To see the other types of publications on this topic, follow the link: Geography – Study and teaching.
Dissertations / Theses on the topic 'Geography – Study and teaching'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Geography – Study and teaching.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
陳淑英 and Suk-ying Eva Chan. "Teachers' conceptions of geography teaching and learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962786.
Full text
2
Puttick, Steven. "Geography teacher's subject knowledge : an ethnographic study of three secondary school geography departments." Thesis, University of Oxford, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.712039.
Full text
3
Ho, Shuk-yee Suky, and 何淑儀. "Advanced level geography students' perceptions of teaching pedagogies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27672566.
Full text
4
Hurren, Wanda Jean. "Line dancing : an atlas of geography curriculum and poetic possibilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34556.pdf.
Full text
5
Leung, Pik-sai Tracy, and 梁碧茜. "Using environmental teaching kits in teaching secondary 1-3 geography syllabus in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30218470.
Full text
6
Mark, Siu-man, and 麥兆文. "Implementation of issue-based approach in teaching junior secondary geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962531.
Full text
7
Kwong, Kin-ho Terence, and 鄺健豪. "An evaluation of the teaching of concepts in geography in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626603.
Full text
8
Kwan, Kin-sheung, and 關健常. "Implementation of the issues-based approach in teaching certificate geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35537036.
Full text
9
Yeung, Pui-ming Stephen, and 楊沛銘. "Geography teaching and environmental consciousness among Hong Kong secondary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31212025.
Full text
10
Lafaille, Richard. "La géographie et ses marges / par Richard Lafaille." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75965.
Full textAbstract:
Geography is being more and more reduced to only one form of rationality, i.e. technical control. Such narrowness threatens all spiritual life and creativity. It calls on us to find new ways of thinking. Notwithstanding some refreshing break-throughs, especially its opening into literature, humanistic geography cannot be considered an adequate alternative to technical rationality. On the contrary, from a metaphysical perspective, humanism seems to be bordering on the very essence of technology. Its propositions partake of the system of metaphysical oppositions which determine the technological world.<br>From a position which can be defined as a radicalization of phenomenology, and which aims at the removal of some major obstacles to geographical creativity, some of these oppositions are deconstructed. Probing the possibilities of bringing geography and literature closer together, the oppositions set up between geography and literature, the geographical and the literary use of language, metaphorical and literal language, geographical and literary criticism, are understood as prejudices which have contributed to the elimination of all non-technologically oriented endeavors.
11
Van, Harmelen U. "The administration and organisation of independent study topics with special reference to secondary school geography." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003300.
Full textAbstract:
Traditional school subjects are having to compete for a place in a curriculum which is increasingly judged according to its perceived utilitarian value. According to current educational theory, geography's role in the curriculum is to develop concepts, skills, values and attitudes that allow pupils to understand the human and environmental issues which face their communities and communities throughout the world. In order to achieve these aims, teachers need to adopt a learner-centred teaching approach, yet geography teachers are faced with the dilemma of having to develop participatory teaching strategies within an existing structure which is largely product oriented. This thesis attempts to illustrate how changes can be effected in the approach to the teaching of geography, while working within existing syllabus constraints and while continuing to meet the demands made by the current examination system. To this end, Independent Study Topics are analysed as a means to bring about the desired changes in geographical education. The concept, Independent Study Topics as a 'blanket term' (Diepeveen, 1986) for pupil-centred activities is relatively recent in terms of the South African geography syllabus. In order to obtain greater clarity about the concept and its implications for geography teaching, this study examines current geographical theory relating to learner-centred approaches and relates them to teachers' perceptions of the role of IST in the geography curriculum. The second aspect of the study is concerned with the implementation of Independent Study Topics in a classroom research setting. The organisation and administration of Independent Study Topics in a single school setting is analysed and evaluated as a process of change. This analysis provides guidelines for developing a learner-centred approach which is necessary to ensure that geography retains its position in the school curriculum of the 1990's and beyond.
12
Kaschula, Nathaniel Ronald. "Organisational structures for effective geography teaching in selected medium and large primary schools." Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1004552.
Full textAbstract:
Effective teaching is determined by a host of factors, not least of which is the educational guidance given to the teacher. This guidance should come about through an effecctively designed support structure initiated by the school principal as part of his management strategy. Very little has been written on this topic, particularly with reference to primary schools. In the past, geography teachers were trained, appointed to a school and expected to get on with their teaching. However, present-day teachers, in order to be effective educators, require in-service training. This should occur In a variety of ways and on a continuous basis, because teaching is an on-going business and not a job to be learned once and for always. This thesis investigates the organisational structures that exist for the teaching of geography in selected medium and large primary schools in the Eastern Cape. The author found that principals used either a subject head or standard head model. In large primary schools a subject head model was preferred i.e. a specialist geography teacher was responslble for developing the subject vertically from standard 2 to 5. The opposite was true in medium-sized schools. Principals of these schools preferred to delegate responsibility to a standard head. It was the duty ot the standard head, usually a generalist teacher without specific training in geography, to develop geography horizontally among, for example, all the standard 3 pupils. The role played by key members of a primary schools' instructional leadership team, namely the principal, subject head, and the standard head are examined in detail. The author offers justification why geography should be included In the primary curriculum. It is his contention that geography contributes to a child's general education, develops basic geographical skills, extends general mental abilities and fosters positive attitudes towards other people with whom he shares this world. A management model is proposed for principals, flexible enough for application in all schools. It is designed to ensure that teachers continue growing professionaIIy within the structure of a small group. There is no best way to organise the teaching of geography because each school has its own unique resources which should be optimally utilised in order to bring about learning. The professional development of geography teachers is possible because someone competent in geographical education should assume leadership of the qroup. This will enable ideas to be shared, plans made and strategies implemented in an eftort to improve teacher-competence through an efficiently organised geography department. In the final chapter conclusions are drawn and a recommendatlon is made for primary school principals to Implement an organlsatlonal model for the teaching of geography. A choice may be made from three models, namely a standard head, subject head or a comblnation of both models. It Is within the parameters of one of these structures that the subject can be properly managed, for example, field-trips planned, teaching aids purchased, envlronmental educatlon programmes designed, teaching strategies discussed and examinat(ons set. Thls view is supported by Cawood and GIbbon's (1980) empirical evidence. They found that good educatlonal leadership fosters effective teaching in schools.
13
Boqwana, Eleanor Pindiwe. "Fieldwork as a compensatory teaching strategy for rural black senior secondary schools." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003426.
