effective variables on the trace element distribution between garnet and melanosome or leucosome. In general, garnet is zoned with respect to REE, in which garnet cores are enriched by a factor of 2–3 relative to the rims. For an inclusion-rich garnet from the melanosome, equilibrium distribution following a simple Rayleigh fractionation is responsible for the decreasing concentrations in REE from core to rim. Inclusion-poor garnet from
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MBONGO, EMILIA, Andrew Möwes, and Charles Chata. "FACTORS IMPACTING THE IMPLEMENTATION GUIDANCE AND COUNSELLING SERVICES IN SECONDARY SCHOOLS IN THE OHANGWENA REGION OF NAMIBIA." International Journal for Innovation Education and Research 4, no. 5 (2016): 11–25. http://dx.doi.org/10.31686/ijier.vol4.iss5.537.

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The study aimed to establish teacher counsellors’ views on the factors impacting the implementation of guidance and counselling services in the Ohangwena region of Namibia. The study was quantitative in nature and used a non experimental design that involved a survey. The population of the study comprised of teacher counsellors in all senior secondary schools in Ohangwena region. Data were collected using questionnaires which were administered to a sample of twenty six (26) teacher counsellors. Teacher counsellors were purposively sampled. The data was analysed by use of descriptive statistics
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Carlin, Joel. "A Case-Study Approach to Teaching Population Management & Conservation." American Biology Teacher 81, no. 9 (2019): 638–43. http://dx.doi.org/10.1525/abt.2019.81.9.638.

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Conservation employers have long valued the in-depth, highly technical training provided by graduate and undergraduate environmental science curricula. However, employers also highly value communication and critical-thinking skills beyond research science, especially the ability to make management decisions within sociopolitical, financial, and ecological contexts. I developed and implemented a budgeted management plan assignment in lower- and upper-level courses in biology and environmental studies programs at an undergraduate liberal arts college. Students must develop specific, assessable c
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Dissertations / Theses on the topic "Environmental sciences – Study and teaching – Namibia"

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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 N
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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 re
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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, c
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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 stu
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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
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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 independen
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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 incre
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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.<br>Bibliography<br>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 q
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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 ph
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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 schoo
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Books on the topic "Environmental sciences – Study and teaching – Namibia"

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Toit, Derick du. [Namibia, environmental resource book for Namibian teachers]. Enviroteach, 1995.

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Teresa, Sguazzin, Karita Asser, and Namibia. Ministry of Education and Culture., eds. My land, my life: A collection of interviews with people living in the Namibian environment. Enviroteach, 1995.

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Padilla, Michael J. Environmental science. Prentice Hall, 2000.

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Padilla, Michael J. Environmental science. Prentice Hall, 2000.

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Elstgeest, Jos. Environmental science in the primary curriculum. Paul Chapman Pub., 1990.

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Arms, Karen. Holt Environmental Science: Annotated teacher's edition. Holt, Rinehart and Winston, 1996.

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Milot, Nicolas. Enseigner les sciences sociales de l'environnement: Un manuel multidisciplinaire. Presses universitaires du Septentrion, 2010.

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Lapinsky, Andrew H. Environmental science. Scott Foresman-Addison Wesley, 2003.

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R, Freudenburg William, and Howarth Richard B, eds. Humans in the landscape: An introduction to environmental studies. W. W. Norton & Company, 2012.

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Ideas for environmental education in the elementary classroom. Heinemann, 1993.

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Book chapters on the topic "Environmental sciences – Study and teaching – Namibia"

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Junge, Ranka, Tjasa Griessler Bulc, Dieter Anseeuw, Hijran Yavuzcan Yildiz, and Sarah Milliken. "Aquaponics as an Educational Tool." In Aquaponics Food Production Systems. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15943-6_22.

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AbstractThis chapter provides an overview of possible strategies for implementing aquaponics in curricula at different levels of education, illustrated by case studies from different countries. Aquaponics can promote scientific literacy and provide a useful tool for teaching the natural sciences at all levels, from primary through to tertiary education. An aquaponics classroom model system can provide multiple ways of enriching classes in Science, Technology, Engineering and Mathematics (STEM), and the day-to-day maintenance of an aquaponics can also enable experiential learning. Aquaponics can thus become an enjoyable and effective way for learners to study STEM content, and can also be used for teaching subjects such as business and economics, and for addressing issues like sustainable development, environmental science, agriculture, food systems, and health. Using learner and teacher evaluations of the use of aquaponics at different educational levels, we attempt to answer the question of whether aquaponics fulfils its promise as an educational tool.
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Ponkratov, Vadim Vitalievich, Andrey Sergeevich Pozdnyaev, Tatiana Alekseevna Bloshenko, and Alena Fedorovna Kireyeva. "Practice-Oriented Approach to the Study of Economics to Students of Engineer-Geological Specialties." In Advances in Higher Education and Professional Development. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-3395-5.ch020.

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Practice-oriented models are essential when teaching economics to engineering students. This chapter will discuss how to set and solve the applied scientific task of processing technogenic mineral reserves. Tools will be offered relating to engineering geological, economic, and mathematical sciences, as well as to form a group of students with various specialties. Experiments will aim to find solutions to these tasks with a generalized gradient method. This chapter will use evolutionary algorithms to calculate ad valorem MET rates. Technogenic raw materials are of economic interest to extract valuable components and produce finished goods. Often, the content of valuable components in technogenic deposits (TD) exceeds the content in natural fields. While secondary mineral resources harm the ecosystem, it is impossible to prevent environmental risks due to the lack of subsoil use. Differentiated rates will be selected based on maximum MET capacity on all valuable components extracted from deposits provided that each deposit is considered an investment project for the stated problem.
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Conference papers on the topic "Environmental sciences – Study and teaching – Namibia"

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"Study on the Building of Ecological Design Concept in the Teaching of Environmental Design in Colleges and Universities." In 2018 International Conference on Social Sciences, Education and Management. Francis Academic Press, 2018. http://dx.doi.org/10.25236/socsem.2018.186.

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Li, Yifei, Xinping Yuan, and Yun Ye. "Highlighting Regional Characteristics and Serving Regional Construction Study on the Teaching System of Environmental Design in Wuhan University of Science and Technology." In Proceedings of the International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/cesses-18.2018.29.

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