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Phiri, Charles M. "An investigation of community learning through participation in integrated water resource management practices." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003504.
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South Africa is a semi arid country in which the average rainfall of 450mm/year is well below the world average of about 860mm/year. As a result, South Africa’s water resources are scarce in global terms and limited in extent. Current predictions are that demand will outstrip water availability in the next 15 years. A coordinated approach to improve both water quality and quantity is needed and in order to achieve that, it is crucial to strengthen capacities of local community involvement in identifying the problems that affect them and strategies to solve them. This research was undertaken to develop a deeper understanding of community learning processes in integrated water resources management (IWRM) practices. The study drew on situated and social learning theory which explains that knowledge and skills are learned and embedded in the contexts in which knowledge is obtained and applied in everyday situations. Multiple data collection techniques were used within a case study design and included document analysis, interviews, focus group discussions and field observations. Data analysis was done in three phases and involved uncovering patterns and trends in the data sets. In this context I discovered, through careful observation and interviews with members of the different communities of practice, that people are learning through social learning interactions with other community members as they engage in their daily water management and food production practices. Learning interactions take place through both informal and formal processes such as meetings, training workshops, conversations and interactions with outsiders. I also discovered that people learn from ‘external groups’ or training programmes which bring new knowledge and expertise, but this needs to be contextualised in the local communities of practice. The research has also shown that there are a number of challenges that appear to exist in these learning contexts. For instance it was found that participation and social learning processes and interactions are influenced by a range of causal mechanisms that are contextual. These insights into how communities learn, as well as the tensions and difficulties that are experienced in the learning processes are important for furthering learning and participation in community-based IWRM practices, projects and programmes.
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Sá, Patricia Zeni de. "Análise e avaliação do projeto de educação ambiental “Vida à Água” voltado à gestão de bacias hidrográficas (Pinhais-PR)." Universidade Tecnológica Federal do Paraná, 2013. http://repositorio.utfpr.edu.br/jspui/handle/1/636.
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CAPESEsta pesquisa teve por objetivo analisar qualitativa e quantitativamente a proposta de Educação Ambiental do projeto “Vida à Água”, a fim de avaliar a sua capacidade de ensino-aprendizagem como projeto de extensão voltado para a conservação dos recursos hídricos. O trabalho de campo foi desenvolvido no município de Pinhais nas Escolas: Felipe Zeni, Aroldo de Freitas e Marins de Souza Santos num período de sete meses (março a outubro de 2012) com todos os docentes e alunos dos 4º e 5º Anos do ensino fundamental. Nestas escolas foram utilizadas duas metodologias de pesquisa, a primeira com mapas mentais, os quais foram realizados com os alunos antes e depois da atividade lúdica desenvolvida pelo Projeto Vida à Água, e a segunda metodologia foi a aplicação de questionários, os quais foram respondidos pelos alunos nas salas de aulas e pelos docentes através de entrevista semi-estruturada. A avaliação do projeto foi realizada com dois grupos distintos, sendo um grupo de docentes e alunos que participaram do projeto Vida à Água e outro que não participaram do projeto. Os dois grupos possuíam basicamente as mesmas características. Os mapas mentais foram aplicados para 133 alunos do grupo dos participantes do projeto. Após a análise e interpretação dos dados, foi observado que as porcentagens de respostas positivas após a participação na atividade lúdica tiveram um aumento significativo, principalmente em relação à origem da água rio/água bruta (25%), esgoto (24%) e tratamento de esgoto (24%). Em relação aos questionários foram aplicados 473, destes 420 para os alunos, sendo que 223 correspondem aos alunos participantes do Projeto Vida á Água e 197 aos alunos não participantes do projeto. Para os docentes foram aplicados 53 questionários através de entrevistas, sendo que 25 destes docentes participaram do projeto Vida à Água e 28 não participaram. Analisando os dados e utilizando o método estatístico qui-quadrado, foi possível identificar que o grupo dos participantes do Projeto Vida à Água apresentou um resultado mais significativo comparado ao grupo dos não participantes em relação à transmissão do conhecimento, à percepção ambiental e à sensibilização dos docentes e alunos sobre a conservação dos recursos hídricos, fazendo com que os mesmos se sentissem mais motivados para o aprendizado das questões ambientais.