Full textAbstract:
The understanding of geographical concepts and the development of skills requires the use of appropriate teaching strategies. Modern school syllabuses emphasize the development of concepts and skills which are basic to the understanding of geography. Geography provides practical learning opportunities which directly involve the learner. Techniques which directly involve the learner are perceived to be the most valuable. Fieldwork, which embraces a wide range of innovative teaching strategies, is the one best suited to give first-hand experience to the pupils. This study investigates the potential of fieldwork to promote conceptual understanding in geography with special reference to pupils in rural schools. Extensive literature on fieldwork in geographical education was analysed. Surveys of geography teachers and pupils in senior secondary schools were conducted to assess their attitudes towards geography and the use of learner-centred approaches with special reference to fieldwork. The role of fieldwork to promote conceptual understanding was evaluated by exposing two groups of pupils to different field activities. This revealed that fieldwork promotes understanding, stimulates interest and builds up confidence even when first introduced at senior secondary level.
14
Symmonds, Joanne. "Student-teachers' perspectives of the role of environmental education in geography education." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003661.
Full textAbstract:
The ideas contained in socially critical Environmental Education cannot be ignored given the current environmental crisis and the need to achieve democracy in South African society. In order to achieve this learners need to develop the skills to make informed decisions which will facilitate the achievement of a sustainable society. It is the contention of this research that a socially critical Environmental Education approach to education can facilitate the above. Teachers of formal secondary school Geography Education are in the position to implement socially critical Environmental Education into their teaching. This study therefore investigates the perspectives of student teachers regarding the role of Environmental Education in secondary school Geography Education. This was done within the Interpretative Paradigm using a case study which involved five Higher Diploma in Education Geography method students. The research has revealed that even though the Geography method students have been exposed to an Environmental Education course, in their teaching preparation and are motivated to use it, they have limited understanding of the theory underpinning Environmental Education and how to apply it to their Geography teaching. The problems of bridging theory and practice was apparent. Recommendations are made as how to best facilitate the gap between theory and practice.
15
Nyikana, Nqabomzi. "The responses of standard nine pupils to valuing strategies in geography." Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1001446.
Full textAbstract:
Values education in geography can be seen as a way of educating pupils to think critically and independently on matters to which they can readily relate. It also involves the relating of facts and concepts of a subject area to the pupils ' own lives. There is, therefore, a need to introduce values education in geography at our schools. The DET geography syllabuses offer many topics of social and environmental concern. Valuing processes, based on values analysis and values clarification, can be used to teach these topics. Through values education, geography pupils can become more purposeful, more enthusiastic and positive in their learning. This study investigates the effectiveness of valuing strategies in the teaching of geography. A broad overview of the literature on valuing in general and valuing in geographical education in particular, was analysed. Three teaching units were then devised and tried out in KwaZulu schools. The responses of pupils to these units were then investigated through questionnaires. Teachers were also interviewed to find the extent to which valuing approaches were being used. The principal findings of the study are, firstly, that the pupils responded well to the valuing units. Secondly, that teachers were not using valuing strategies in schools and, lastly, that the units in the research could be effective in teaching values geography. From the findings of this research, it is evident that values geography has an important place in the South African school curriculum
16
Adonis, Agrinette Nolwandle. "The use of the local environment for teaching geography : a case study in the Umtata administrative area." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003702.
Full textAbstract:
Current theories in geographical education advocate the use of strategies that encourage the pupil to play an active role in learning, thereby making such learning more meaningful and effective. Fieldwork is perceived as one such method. Fieldwork helps pupils acquire and develop understanding of geographical concepts, skills, attitudes and values through their own efforts and involvement. Fieldwork approaches have tended to change with the changing paradigms resulting in the development of approaches that are more pupil and experience oriented. In the South African school geography curricula fieldwork has been explicit since 1985. However, research has shown that in most South African secondary schools fieldwork as a teaching strategy is only applied to a limited extent. Teachers have always used financial constraints and time limitations as explanations for their failure to use fieldwork in teaching geography. This study attempts to demonstrate how the local environment of any school can be used effectively for teaching and learning most aspects of the senior secondary school geography syllabus, thereby alleviating the problems of time and money perceived by teachers as the major constraints inhibiting their use of fieldwork. In order to illustrate the effectiveness of fieldwork in the local environment, this study incorporated an analysis of the current senior secondary school geography syllabus, the identification of potential fieldwork sites in the Umtata District and the development and implementation of three fieldwork units based on three of the sites identified. The analysis of the evaluations of the three fieldwork units by the researcher, the pupils and the non-participant observer revealed that fieldwork conducted in the local environment is highly effective, interesting and rewarding to pupils even when they have no prior experience of fieldwork.
17
Kwan, Yim-lin, and 關艷蓮. "A study of the teachers' perceptual understanding of mapwork and theirstyles of mapwork teaching at forms 1-3 in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B38626986.
Full text
18
Lee, Ho-yee, and 李可儀. "The effects of resource materials on curriculum implementation in geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956130.
Full text
19
Ip, Kim-wai William. "A study of the conditions influencing the present state of fieldwork teaching in lower secondary schools in Hong Kong." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/HKUTO/record/B38626974.
Full text
20
Schürmann, Leon. "An investigation into the use of weather type models in the teaching of South African climatology at senior secondary school level." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1015948.
Full textAbstract:
The synoptic chart encodes climatological and meteorological information in a highly abstract manner. The pupil's level of cognitive development, the nature of the syllabus and the teaching strategies employed by the geography teacher influence the pupil's conceptualisation of information. The synoptic chart is a valuable tool for consolidating the content of the S.A climatology syllabus. Recent research has established that climatology-meteorology, and especially synoptic chart reading and interpretation, is difficult for the concrete thinker. These pupils find difficulty in visualising the weather processes and systems. Provided that they are simple and clear, models are useful teaching devices that integrate and generalise information in a manner that is easily retrievable. The intention of the author is to provide weather type models and other supporting strategies and aids as a means to improve the senior secondary pupil's assimilation of southern African climatological-meteorological information. This model-based approach is tested in the classroom using an action research framework to judge its efficacy. Conclusions are drawn and recommendations are made.
21
Kwan, Yim-lin. "A study of the teachers' perceptual understanding of mapwork and their styles of mapwork teaching at forms 1-3 in Hong Kong." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/HKUTO/record/B38626986.
Full text
22
Lai, Chung-hoo, and 黎仲豪. "A teaching plan for the new senior secondary: geography curriculum on urban heritage of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B42188829.
Full text
23
Khubana, Christopher Shonisani. "A case study analysis of the role of resources in the teaching and learning of senior primary geography in the Northern Province." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003312.
