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

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

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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2

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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3

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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7

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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9

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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10

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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Van, Neel Adrian Richerd. "The implementation of formative assessment policies in two Grade 10 life science classrooms in the Keetmanshoop district." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004371.

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This research project investigates the implementation of formative assessment policies in the Life Science curriculum at two schools in the Keetmanshoop District, Karas Education Region. It takes the form of an interpretive case study and adopts a qualitative approach. Several data collection tools were used: classroom observation, document analysis and semi-structured interviews. Two of the eleven schools in the Karas Region offering Grade 10 Life Science were selected for the study, and the research participants at each school consisted of one Grade 10 Life Science teacher and five of their

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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 learnin

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Avia, Ndiyakuphi. "Grade 10 life science teachers' understanding and development of critical thinking skills in selected schools in Namibia." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003432.

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The educational reform policy in Namibia adopted the principles and practice of learner-centred education, a policy based on constructivist epistemology. This approach emphasises that learners are constructors of knowledge and that they must discover information and construct their own learning. Constructivist techniques require the use of critical thinking through learners’ active involvement in the learning process. The aim is for learners to use critical thinking to identify problems, ask questions, reason, examine and solve problems in real situations and make sound decisions. This approac

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Silas, Fenni. "Understanding Grade 10 Life Sciences teachers’ perceptions and experiences of teaching topics on human reproduction." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1020305.

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This study was conducted in order to understand Grade 10 Life Science teachers’ perceptions and experiences of teaching human reproduction topics in the Ohangwena political region in the northern part of Namibia. It also explored how the culture of the majority of the inhabitants of Ohangwena region who are Oshiwambo speaking impacts the teaching of human reproduction topics. The study was prompted by the fact that the Grade 10 Life Science syllabus requires learners to learn details of human reproduction although in Oshiwambo culture such things are not discussed openly. And this section has

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Sichombe, Beatrice Sinyama. "Grade 5 teachers' understanding and development of concepts in social studies in selected schools in Namibia." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1005856.

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After the introduction of Learner Centred Education in Namibia, a number of studies were conducted on how teachers either perceived learner centred education or implemented it. However, very few studies investigated the teachers' understanding of both subject matter knowledge and pedagogical content knowledge; primarily, how they understand and develop key concepts. The purpose of this study was to investigate how Grade 5 teachers' understand and develop key concepts in Social Studies in selected schools in Namibia. The study focused on three teachers in three primary schools in the Caprivi ed

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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. Fo

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Angula, Alina Hambelela. "The implementation of project work by selected grade 10 life science teachers in Namibia." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003449.

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Prior to independence in Namibia in 1990 the education system of the day did not encourage the majority of Namibian learners to explore and investigate the wonder of the natural and physical world. The post independence education system has nurtured the study of the sciences and has emphasized participation, problem solving and independent studies. The inclusion of projects and other independent studies has been regarded as a key vehicle to develop scientific understanding and competencies related to this understanding. However, very few studies have hitherto investigated the teachers’ underst

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Matheus, Hilya. "Investigating the implementation of continuous assessment by grade 7 Social Studies teachers in the Oshana education region." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003475.

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Since independence in 1990, Namibia’s Ministry of Education Sport and Culture has focused on curriculum and assessment reforms. The introduction of Continuous Assessment (CA) for appraising learners’ achievement was considered to be a very important aspect of teaching and learning. This study focused on the implementation of CA in schools. The study explores how the selected grade 7 Social Studies teachers understand and implement CA. This study was conducted in the Oshana region of Namibia. Four grade 7 Social Studies teachers participated from two different schools. This study was done throu

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Munyanyo, Johanna. "An investigation into how grade 9 girls participate during practical work in Physical Science lessons : a case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017353.

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This research report documented in this thesis focused mainly on the participation of grade 9 girls during practical work in the topic of ‘Electricity’ in Physical Science lessons at Mwatya (pseudonym) Junior Secondary School in Ohangwena region of Namibia. The study was triggered by the lack of participation of girls during practical work. Underpinned by an interpretive paradigm, the study took the form of a qualitative case study and my unit of analysis was girls’ participation during practical work on electricity in particular. The perceptions and experiences of girls about practical work i

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Nyambe, Thomas Nyambe. "Primary school teachers' experiences of implementing assessment policy in social studies in the Kavango region of Namibia." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96958.

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Thesis (MEd)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: The aim of the study was to investigate primary school teachers’ experiences of implementing assessment policy in the Social Studies learning area. After adopting the new learner-centred schooling to replace the old teacher-centred education system in Namibian schools in 1990, the Ministry of Education made it mandatory to implement assessment policy in the schools. During the implementation of assessment policy teachers were forced to change their assessment practices from traditional testing and evaluation to continuous a

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Hoepfner, Narenda. "An investigation into how two Natural Science teachers in the Khomas region mediate learning of the topic of atoms and molecules in Grade 7 : a case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017342.