This research aims to analyze qualitatively and quantitatively the proposed Environmental Education project "Vida à Água" in order to evaluate its teaching-learning as an extension project, aimed at the conservation of water resources. Fieldwork was developed in Municipal Schools: Felipe Zeni, Aroldo de Freitas and Marins de Souza Santos in a period of seven months (March-October 2012) with all the teachers and students of 4th and 5th years of primary school. These schools were used two research methods, the first using mind maps, which were conducted with students before and after the play activity developed by the Water Life Project and the second method was the application of questionnaires, which were answered by students in classrooms and teachers through semi-structured interviews. The project evaluation was performed with two different groups, one group of teachers and students who participated in the project Life Water and others not involved in the project. The two groups have basically the same characteristics. The mind maps were applied to 133 students in the group of project participants. After analyzing and interpreting the data it was observed that the percentage of positive responses after participation in leisure activity had a significant increase, especially in relation to the origin of river water / raw water (25%), sewer (24%) and treatment drains (24%). Regarding the questionnaires were administered 473, 420 for these students, with 223 students participating correspond Project Life Water will not and 197 students participating in the project. For teachers were applied 53 questionnaires from interviews with 25 of these teachers participated in the project Life Water and 28 did not participate. Analyzing the data and using the chi-square statistical method, it was identified that the group of participants of Project Life Water made a most significant result compared to the group of non-participants in relation to the transmission of knowledge, environmental perceptions and sensitization of teachers and students about conservation of water resources, making them feel more motivated for learning of environmental issues.
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Husain, Salman Y. Y. "A study of urban residential water consumption behaviour : the case of Kuwait." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302676.
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Copp, Kristine E. "Teaching water conservation to teachers of fourth-sixth grade students." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2250.
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This project inserviced teachers for grades fourth through sixth on water conservation activities that they could implement with their students. Project Wet (Water Education for Teachers) was used as the basis for the workshops. All selected activities correlated with the California State Content Standards.
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Trusler, Bonnie R. "Energy watch: an energy conservation project for elementary schools." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/38.
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The goal of this project was to organize and implement an energy conservation program for second and fifth grade students that would increase their overall awareness and understanding of energy concepts and energy conservation.
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Hall, Courtney A. "Evaluation of pre-service teachers' perceptions of water resources concepts." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1339148.
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This study has examined the perceptions, knowledge and attitudes of pre-service teachers prior to and after a Project WET workshop within their science education and science methods courses at Ball State University. The attitudes and opinions of the pre-service teacher study group were compared to a pre-service teacher control group before and after the workshop. There is evidence to support that those who are exposed to Project WET will have increased knowledge and changed attitudes about water resources. This study found that teaching styles of instructors as well as the activities they choose can affect what is learned in a workshop by the participants. It was also found that pre-service teachers who participate in an environmental education workshop, such as Project WET, are more likely than those who do not participate in such a workshop to report that they felt more confident in their ability to teach science and that they plan to use the materials they received in the future.Department of Natural Resources and Environmental Management
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Blair, Cynthia Gail. "Developing an inservice on energy and energy conservation for teachers, grades kindergarten-eight." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/37.
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Huckett, Steven P. "A Comparative Study to Identify Factors Affecting Adoption of Soil and Water Conservation Practices Among Smallhold Farmers in the Njoro River Watershed of Kenya." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/656.