Full textAbstract:
The dynamic nature of Geography has meant that over the years it has undergone many changes. These changes - for example, in curricula, approaches and methods - have had a great impact on how Geography is taught and learned in schools. Learning theories on how children learn Geography are changing from behaviourism, in terms of which learners are regarded as passive recipients of knowledge in the form of facts, to socially constructivist theory, where learners learn by constructing their own knowledge. In the South African context this has meant moving away from the positivistic tendencies of the 1960s and 1970s, to constructivist practices embodied in the outcomes-based education envisaged for the 21st Century. These changes have impacted on the nature and use of resources. This research attempts to reveal teachers' and learners' perceptions of resources. In the previous curriculum, resources were largely limited to textbooks. In the new curriculum., our perception of resources has to become wider to encompass anything that can enhance teaching and learning. This study focuses on Grade 5 and 6 children in the Northern Province. In the intermediate phase, young children need a wide variety of resources. As we approach the 21 st Century, the information technology of media like computers and the Internet, together with traditional media and resources found in the environment, provide teachers and learners with great opportunities and a wide variety of choices. The study surveyed schools in the Northern Province, through a questionnaire. In order to understand the depth of the problem, three schools were selected for a case study. Data obtained from these studies were analysed and compared to determine trends and patterns regarding the availability or use of resources as teaching and learning aids. On the one hand the study highlights the severe lack of even basic infrastructure on which to develop a 'traditional' resource base and stresses the need for innovation and creativity (and dedication) among a teaching body which feels isolated and marginalised, while on the other hand this research has revealed teachers' desire and willingness to accept change and to adapt, given the necessary epistemological enforcement to effect change.
24
Ip, Kim-wai William, and 葉劍威. "A study of the conditions influencing the present state of fieldwork teaching in lower secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B38626974.
Full text
25
Wong, May-oi Esther, and 黃美愛. "A study of the perceived teaching styles in environmental education through geography in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956208.
Full text
26
Chau, Yuk-lin, and 周玉蓮. "Teachers' use of senior secondary geography textbooks in Hong Kong : implications for meaningful learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206514.
Full textAbstract:
Given the current availability of newly-designed textbooks for senior secondary geography teachers and the limited focus on their role in promoting students’ ‘meaningful learning’ advocated in the curriculum reform, a study of teachers’ use of geography textbooks in Hong Kong is particularly timely. Seeking to know the teachers’ practice of using geography textbooks, this study aims at describing and explaining how teachers use the two sets of textbooks, and exploring how their use might be improved in the context of particular classrooms to bring about meaningful learning among students. Two single cases of teacher participants were chosen for study. A holistic case study approach was adopted with a wide range of qualitative research techniques, namely observation, interviews, documentation and journal-writing. Drawing on Remillard’s model of teachers’ role in curriculum development (1999), data collected for each case was analyzed to understand teacher’s activity of using textbooks in curriculum mapping, design and construction arenas.
The findings showed that teachers may have different levels of engagement with the textbooks in different dimensions of teaching. Textbooks were generally used as a major source of knowledge in the content determination. Yet, teachers neither used them alone nor followed them slavishly. Driven by the advocacy of constructivist approach to learning, they not only chose relevant tasks from textbooks for students to undertake, but also used the textbooks as one of the sources of geographical ideas or stimulus materials to design the tasks with a focus on different levels of cognition for in-class activities. During the lessons, the PowerPoint files which came along with the prescribed textbooks were widely used for an exposition or reinforcement of students’ work. They were also flexibly used and adapted according to teachers’ spontaneous decisions to varying extents.
Teachers’ diversity in their ways of using geography textbooks stemmed from the interaction between their different individual characteristics in terms of experience, knowledge and beliefs, and the textbooks in varying contexts. To a broader context, their diverse ways of using textbooks could be attributed to their different degrees of being influenced by public examination, lesson time, institutional polices and organization norms, professional development opportunities and computer infrastructure, as well as their attitudes towards students’ characteristics. It was worth noting that the constraints in the circumstances of teaching, such as time constraints for lesson preparation, sometimes made teachers difficult to perform their ideal teaching and learning roles.
According to the three principles proposed by Hooper and Rieber (1999:258-260), certain ways of using the textbooks could generate the opportunities for supporting students’ meaningful learning were unveiled in this study. First, teachers who chose the essential content, selected important tasks and designed meaningful tasks based on the text and illustrations could provide opportunities for students to have active processing of lesson content. Next, the use of multitext approach in the group enquiry tasks, oral presentation and debriefing sessions could allow students to expose to information from multiple perspectives. Third, the presentation of content in the form of cases or examples, and the use of tasks or case studies in the textbooks for authentic work, issue-based or case-based enquiry learning could build upon students’ knowledge and life experience in meaningful contexts.
Teachers’ interaction with textbooks did not guarantee the generation of meaningful learning outcome. To improve the ways of textbook use for students’ meaningful learning, several feasible strategies were identified. To cope with students’ limited capacity of working memory, teachers may slow down the pace of presentation, avoid students doing unnecessary tasks, and use suitable modes and structures of the presentation of information for students with different cognitive styles. Selective use of materials and props provided by the publishers could avoid the repetition of content and increase students’ interest in processing of lesson content. To increase students’ mental engagement in the tasks, their learning attitudes should be improved through interesting tasks in the textbooks, rewarding practice, team competition and small group work. It was also important to connect the content in the tasks to their existing knowledge through providing conditional knowledge, making the text more comprehensible to students and using visual images with more explicit information. Some higher-order questions should be added in the ready-made tasks to cater for diverse students’ abilities. Group work could be used to help the lower achievers in these tasks. Regarding the use of supplementary materials, teachers should use PowerPoints and their own resources together to sustain students’ engagement in the cognitive tasks. Since it was not easy to transfer knowledge through animations, words should be better presented as narration than on-screen text. To increase group engagement in the tasks, group work should be properly managed. Finally, teachers should make students familiar with real-life contexts before they started engaging them in tasks.
In conclusion, teachers can use the textbooks to provide opportunities for students’ meaningful learning, but this sometimes became unattainable because of difficulties in the circumstances of teaching. Findings suggested that more efforts should be made to improve initial teacher education programme, increase teachers’ professional development opportunities, provide more useful offerings in the textbooks, relieve the problems of time constraints for lesson preparation and inadequate lesson time, and teach students’ enquiry skills and collaborative skills.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Education
27
So, Pui-ting, and 蘇佩婷. "A case study of teachers' perceptions of geographical education and their implications for classroom pedagogies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959799.
Full text
28
Hui, Kwai-yin, and 許桂賢. "Teachers' perceptions of curriculum continuity in secondary school geography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959416.