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The teaching of abstract concepts requires higher cognitive thinking skills and thus presents a challenge for most subjects in the curriculum, in particular, science subjects. Teachers often complain that they struggle to develop higher cognitive skills in learners in such topics. As a result, learners fail to understand science concepts and then complain that science is boring and hence lose interest in the subject. The main reason for this study was to investigate how Grade 7 Natural Science teachers mediate the learning of abstract topics, in particular, atoms and molecules which are regard

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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 educat

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

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

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

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

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DeVault, Carol Aline. "Working for the environment: Pathways to environmental careers." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1909.

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Fifteen professionals in a variety of environmental occupations in the United States were interviewed in a structured, open-ended format. Job profiles were developed from the interviews. The philosophy of these environmental professionals is expressed in their own words and offers insights into influences upon career choice, professional training and personal fulfillment. In addition, environmental related career activity guides were developed to help students and their parents and teachers gain an awareness of the occupations available in this field.

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Odell, Jessica L. "Student Understanding of Conservation of Energy and Mass in Introductory University Science Courses." Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/OdellJL2005.pdf.

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

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

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Purkey, Kathie Lyn. "The underwater life off the coast of Southern California." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2752.

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This project reviews the basic chemical and geographical features of the ocean, biological classification of marine life, background of the ocean's flora and fauna, and the ocean's environment. These facts are presented through an underwater documentary filmed at various sites along Southern California's coast and complemented with lesson plans designed for grades K - 4.

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Williams, Jeni Kimberly. "Inquiry learning in the earth science classroom." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2641.

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30

Oteki, Jane Bosibori. "An exploration of an environmental resource management course for sustainable development practitioners in Kenya : a case study." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011611.

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Environmental challenges facing the world currently call for efforts that can avert eminent disasters related to these challenges. In an effort to engage in conservation, the Environmental Resource Management course at Technical University offers an opportunity to train for sustainable development in the country. However, the development and implementation of courses aimed at developing careers in sustainability in institutions of higher learning are coming under scrutiny as questions are being asked about their contributions to sustainable development. This research explored the Environmental

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Hebe, Headman Ngilosi. "Exploring the implementation of environmental education in Grade R : a case study of selected Early Childhood Development (ECD) Centres." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/98015.

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Thesis (PhD)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: Planet Earth is plagued by a myriad of problems which have been on the increase in recent years. These include, among other things, e–waste; reduction in biodiversity, air pollution, global warming and many more. Undoubtedly, the greed of human beings more than the quest to satisfy needs has been at the core of these problems which threaten the sustainability of earth’s ecosystems. For some years now, Environmental Education (EE) has been acknowledged and, consequently, employed as the vehicle to offset the impact of the challen

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Hatfield, Denise Truex. "Addressing second and third grade California science and social science content standards through environmental literature." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3056.

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In response to the federal legislation No Child Left Behind, schools across the country implemented required reading programs for classroom instruction. Open Court's Reading program meets this criterion for many schools. The text in Open Court Reading for grades two and three was evaluated for science and social science content standards that would be supportive of environmental education. Supplemental lessons from Project Learning Tree, Project WILD, and Project WET were identified.

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Adams, Terry Rachael. "Overcoming Barriers to Teaching Action-Based Environmental Education: A Multiple Case Study of Teachers in the Public School Classroom." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1230.

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As the human population increases, it becomes increasingly more important for society to understand the impact of humans on the environment. Preserving fixed resources by engaging in sustainable practices is necessary to ensure those resources are available for future generations. Since the early 1960s, policy makers and educators alike have sought to ensure that students graduate environmentally literate. Previous research has identified a multitude of barriers that limit classroom teacher’s ability to integrate environmental education into their curriculum. The purpose of this study was to i

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Hamilton, Rachael Anne. "Educational interpretive programs for ecotourism destinations." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3171.

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Five interpretive programs designed for use by educators, naturalists, or interpreters working at ecotourism destinations. Topics covered include environmentally responsible behavior, on-site recycling programs, renewable energy systems, and plant and animal species conservation.

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Van, Rensburg Eureta Janse. "Environmental education and research in southern Africa: a landscape of shifting priorities." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003395.

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What has come to be labelled as 'the environment crisis' has roots in the structures and orientations of modern societies. True to our modernist ways we call on, or offer, education and research, experts and science, to address our socio-ecological concerns. This study set out to identify research priorities in environmental education from within the institutional setting of a university and within the context of environmental and political change in southern Africa and epistemological shifts in educational research traditions. The emergent research design allowed for a progressive clarificati

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Bryan, Jenelle Sue. "Environmental science curriculum for eleventh through twelfth grade classes." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1508.

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Lai, Yee-ping, and 黎綺萍. "An analysis of the possible differences in environmental perspective in solving environmental problems among students aged 15 and 17 in aHong Kong school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960996.

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White, Miki Machell. "Analysis and Development of Post Secondary Curriculum on Sustainability." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2488/.