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Natural resource conservation is important for human well-being, especially in fragile environments of developing countries. This study occurred in 2006 among 6,500 smallhold farmers residing along a 25-km segment of a heavily utilized river. Research objectives were to determine use and adoption constraints for 14 soil and water conservation practices (SWCPs). Farms were reportedly contributing to a decline in river water quality via soil erosion. Recent occupation of the upper watershed by immigrants magnified concerns that resource degradation could escalate. A multi-method approach incorporating quantitative surveys, qualitative interviews, and participant observation was used to interpret constraining factors within the biophysical and historical context of the watershed. Adoption rates for SWCPs were expected to be low (less than 20 percent). Increased formal education, income, access to information, and security of land tenure and soil characteristics, were expected to positively influence adoption. Data analysis included descriptive statistics and use of classification and regression trees. Results indicated that all sampled farms had adopted at least two SWCPs, with an average of six per farm. Favored practices were those that were easier to implement and more effective for resource protection and food production. Years in residence (tenure security) and income emerged as primary explanatory variables for adoption of SWCPs, while soil quality and formal education were secondary. Only 27 percent of surveyed farmers held title deeds, but the others perceived that land occupation conferred "ownership" and hence implemented SWCPs. A follow-up visit in 2009, after the region had endured a year of highly publicized ethnic conflict, immigration and farm expansion continued with SWCPs being adopted. Njoro communities mostly remained intact and appeared resilient. While small farms likely contribute to watershed-scale problems and declines in quality and quantity of water in the River Njoro, farmers have made remarkable strides--largely on their own--to conserve natural resources. Future research should examine how a general lack of infrastructure off-farm and study-site context contributes to reduced watershed-resource quality. Further protection of soil and water is best served by a more aggressive policy and extension education framework that links food security, household well-being, and natural resource management.
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Serna, Victoria Faubion. "Effects of a Water Conservation Education Program on Water Use in Single-family Homes in Dallas, Texas." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699967/.
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The City of Dallas Environmental Education Initiative (EEI) is a hands-on, inquiry-based, K-12 water conservation education program that teaches students concepts about water and specific water conservation behaviors. Few descriptions and evaluations, especially quantitative in nature, of water conservation education programs have previously been conducted in the literature. This research measured the quantitative effects and impacts of the education program on water use in single-family homes in Dallas, Texas. A total of 2,122 students in 104 classrooms at three schools in the Dallas Independent School District received hands-on, inquiry-based water conservation education lessons and the average monthly water use (in gallons) in single-family homes was analyzed to measure whether or not there was a change in water use. The results showed that over a period of one calendar year the water use in the single-family homes within each school zone and throughout the entire research area in this study experienced a statistically significant decrease in water use of approximately 501 gallons per home per month (independent, t-test, p>0.001). Data from this research suggests that EEI is playing a role in decreasing the amount of water used for residential purposes. Additionally, this research demonstrates the use of a quantitative tool by which a water conservation education program’s effect on behavior change can be measured. This research shows great promise for reducing use and increasing the conservation of our world’s most precious resource.
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Parece, Tammy Erlene. "Managing Water and Electricity Consumption in University Residence Halls: a Study on Promoting Voluntary Resource Conservation by College Students." Thesis, Virginia Tech, 2010. http://hdl.handle.net/10919/32717.
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With the worldâ s population growing at a rate faster than the rate at which natural resources are being replenished, the challenge for governments and the worldâ s citizens is how to conserve resources in order to provide a sustainable level of natural resources for the future. Conserving natural resources includes educating the citizens of the world on the connection between natural resource depletion and their levels of consumption of resources, such as energy and water.
To help alleviate the increasing burden the worldâ s growing population is placing on natural resources, sustainability should be a part of college studentsâ education in their field of study and in preparing them to become good citizens. This education should take place in the classroom and other activities, including athletics, community organizations, and in their residence life. Teaching students living in on-campus residence halls conservation activities provides information that students can use in their private lives when setting up their own households. On-campus residence halls also provide an opportunity to evaluate any gender differences related to conservation activities since the demographics of the residence halls vary from all-female, to co-ed, to all-male students.
Virginia Polytechnic Institute and State University (Virginia Tech) was the location for a study on promoting environmentally-relevant behavior (ERB) among students residing in on-campus residence halls. The objective of this study was to investigate the relationship between the use of educational strategies and natural resource consumption by promoting ERB among students living in the residence halls during the spring and fall semesters of the 2009 calendar year.
Using the literature on promoting ERB, five different strategies were designed for promoting water and electricity conservation. Each strategy involved different stimuli to promote student participation in ERB. The information provided the students included reasons why ERB was important and specific actions to take to conserve resources. In three of the strategies, students were provided the results of their conservation efforts monthly during the study period.