Full text
29
Taylor, Simon Michael. "A case for geography in South African senior primary schools: an analysis and evaluation of current geographical thinking and practice." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003309.
Full textAbstract:
Geography faces several challenges in a changing South Africa. These include the challenge to initiate a primary curriculum that helps to provide a foundation for sustainable living in a society that faces serious problems of unemployment, violence, irreparable damage to the environment and the lack of housing, water and basic services for the majority of the population. This thesis attempts to provide a case for geography in the primary school by examining the value of the subject for pupils' development and by reviewing the strengths and weaknesses of an integrated approach in view of the possible introduction of an integrated primary curriculum in South Africa. The second aspect of the study is concerned with a survey of teachers in the Natal Education Department to evaluate the perceived value of geography as a subject and support for geography as a discrete subject. The main thrust of geography in the primary school is to develop concepts, skills, values and attitudes that allow pupils to be more understanding and caring about the local and global environment, about people, communities, species and the natural environment on which we all depend. The results of the survey reveal that teachers support geography as a discrete subject with an intra-curriculum approach. The introduction of an integrated core curriculum in South Africa would prove problematic as teachers are not in favour of an integrated approach across the curriculum. The lack of teacher support in Kenya for an integrated curriculum was one of the main reasons for its failure. Hopefully South Africa will learn from other countries experiences with introducing an integrated curriculum. Teachers value the role of geography in the education of the child and suggest the introduction of environmental and development themes to make the subject more relevant to children's lives. The syllabus analysis revealed that a unified pnmary curriculum is required which is influenced by the needs of society in South Africa. Recommendations are made regarding ideas for a future primary curriculum.
30
Nduna, Joyce Nothemba. "Using the topic "Water management in Umtata" to promote the use of an environmental approach in the teaching of geography." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003705.
Full textAbstract:
This study first offers a critique of some conventional approaches to environmental education and geography. The critique is followed by an analysis of current learning theories which underpin environmental and geographical thinking. On the basis of this analysis an environmental approach to the teaching of geography is identified. Within the broad theoretical context provided by debates on the importance of environmental education for the solution of environmental problems, the study promotes student teachers' understanding of an environmental approach in the teaching of geography at Transkei College of Education. Water management, a section of the geography syllabus, is selected to illustrate the process and implementation of such an approach in geography. The educational effectiveness of an environmental approach with regard to the students' conceptual understanding of water management is evaluated. The study as a whole is set within the general literature of environmental education, and particularly that of education for the environment.
31
Tsui, Sau-ngan, and 徐秀銀. "Lai Chi Chong as a fieldtrip destination for the new senior secondary geography curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46733164.
Full text
32
Awases, Cherly Lydia. "Secondary school Geography teachers' understanding and implementation learner-centred eof ducation and enquiry-based teaching in Namibia." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97002.
Full textAbstract:
Thesis (MEd)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: This study investigates the understanding of and experiences in the implementation of learner-centred education (LCE) and enquiry-based teaching of Grade 10 Geography teachers against the backdrop of curriculum reform in Namibia. The Namibian curriculum is premised on the view that there is a need for the holistic development and preparation of learners for a knowledge-based society. Globally, LCE, with its potential for broadening access to quality education, has been a recurring theme of national reform policies and has been promoted as an innovative way of teaching. The usefulness of the LCE approach and associated enquiry-based teaching is embedded in constructivism and is introduced with the promise that it will enable learners to develop investigative and critical thinking skills that will put them at the centre of learning.
This interpretative study employed a case study approach that utilised qualitative methods to gather information on the experiences of the three Geography teachers at the sampled schools as they implement LCE and enquiry-based teaching. The main data-gathering techniques in phases 1 and 2 of the research respectively were semi-structured interviews and classroom observations. The findings revealed that the teachers have different understandings of what LCE and enquiry-based teaching approaches are, although their teaching employs some elements of it. The research also indicated that there is one big factor that impinges on their implementation of LCE and enquiry-based teaching approaches. The teachers admitted that, due to the pressure of learner success in the end-of-year Grade 10 examination, they rather teach to the test. This diverts their teaching from focusing on implementing approaches that actively involve learners in the learning process and nurture enquiry skills when these skills are not formally assessed in examinations.
Consequently, teachers fail to implement the syllabus as intended by policy makers and curriculum developers. Even though the findings of this study may be specific to the sampled schools and the participating teachers, it can be assumed that similar situations exist in schools with comparable contexts. It is therefore important that education policy makers and relevant stakeholders strive to allocate sufficient support and resources for teachers to implement LCE and enquiry-based teaching effectively in schools.<br>AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die verstaan van en ervarings met die implementering van leerder-gesentreerde en ondersoek-gebaseerde onderrig van Graad 10 Geografie-onderwysers teen die agtergrond van kurrikulumhervorming in Namibië. Die Namibiese leerplan berus op die siening dat daar „n behoefte is aan die holistiese ontwikkeling en voorbereiding van leerders vir „n kennis-gebaseerde samelewing. Leerder-gesentreerde onderrig met sy potensiaal om toegang tot gehalte onderwys te verbreed, is „n tema wat wêreldwyd herhaaldelik in nasionale hervormingsbeleid voorkom en as „n innoverende wyse van onderrig bevorder word. Die nut van die leerder-gesentreerde benadering en gepaardgaande ondersoek-gebaseerde onderrig is in konstruktivisme gebaseer en word voorgestel met die belofte dat dit leerders in staat sal stel om ondersoekende en kritiese denkvaardighede te ontwikkel, wat hulle sentraal in die leerproses sal plaas.
Hierdie interpretatiewe studie het 'n gevallestudie-benadering gevolg en kwalitatiewe metodes gebruik om inligting in te samel oor die ervarings van drie Geografie-onderwysers se implementering van leerder-gesentreerde en ondersoek-gebaseerde onderrig by skole wat as steekproef gekies is. Die belangrikste onderskeidelike data-insamelingstegnieke in fases 1 en 2 van die navorsing was semi-gestruktureerde onderhoude en klaskamerwaarneming. Die bevindinge toon dat die onderwysers verskillende begrippe handhaaf van wat leerder-gesentreerde en ondersoek-gebaseerde onderrigbenaderings behels, hoewel hulle onderrig sommige elemente daarvan toon. Die navorsing het ook aangedui dat een belangrike faktor inbreuk doen op hul implementering van leerder-gesentreerde en ondersoek-gebaseerde onderrigbenaderings. Die onderwysers het erken dat die druk van leerdersukses in die graad 10-eksamen aan die einde van die jaar hulle eerder met die oog op die toets laat onderrig gee. Dit verplaas die fokus van hul onderrig weg van die implementering van benaderings wat leerders aktief by die leerproses betrek en die koestering van ondersoekvaardighede, veral ook omdat hierdie vaardighede nie formeel in eksamens beoordeel word nie.