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This thesis examines existing curricula at colleges and universities about sustainability and uses results to develop an introductory post secondary course curriculum. The proposed course is organized around three major elements - - science, philosophy, and economics - - all integral to understanding sustainability. Materials needed to teach the proposed 3-semester hour course including syllabus, teaching modules, transparencies, handouts, and exams were developed. Suggestions on how to teach a one-semester hour course on sustainability and a workshop on sustainability are also presented. The

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Thompson, Ruthanne. "The Effect of a Laboratory-based, In-context, Constructivist Teaching Approach on Preservice Teachers' Science Knowledge and Teaching Efficacy." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4174/.

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This study began with a concern about elementary teachers, as a whole, avoiding the teaching of science in the elementary classroom. The three main factors noted as reasons for this avoidance were: (1) minimum science requirements to reach certification, leading to a lack of preparedness; (2) lack of exposure to science in elementary school; and (3) general dislike for and understanding of science leading to a low self-efficacy in science teaching. The goal of the Environmental Science Lab for Elementary Educators (ESLEE) was to conduct an intervention. The intervention was lab-based and utili

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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

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Brown, Deborah Reinhart. "A study of components of effective teaching from the perspectives of faculty and students within the College of Food, Agricultural, and Environmental Sciences and the relationship between these perspectives." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1185843243.

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Castaldo-Walsh, Cynthia. "Human-Wildlife Conflict and Coexistence in a More-than-Human World: A Multiple Case Study Exploring the Human-Elephant-Conservation Nexus in Namibia and Sri Lanka." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/shss_dcar_etd/134.

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This qualitative multiple case study explored human-elephant conflict-coexistence relationships and issues of conservation in Namibia (Damaraland) and Sri Lanka (Wasgamuwa) from a posthumanist, multispecies perspective. Within each region, conflict between humans and elephants is considered high, elephants are considered endangered and are of high conservation priority, the human population has grown significantly, and community-based organizations are implementing holistic approaches to increase positive relations between humans and elephants. This study was guided by research questions that

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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 stewardshi

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Gordon, Louise. "An investigation of prior knowledge about amphibians amongst Grade 7 learners : towards the development of a resource pack." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003523.

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The value of frogs is compared to the value of canaries used in coalmines: they are indicators of the environmental status of our environments, thus crucial to our survival. One third of all frogs worldwide are threatened with extinction. Frogs are found in our immediate environment. Are our Natural Science educators, teaching the Life and Living curriculum aware of this threat, the possible impact that the extinction of frogs will have on our welfare? Are our educators making use of the resources in their immediate environment? This study aimed to investigate the prior knowledge in both the h

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Gambiza, James. "The relationship between learning styles and perceptions of blended learning : a case study of third-year Environmental Science students at Rhodes University." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1016352.

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The use of blended learning to support teaching and learning is growing globally. Few studies, however, have investigated the relation between students’ learning styles and their perceptions of blended learning. This study used a case-study approach to investigate third year Environmental Science students’ learning styles and perceptions of the online component of blended learning at Rhodes University. Vermunt’s inventory of learning’s styles instrument was used to assess the students’ learning styles. Students’ perceptions of online learning were assessed using an 84-item online experience qu

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Fanning, Ashley. "Learning Through Nature: A Study of a Next Generation Science Standards Based Teacher Workshop that Blends Outdoor Learning Experiences with Formal Science." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2731.

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Many teachers lack the confidence and knowledge to transition their classroom science lessons to an outdoor setting. Very few teacher professional development (PD) programs focus on improving teachers' self-efficacy and pedagogical content knowledge (PCK) that is needed to enhance their science curriculum with outdoor lessons. This study examined an exception: The Connect2Science workshops, which provided elementary teachers the opportunity to experience nature-based science lessons. My research question for this study is: In what ways does a professional development workshop focused around th

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Madison, Sotera. "NatureScope workshop handbook for facilitators." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/788.

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Sills, Blake. "Assessing Effects of an Environmental Education Field Science Program Fostering Responsibility at an Urban Middle School." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc277772/.

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The study investigated the ability of an extracurricular program to influence environmental responsibility of sixth and seventh graders. The Children's Environmental Attitude and Knowledge Survey (CHEAKS) was evaluated for appropriateness in assessing the worth of this particular environmental education strategy emphasizing water quality fieldwork and technology. CHEAKS is designed with psychometric reliability and validity that may be used in comparing disparate programs. Wilcoxon two sample tests were used to analyze data gathered from two student groups;

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Kreofsky, Tess Marie. "Isn’t Citizen Science a Hoot? A Case-study Exploring the Effectiveness of Citizen Science as an Instrument to Teach the Nature of Science through a Local Nocturnal Owl-Monitoring Project." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2645.

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Citizen science projects present a distinctive opportunity for professional and volunteer scientists to coordinate their efforts to gather unique sets of data that can benefit the scientific and local communities. These projects are assumed to be an effective educational tool to teach nature of science (NOS) to participants (Brossard, Lewenstein, Bonney, 2005). This case study evaluates the effectiveness of participation in a citizen science project as a way to learn about NOS. Through enhancement of the Tryon Creek Owl Monitoring Project the researcher reviewed the characteristics of a citize

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Mok, Yu-fung, and 莫如鳳. "Environmental education through secondary informal curriculum in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961290.

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