The Virginia Tech Office of Residence Life provided detailed information for the 49 on-campus residence halls, including buildingsâ characteristics such as heating and cooling methods, age, construction, renovation history, square footage, if the buildings contained offices or classrooms, and student population figures. Variability among the buildings was eliminated by comparing these differences, and then a random numbers table was used to assign each of the buildings to one of the five different groups. The strategy for each group was applied to four residence halls -- two dormitories and two Greek Houses, for a total of twenty buildings. In each strategy more stimuli were applied in an effort to produce higher consumption reductions.
The Virginia Tech Office of Facilities provided four-years historical electricity and seven-years historical water usage, and provided monthly usage for each building during the study period. Electricity consumption reduction was promoted in all twenty halls but water consumption reduction was promoted only in the dormitories, as the University was unable to track water consumption for any one individual Greek House. The historical data showed that water usage per student was higher in most of the female-occupied dormitories, but no statistical difference was seen with regards to historical electricity usage and gender. Percent change in per student usage â kilowatt hours for electricity and gallons for water â was the calculation used to determine change in ERB.
The results of this research showed a general relationship between educational strategies and natural resource consumption reduction over both study periods. However, except for the Greek-House Spring semester results, no statistical significant difference was found between any of the different study groups. Electricity reductions were achieved in seventeen of twenty residence halls during the first semester and in all but one residence hall during the second semester. Water reductions were achieved in five of ten dormitories during the first semester and in six of nine dormitories in the second semester. However, the use of more strategies did not lead to a higher percentage of reductions.
During the first semester, a statistically significant difference was found in water usage and gender and the difference did not support a female predisposition for ERB. Decreases were achieved in excess of 10% in the male-occupied dormitories, but only a minimal reduction or increases were achieved in any of the dormitories that included female residents. After the first month of the second semester, similar results were seen relative to gender, so additional posters and prompts were placed in the female-occupied dormitories. As a result, water reductions were achieved in six dormitories with only small increases in the other three, and the semester final results did not show a statistical significant difference between genders.
The lack of statistical difference between the study groups could be a result of contamination, the active environmental organizations on campus, or an observational effect. The study was contaminated within the first two weeks of the study period when all residence halls across campus learned of the research and requested their inclusion in the study. Since, the residence halls in the control groups were advised of their inclusion in the study, the students may have demonstrated ERB because of the knowledge they were being observed.
A survey sent to the students living in the study residence halls revealed that 94.6% of the students had knowledge of the study, and that 77% participated in ERB. Students showed a propensity for ERB when they were informed on their consumptive behaviorsâ effects on natural resource depletion, and by being provided with actions they could take to change their behaviors. This research did not show that adding strategies of feedback and group leaders to information increased the percentage of consumption reductions in college students residing on Virginia Techâ s campus.Master of Science
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Ritchie, Helen, of Western Sydney Hawkesbury University, and Faculty of Environmental Management and Agriculture. "Beyond the fences : co-ordinating individual action in rural resource management through Landcare : a case study of managing non-point source discharges to water in Waikato, New Zealand." THESIS_FEMA_ARD_Ritchie_H.xml, 1998. http://handle.uws.edu.au:8081/1959.7/437.
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This study addresses the central problem of how the behaviour of individuals may be co-ordinated to manage collective natural resources, and in particular, to what degree this can be achieved through voluntary, community based means under a free market policy regime. This question was explored by researching how local groups known as Landcare, or Care groups, are managing waterways in Waikato, New Zealand, and specifically by examining their effectiveness in controlling non-point source contaminants to water originating from agricultural land.An action research approach was used to investigate research questions regarding what motivates actors to support activity to enhance water quality, the effectiveness of such activity in addressing non-point source discharges to water, and the equity issues which are associated with environmental management through Landcare. This study suggests that neo-liberal philosophies of governance, while favouring voluntary resource management, disregard the conditions which, in practice, underpin effective and equitable examples of this type of activity. A call is therefore made for a more active role for government, in directly supporting local action, in compensating for the impacts of free-market policies on natural resource use, and in facilitating the representation of the diversity of views in environmental management. Action research, participatory planning, and other learning based and communicative processes could be usefully employed to guide and inform such interventionsDoctor of Philosophy (PhD)
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Price, Denise M. "Developing a second, third, and fourth grade environmental unit on water education." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/733.