Onderwysers slaag gevolglik nie daarin om die leerplan soos beleidmakers en kurrikulum-ontwikkelaars dit bedoel, te implementeer nie. Selfs al sou die bevindinge van hierdie studie slegs spesifiek op die betrokke skole en die deelnemende onderwysers betrekking hê, kan aanvaar word dat soortgelyke situasies in skole in vergelykbare kontekste bestaan. Dit is dus belangrik dat onderwysbeleidmakers en relevante rolspelers daarna moet streef om voldoende ondersteuning en hulpbronne vir onderwysers beskikbaar te stel om leerder-gesentreerde en ondersoek-gebaseerde onderrig effektief in skole te implementeer.
33
Wong, May-oi Esther. "A Study of the perceived teaching styles in environmental education through geography in Hong Kong /." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13890852.
Full text
34
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.
Full textAbstract:
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.
35
Pyle, Desmond Mark. "An evaluation of case study teaching materials on hazards: based on the current aims of geographical education." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003406.
Full textAbstract:
Hazards are an integral part of people-environment relationships. The impact of hazards locally and globally has become increasinglymore severe. particularly in the previous two decades. This is largely as a result of unwise human intervention in natural systems. The study of hazards at secondary school level affords valuable opportunities for learning about people-environment issues. This in turn, can promote a greater awareness of environmental problems. One of the most important current aims of Geographical Education is the development of critical thinking skills in pupils. Such skills are vital for equipping pupils with the necessary tools to understand and participate in solving the world's increasing human and environmental problems. The development of a critical faculty in pupils is best achieved by the use of learner-based participatory teaching strategies where pupils are involved in problem solving activities. Research has shown that British and South African Geography curricula reflect current thinking in Geographical education and learning theory. The 1992 Junior Secondary Geography Syllabus in line with these trends. includes a section for study on hazards. Hazards are presented primarily as case studies in modern Geographical texts. which is seen as one of the most effective ways of teaching hazards. Research however suggests that South African textbooks have certain shortcomings. notwithstanding the importance placed on textbooks by teachers in this country. This study investigated the extent to which case study teaching materials on hazards are optimising opportunities available for effective learning within an Environmental Paradigm. An evaluation methodology, which is believed to have value for use by other researchers, was developed to suit the specific requirements of the study. The study findings reveal a poor realisation of the current aims of Geographical Education and learning theory, regarding the South African teaching materials. Recommendations are made improvements in the development and use of local case teaching materials. Guidelines for the development of for study local materials are provided from case studies in British texts and from methods developed by the researcher.
36
Cheng, Nga-yee Irene. "A study of the attitudes of final year geography college students and teachers in their first year of teaching to progressive classroom strategies." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833091.
Full text
37
Angula, Adelheid. "nvestigating grade 10 geography teachers' implementation of a learner-centred approach in selected Namibian schools." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004459.
Full textAbstract:
Geography, more than other subjects in the curriculum, plays a central role in general education in equipping learners with skills and competencies needed for modern living and global citizenship. A learner-centred education in Namibia was adopted to provide more opportunities for learners to develop the required skills and competencies irrespective of their different cultural background. This small-scale case study investigated three Grade 10 geography teachers' understanding and implementation ofa learner-centred approach to gain insights into how leamer-centred education is being implemented in the context of Geography. The research design adopted a qualitative approach within an interpretative orientation. Data were collected through interviews, classroom observations and documentary analysis. The research was conducted at three selected schools in Oshikoto Region with three Grade 10 geography teachers The findings revealed, firstly, that teachers have a limited understanding of the key ideas ofLCE, such as, prior knowledge, role of questioning, and social interaction in learning; use of resources and the types of assessment activities which comply with the aims of LCE. Seconclly, the findings revealed that the policy documents, such as syllabuses, that are being used by the participants are not in line with the tenets ofLCE. Thirdly, teachers appeared to have limited subject knowledge, as revealed by their lack of understanding of how to translate the aims and assessment objectives into their daily lessons. The study therefore raises some possibilities for improving the implementation of LCE in the selected schools if the gaps as identified by this study are reduced.
38
Raselimo, Mohaeka Gabriel. "Curriculum reform in Lesotho: exploring the interface between environmental education and geography in selected schools." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003369.
Full textAbstract:
This study sought to explore the interface between environmental education (EE) and school geography with a view to understanding a process of curriculum reform in the context of Lesotho. The research was based on the curriculum reform process that was initiated by a Danish donor-funded project, known as the Lesotho Environmental Education Support Project (LEESP), which operated from 2001 to 2004. Driven by a sustainable development imperative, the project was intended to assist Lesotho in the implementation of local action for Agenda 21 by introducing environmental education into the formal education system. Deviating slightly from much published research on geographical and environmental education, which focuses on how geography contributes to environmental education, this study explored how the latter has shaped the former in terms of content and pedagogy. Using the lens of critical curriculum theory, I sought to understand the political nature of the curriculum and of curriculum change, focusing on the LEESP curriculum policy development, dissemination and implementation at classroom level. The study employed Bernstein's concepts of classification and framing to illuminate issues of power and control between discourses, and between teachers and learners. Operating within an interpretive qualitative research orientation, the study used a case study method focusing on five secondary/high schools in Lesotho. The data was generated through document analysis, interviews and classroom observations. The study examined the assumptions, values and ideologies underpinning environmental education curriculum intentions as reflected in LEESP documents. It also investigated the social process of conceptualising and disseminating environmental education to understand the challenges faced as education practitioners made sense of environmental education innovations in the specific contexts of Lesotho, and how these could possibly influence what happens at the classroom level. The analysis of the LEESP documents revealed that while there are many areas of synergy between the LEESP environmental education policy guidelines and the national education ideals in Lesotho, achievement of the transformational visions of action competence, which was the overarching concept in the reform process, would require major structural changes. The study also highlights issues of participation, contestations, tensions and contradictions associated with the conceptualisation and dissemination of environmental education. At implementation level, there is a disjuncture between environmental education policy intentions and practice. Geography teachers in the research schools generally understood the existence of environmental education in their schools in terms of environmental management. The findings also revealed that while there is generally a strong environmental dimension in geography content, as reflected in both curriculum materials and classroom practice, the subject still retains its disciplinary boundaries and makes little use of knowledge from other subjects or the everyday knowledge of the learners. Finally, it emerged that while the geography teachers in their rhetoric espoused learner-centred methods, in practice they generally employed traditional teacher-centred and book-centred methods. The study concludes that a lack of change in school geography in Lesotho, of the sort envisaged in LEESP, may be attributed to contextual and structural factors such as an overemphasis on examinations, and certain perceptions on the part of teachers and learners embedded in the history and culture of their society. A model of teacher professional development capable of supporting curriculum change is therefore proposed.
39
Cheng, Nga-yee Irene, and 鄭雅儀. "A study of the attitudes of final year geography college students and teachers in their first year of teaching to progressive classroomstrategies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957067.
Full text
40
Wright, Phillip. "Holistic philosophy and classroom practice : an investigative study of the Steiner-Waldorf approach to teaching geography." Thesis, University of Bristol, 2009. http://hdl.handle.net/1983/fe0cb8e4-b398-4fde-9a9a-82817d617cbe.
Full text
41
Felix, Alan Alistair. "Dominant pedagogies used in three rural geography primary school classrooms in the west coast district." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2133.
Full textAbstract:
Thesis (MTech (Education))--Cape Peninsula University of Technology, 2015.<br>The question arose whether the teaching of primary school Geography teachers could be a factor for the declining Grade 12 pass rate in Geography. It is within this context that the researcher decided to investigate the quality of Geography teaching and learning in three rural primary schools in Grades 4 – 6. The theories of Shulman’s (1987) Pedagogical Content Knowledge (PCK) and Koehler and Mishra’s (2009) Technological, Pedagogical and Content Knowledge (TPACK) framed this research. Although the Intermediate Phase curriculum provides a general education experience, the teacher needs to adopt teaching strategies that will deliver geographical knowledge, skills and values, which will enable all learners to function effectively and responsibly in space-place and time. A qualitative research design was employed for this study using interviews and observations. Six teachers were purposively selected for this study. These schools are in high poverty rural communities and the medium of instruction is Afrikaans. The data was both inductively and deductively analyzed. The findings indicate that the most used pedagogy by these six teachers was the Lecture Method in combination with the Question and Answer Method. It was found that teachers do not have adequate content knowledge about the different pedagogies. This research was an exploratory investigation into the pedagogies used in Geography and offer three recommendations: recommendations for teaching Geography in rural multi-grade classrooms, recommendations for WCED and further research.
42
Rulashe, Turbner Mnyamezeli. "An analysis of the suitability of prescribed geography textbooks for Ciskei pupils in standard 6." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003303.
Full textAbstract:
Research has shown that in the South African school context textbooks are perceived as the most important guide to subject content. It is essential, therefore, that pupils and teachers should possess skills and strategies that they can use to interpret and understand the textbook. Equally, textbook writers ought to be aware of the cues pupils need to facilitate the learning process. Problems that hinder the learning of geography subject content from textbooks may arise from, among other things, the style in which the text is written, the way in which concepts are developed, the presentation of visual materials and elements of bias and stereotyping. This study scrutinises and analyses two standard 6 geography textbooks prescribed for Ciskei schools to assess the extent to which these textbooks consider the language competence of the pupils, explain and develop concepts, and in general promote the geographical education. Interviews with Ciskei teachers revealed that Standard 6 pupils encounter difficulties in the geography textbooks which are attributed to the fact that they are second language learners and they lack the requisite skills for interpreting visual materials. The analysis of the textbooks revealed that despite efforts made in recent years to rectify the most blatant aspects of bias and stereotyping and to improve the presentation of textbooks, a number of serious problems continue to exist particularly with regard to the Standard 6 learner of geography. The study attempts to alert writers of texbooks and teachers to factors which need to be taken into consideration to assist second language speakers toward effective learning.
43
Anker, Amanda. "Die oordrag van leesbegripstrategieë in ‘n ondersteuningsprogram na geografie binne ‘n hoër onderwysinstansie." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2493.
Full textAbstract:
Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.<br>According to the White Paper for Post-School Education and Training Act (2013), only 15 percent of students in higher education complete their studies successfully. This is well below the international standard of 25 percent for students within a three-year degree course in contact education (residential education). The challenge facing universities is to ensure a higher throughput rate. This study aims to investigate a potential solution to one of the facets of this challenge. One such an initiative is Leesnet, an academic reading comprehension programme, which was implemented within the CPUT, Wellington campus since 2010. It is a reading comprehension strategy programme which aims to promote general academic performance in all content areas. The purpose of this research study is to explore and describe the nature and extent of transfer of reading comprehension strategies from Leesnet to a content area, Geography.
A mixed method methodology was used. The qualitative research approach was used to explore and describe participants' descriptions of the nature of transfer of reading comprehension strategies and the quantitative data to explore and describe the extent of transfer of reading comprehension strategies.
The study indicated that a degree of positive transfer occurred. It comments on the nature and purpose of the Leesnet programme, but also provides valuable information on participating students' metacognitive processes, highlights the conscious use of reading comprehension strategies and the context under which reading comprehension strategies were transferred. Conclusions and recommendations were made to identify focus areas for further research, to potentially improve transfer of reading comprehension strategies in the existing programme and to offer possible guidelines for the development of similar programmes.
44
Mphaphuli, Shonisani Eunice. "'A search for educational relevance' : an investigation into the teaching of the rural settlement component of the secondary school syllabus with special reference to Venda." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003645.
Full textAbstract:
School geography has been identified as the one subject which has the most potential to develop pupils' ability to identify with their community and with their environment. Through the development of a sense of place pupils are encouraged to become effective perceivers, users, appreciators, evaluators and developers of their environment (Catling 1987. This approach to the teaching of geography implies that the content and the teaching strategies need to be perceived as relevant. Relevance in this study is taken to incorporate not only the needs of the pupils and the community but also of the subject. The location of this study in Venda, an area which is predominantly rural in nature sought to emphasise the important role which rural settlement geography can play in aiding the development of these pupils' sense of place and social identity. The research therefore concentrated on the approaches and teaching strategies used in the teaching of rural settlement in Venda secondary schools. This was achieved through a survey which involved geography teachers and pupils in the Thohoyandou inspection area. The place of rural settlement in the current geography curriculum was established through an analysis of the relevant syllabuses, textbooks and senior certificate examination papers. This analysis was primarily undertaken to illuminate the extent to which rural settlement geography in the South African curriculum complies with accepted criteria for relevance. The study revealed that the teaching of rural settlement in Venda is textbook-related and teacher- directed with no attempt to capitalise upon the pupils' experience of their rural environment. This was largely ascribed to the constraints of the syllabus and the demands of the examination system. When allied to the problems teachers have concerning syllabus development, the validity and relevance of this aspect of the syllabus is reduced. More importantly, because the local environment is not perceived as having value in the teaching of geography, the Venda pupils' perception of the value of their environment is diminished.