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Visagie, Ronald Arnold. "Integrating local indigenous knowledge in the teaching of water conservation by senior primary school Natural Science teachers: a Namibian case study." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/6907.
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The conservation of biodiversity to meet the needs and aspirations of present and future generations is a cornerstone for sustainable development. In response to this, one of the aims of Basic Education in Namibia is to develop an environmentally friendly society which has a concern for the conservation of water. Thus, the National Curriculum of Basic Education [NCBE], 2010, p. 8) expects Grade 6 Natural Science learners to be competent in using simple scientific models, methods and skills to make scientific sense of the natural environment; and most importantly for the learners to relate the implications of this scientific understanding to their personal and social health and the sustainable use of all natural resources for future generations. Additionally, teachers are encouraged to make innovative use of various knowledge systems including indigenous knowledge. However, there is no mention of how teachers should make use of local indigenous knowledge (IK) when teaching the topic on water conservation in particular. It is against this backdrop that in this study I sought to understand how two Grade 6 Natural Science teachers use local indigenous knowledge in their classrooms to teach the topic of water conservation. This interpretive case study was carried out in collaboration with a rural community in the Erongo region. Data were collected in three stages. The first stage was the gathering of information through document analysis to strengthen my context. Documents such as the National Curriculum, Science Curriculum, Syllabi, Grade 6 Natural Science textbooks and SATs results were analysed to gain some insight and understanding of the issue before conducting interviews. In the second phase of this study I conducted semi-structured interviews with the Topnaar community members and two teachers. This was followed by classroom observations. Additionally, I used stimulated recall interviews (SRI) to provide clarity on how teachers use prior knowledge and mediate learning when teaching the topic water conservation using indigenous knowledge. The study is informed by Vygotsky’s (1978) socio-cultural theory in conjunction with Shulman’s (1986) pedagogical content knowledge (PCK). Since a classroom is a social unit where interactions occur between teachers and learners, and learners and learners, these theories provided a useful lens for observing lessons and analysing teachers’ content knowledge and how they mediate learning using local indigenous knowledge. A thematic approach to data analysis was adopted and qualitative data were analysed inductively. The findings of the study revealed that the indigenous knowledge amongst the Topnaars are governed by the ideals of Ubuntu. Findings also revealed that proper planning is needed to incorporate IK into science lessons as it may clear up misconceptions that may arise from indigenous knowledge. The study recommends that teachers and curriculum planners should explore different indigenous practices that are linked to the topics in the curriculum or syllabus to enhance learning and teaching in their science classrooms. It also recommends that curriculum developers, with the help of subject advisors, teachers and community members, should start planning on how indigenous knowledge can best be integrated into science textbooks as it has become a hindrance for the teachers to incorporate it.
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Moreno, Cherry. "Urban water demand model: the case study of Emilia Romagna (Italy)." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2013. http://amslaurea.unibo.it/5938/.
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Water is the driving force in nature. We use water for washing cars, doing laundry, cooking, taking a shower, but also to generate energy and electricity. Therefore water is a necessary product in our daily lives (USGS. Howard Perlman, 2013).
The model that we created is based on the urban water demand computer model from the Pacific Institute (California). With this model we will forecast the future urban water use of Emilia Romagna up to the year of 2030. We will analyze the urban water demand in Emilia Romagna that includes the 9 provinces: Bologna, Ferrara, Forli-Cesena, Modena, Parma, Piacenza, Ravenna, Reggio Emilia and Rimini. The term urban water refers to the water used in cities and suburbs and in homes in the rural areas. This will include the residential, commercial, institutional and the industrial use.