45
Leung, Wai-kwan, and 梁煒坤. "Teachers' perceptions of the 1989 certificate of education geography curriculum and an analysis of possible implementation problems." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B38626809.
Full text
46
Ho, Man-yee Mandy, and 何敏兒. "Peer assessment: a case study of a certificate geography class in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37597620.
Full text
47
Cheung, Mei-ki Alice, and 張美琪. "Using portfolio for formative assessment: a case study of an Al geography class." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962439.
Full text
48
Daphney, Robert. "Research portfolio." Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1003714.
Full textAbstract:
This portfolio of work represents three research projects on issues related to teacher education. The research was undertaken at Dr. W.B. Rubusana College of Education over a period of three years. The first project is a situational analysis that attempts to determine whether the college is capable of meeting the challenges placed on it by the evolving South African Educational System. The key finding is that the college is not ready to embark on the changes required by the Ministry of Education chiefly because its educators and learners are seemingly not ready to embrace change. The second project is a case study that attempts to determine whether a group of 12 Senior Primary students at the college are able to interpret photographs of the local environment and as such provide evidence of their ability to be environmental educators through the medium of geography. The findings indicate that they are only able to read the photographs at a very superficial level. Their poor communication skills and their disadvantaged backgrounds seem to prevent them from achieving the level of thinking required for them to be effective environmental educators. The third project describes, analyses and evaluates a fieldwork study done with a class of Senior Primary students at the college. While the students did not achieve the necessary progression from 'look and see' to 'enquiry based' fieldwork the project was valuable in that it was an educative experience for both teacher and learner and provides evidence of the value of action research and reflective teaching.
49
Batyi, Kekeletso Rejoyce. "The integration of mapwork and environmental issues using local context in FET Geography: an investigation of current pedagogic practices to inform professional development." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003462.
Full textAbstract:
This is an interpretative case study of four Grahamstown Education District Further Education and Training (FET) schools. The study sets out to investigate how Geography teachers integrate mapwork and environmental issues using local context, with the intention of providing insights for future professional development. Data for this study were generated using qualitative methods such as document analysis, semi-structured interviews and lesson observations. Interviews were conducted with geography teachers, the subject advisor and a workshop facilitator. The evidence generated in the study revealed that contrary to the integrative design of the curriculum, there is a superficial integration of mapwork and environmental issues as well as a cursory reference to and use of local context. This was noted in both professional development support workshops and classroom practice. The study finds that efforts to improve performance in geography need to pay closer attention to curriculum policy that calls for an integration and localization of knowledge and skills for coherence and relevance. It also notes that there is a need for a focus on real-world problem solving in social, economic, cultural and physical environments through the use of inquiry-based local fieldwork. Local investigations provide an integrative space for content and skills as well as being an important point of reference from which learners can compare and contrast issues in other places such as provincial, national, continental, and global locations. A professional development programme that emphasizes integration and contextualization alongside the current focus on basic skills training is proposed to improve what teachers are delivering in the classroom and to support enquiry-based fieldwork and research to strengthen a place-based relevance in local, national and international contexts. Finally an exemplar for professional development is briefly developed for the topic of soil erosion.
50
Booysen, Barry. "Toward a cooperative learning process in building social cohesion in a Grade 10 Geography classroom : an action research approach." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96859.
Full textAbstract:
Thesis (MEd)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: This mini-thesis documents two action research projects which I conducted as a teacher
researcher in my Grade 10 Geography classroom. The research was an attempt to
improve my teaching as a Geography teacher and to enhance social cohesion in my
classroom.
This mini-thesis investigated the following research questions: How can cooperative
learning be used in a Geography classroom to build and improve social cohesion amongst
students? And how can I improve my own teaching practice? The focus of the study was
on cooperative learning as a teaching strategy, while action research was the research
methodology. Two action research projects were completed and reflected upon within the
action research framework. This mini-thesis, which include two action research projects, is
based, underpinned and influenced by the critical theorists such as Darder (2007), Dewey
(1938) Freire(1972), Habermas (1972), Giroux (1988), McNiff (2002, 2006, 2010) and
Waghid 2011).
In reflecting on my practice, I realise that there is a problem in terms of helping students to
foster an promote positive social relationships and working together in the classroom. In
this mini thesis I contend that cooperative learning holds the potential to improve social
cohesion and social relationships amongst students.
Cooperative learning emphasises cooperation as integral to students’ success and
because of this cooperative learning has been found successful in fostering positive
intergroup attitudes in classrooms. South-African teachers in recent years have been
compelled to embrace a more learner-centred approach as opposed to a teacher-centred
approach. I believe cooperative learning could be instrumental in enhancing learner
performance and promoting positive social relationships amongst classmates.
I consider my teaching practice to have certain defects and through action research I can
investigate and reflect on this with a view of improving my practice. Self-reflection and
introspection led me to critically examine my classroom practice. In this research I also
tried to encourage students to interact with one another in a positive way. This study uses
cooperative learning as a teaching strategy to enhance working together between students
in a classroom and enhance social cohesion.
At the time of this study the Department of Basic Education introduced Curriculum
Assessment Policy Statements (CAPS) as the official curriculum of South Africa. CAPS
consequently has an influence on my teaching practice. We adhere to departmental
policies and try to comply with curriculum delivery often to the detriment of the needs that
learners might experience in the school, such as nation building and maintaining
relationships that contribute to the total development of the learner. What further motivated
me to address my classroom practice was that my teaching style was still very similar to
the way my previous teachers taught me. I was still caught up in the traditional mode of teaching and learning where the “teacher talks and the learner listens” There was no
innovation that characterised my teaching practice. In an attempt to address the issues
that concern me, I asked the following critical research questions in this mini-thesis:
1 How can cooperative learning be used in a Geography classroom to develop social
cohesion amongst learners?
2 How can I improve my own teaching practice?
I would like to believe and set out to establish whether the cooperative classroom is
different from the one in the traditional teaching environment; both the teacher and student
adopt new roles. The teacher becomes a facilitator and the cooperative lessons imbue
learners with confidence and enhance social relationships.
In Chapter One I give a background to the study. I describe the educational challenges
that face South Africa and I set out to locate what I would regard as the problem in my
teaching.
Chapter Two is my literature review. In this chapter, I give a detailed account of
cooperative learning. Due to the limited scope of this study and the many facets of
cooperative learning, I contend that as a researcher, I cannot deal with cooperative
learning in its entirety.
In Chapter Three I focus on action research as the research methodology which I
employed in this study. I give a brief historical perspective on the development of action
research, define it, explain how it operates and give an account of how action research
works.
Chapter Four and Five provide a description of the two action research projects that I
undertook with my Grade 10 Geography classes. In these two chapters I give an account
of my two action research learning projects.
Chapter six is the concluding chapter. I reflect on the research projects and try to map the
future of cooperative learning as an educational strategy that could transform the
classroom and ultimately contribute to nation building.<br>AFRIKAANSE OPSOMMING: In hierdie mini- tesis dokumenteer ek twee aksienavorsingprojekte wat ek as onderwysernavorser
in my Graad 10 Geografieklas uitgevoer het. Hierdie navorsing was ʼn poging om
my onderrigpraktyk as Geografie-onderwyser te verbeter om sosiale samehorigheid in my
klaskamer te verbeter.
Hierdie mini-tesis het die volgende navorsingsvrae beantwoord: Hoe kan koöperatiewe
leer in ʼn Geografie klaskamer gebruik word om sosiale samehorigheid tussen leerders te
verbeter en te bou? En hoe kan ek my eie onderrigpraktyk verbeter? Die studie het op
koöperatiewe leer as onderrigstrategie en aksienavorsing as navorsingsmetodologie
gefokus.Twee aksienavorsingsprojekte is binne die aksienavorsingsraamwerk voltooi en
oor besin. Hierdie mini-tesis wat twee navorsingsprojekte insluit, is gebaseer, onderskryf
en beinvloed deur die kritiese teoriste soos Darda(2007), Dewey (2008). Freire (1972),
Habermas (1972), Giroux (1988), McNiff (2002, 2006, 2010) en Waghid (2011).
Deur te reflekteer op my onderrigpraktyk, het ek besef dat daar n probleem is in terme van
hulpverlening aan leerders om hulle te help om positiewe sosiale verhoudings te
promoveer en saam te werk in die klaskamer. In hierdie mini-tesis is ek egter van mening
dat koöperatiewe leer die potensiaal het om sosiale samehorigheid en sosiale verhoudings
te verbeter tussen leerders
Koöperatiewe leer beklemtoon samewerking as noodsaaklik tot die sukses van leerders
en as gevolg daarvan is gevind dat koöperatiewe leer positiewe houdings tussen groepe in
klaskamers suksesvol bevorder. Oor die afgelope jare was Suid-Afrikaanse onderwysers
verplig om ʼn meer leerdergerigte benadering te volg eerder as ʼn onderwysergesentreerde
benadering.Ek is van mening dat koöperatiewe leer is bevorderlik vir die verbetering van
leerders se prestasie en die bevordering van sosiale verhoudinge tussen klasmaats.
Ek aanvaar dat my onderrigpraktyk sekere gebreke het en met aksienavorsing kan ek dit
ondersoek en daaroor besin met die oog op die verbetering van my praktyk. In hierdie
navorsing het ek gepoog om studente te ontwikkel om op ʼn positiewe wyse met mekaar in
wisselwerking te tree. Hierdie studie gebruik koöperatiewe leer as onderrigstrategie om
samewerking tussen leerders in ʼn klaskamer te verhoog en sosiale samehorigheid te
bevorder.
Toe die studie onderneem is, het die Departement van Basiese Onderwys die Kurrikulumen
Assesseringsbeleidsverklaring (KABV) as die amptelike kurrikulum vir Suid-Afrika
bekendgestel. KABV het ʼn invloed op my onderrigpraktyk. Ons kom departementele
beleide na en poog om aan kurrikulumaflewering te voldoen tot nadeel van die behoeftes
wat leerders op skool mag ervaar, soos nasiebou en behoud van verhoudings, wat bydra
tot die algehele ontwikkeling van die leerder. Besinning en introspeksie het daartoe gelei
dat ek my klaskamerpraktyk krities ondersoek. Wat my verder gemotiveer het om my
klaskamerpraktyk aan te spreeek was dat my onderrig styl baie dieselfde was as die van
my vorige onderwysers wat my onderrig het. Ek was vasgevang in die tradisionele manier
van onderrig en leer waar die “onderwyser praat en die leerder luister”
My klaskamerpraktyk was dieselfde as die van my onderwysers. Die manier waarop ek
onderrig, was dieselfde as wat my onderwysers gebruik het om my te onderrig. My
onderrigstelsel is nie deur innovering gekenmerk nie. In ʼn poging om die kwessies
waaroor ek bekommerd was aan te spreek, is die volgende kritiese navorsings vrae gevra
in hierdie mini-tesis:
1 Hoe kan koöperatiewe leer in ʼn geografie klaskamer gebruik word om sosiale
samehorigheid tussen leerders te ontwikkel?
2 Hoe kan ek my eie onderrigpraktyk verbeter?
Ek wil graag glo en vastel of die koöperatiewe klaskamer verskillend is van die tradisionele
onderrig omgewing; beide die onderwyser en leerder neem verskillende rolle aan. Die
onderwyser word ʼn fasiliteerder in die leer proses. Die koöperatiewe lesse ontwikkel
leerders met selfvertroue en verbeter sosiale verhoudinge.
In Hoofstuk Een gee ek die agtergrond tot die studie. Ek bespreek die opvoedkundige
uitdagings wat Suid- Afrika in die gesig staar en wil graag vastel wat ek beskou as die
probleem in my onderrig
Hoofstuk Twee is my literatuur studie. In die hoofstuk gee ek n gedetaileerde verslag van
koöperatiewe leer. As gevolg van die beperkte omvang van die studie en die baie fasette
van koöperatiewe leer is ek as navorser van mening dat ek nie koöperatiewe leer in sy
totaliteit kan behandel nie
Hoofstuk Drie fokus op aksienavorsing as die navorsingsmetodologie wat in hierdie studie
gebruik work. Ek gee ook n kort historiese perspektief van die ontwikkeling van
aksienavorsing, definieer dit, verduidelik hoe dit opereer en gee n verslag van hoe aksie
navorsing werk.
Hoofstuk Vier en Vyf gee n verduideliking van die twee aksienavorsingsprojekte wat ek
met my Graad 10 klasse onderneem het. In hierdie twee hoofstukke doen ek verslag van
my twee aksienavorsingprojekte
Hoofstuk Ses is die slot hoofstuk. Ek reflekteer op die aksienavorsingprojekte en prober
om die toekoms van koöperatiewe leer uit te stippel as n opvoedkundige strategie wat die
klaskamer kan transformeer en n bydrae tot nasiebou kan maak.