In this research, we will cover the water saving technologies that can help to save water for daily use. We will project what influence these technologies have to the urban water demand, and what it can mean for future urban water demands. The ongoing climate change can reduce the snowpack, and extreme floods or droughts in Italy. The changing climate and development patterns are expected to have a significant impact on water demand in the future. We will do this by conducting different scenario analyses, by combining different population projections, climate influence and water saving technologies. In addition, we will also conduct a sensitivity analyses. The several analyses will show us how future urban water demand is likely respond to changes in water conservation technologies, population, climate, water price and consumption.
I hope the research can contribute to the insight of the reader’s thoughts and opinion.
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Stenson, Jennifer R. "A study of hydrologic drought using streamflow as an indicator." Ohio : Ohio University, 1989. http://www.ohiolink.edu/etd/view.cgi?ohiou1182521390.
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Matthews, Linda Jan. "An elementary habitat curriculum for the Santa Rosa Plateau Ecological Reserve." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2870.
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This place-based curriculum, developed to address the alienation that children often feel from the natural environment around them, is an inquiry-based, hands-on teaching module for third and fourth grade children. It is designed around a one-day field trip to vernal pool habitat at the Santa Rosa Plateau Ecological Reserve. Three pre-visit and three post-visit lessons are included. The lessons enable students to acquire required California academic content standards, and also incorporate education principles stated in California's Education and the Environment Initiative.
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Nsubuga, Yvonne Nakalo. "The integration of natural resource management into the curriculum of rural under-resourced schools : a Bernsteinian analysis." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1007157.
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This study was motivated by the need to improve curriculum relevance in poor rural schools through contextualised teaching and learning based on the management of local natural resources. It involved four schools which are located in the Ngqunshwa Local Municipality of the Eastern Cape Province of South Africa. The study's aim was to provide insight into and better understanding of the curriculum implementation process regarding natural resource management (NRM) education in a poor rural education context. This was done by analysing the extent of NRM integration in pedagogic texts, activities and practices in the different fields which constitute the structure of the pedagogic system in this education sector. The study adopted an interpretivist approach to the analysis, which was based on indicators of the extent of NRM integration, and was informed by Bernstein's concepts of classification and curriculum recontextualisation, and his model of the structure of the pedagogic system. The items which were analysed included national and provincial Grade 10 Life Sciences curriculum documents, Grade 10 Life Sciences textbooks, in-service training workshops for Life Sciences teachers, and various school documents, activities and practices. The analysis also involved interviews with educators, and classroom observations of Grade 10 Life Sciences lessons. The results revealed a very high overall level of NRM integration in the Grade 10 Life Sciences curriculum documents produced at national and provincial levels. The overall level of NRM integration was also found to be very high in the Grade 10 Life Science textbooks that were analysed, but very low in the in-service teacher training workshops, and in the schools' documents, activities and practices, especially in the Grade 10 Life Sciences lessons, and in schools' end-of-year Grade 10 Life Sciences examination papers. The study makes a number of recommendations towards effective integration of NRM into the curriculum of Eastern Cape's rural poor schools which include more specific and explicit reference to NRM in the official Grade 10 Life Sciences curriculum documents, the provision of environmental education courses to district education staff and Grade 10 Life Sciences teachers, the training of teachers in the classroom use of textbooks and other educational materials, and regular monitoring of teachers' work. The study also exposes important knowledge gaps which need urgent research attention in order to enhance NRM education in the poor rural schools of the Eastern Cape. These include analysing power and control relationships between the various agencies and agents that are involved with curriculum implementation in this education sector, and conducting investigation into the creation of specialist NRM knowledge and into the quality of NRM knowledge that is transmitted as pedagogic discourse in schools. This study contributes to the fields of rural education and environmental education in South Africa, and to the growing interest in the study of curriculum from a sociology of education perspective in the context of the country’s post-apartheid curriculum reforms.
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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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Borg, Laura Anne. "Impact of environmental expo on eight graders' self-perceived environmental behaviors." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3218.
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Lilyea, Bruce Victor. "Stakeholder Perceptions of Sustainable Value and Water Conservation: A Case Study of Social, Environmental, and Economic Concerns in the Rookery Bay Estuary." NSUWorks, 2015. http://nsuworks.nova.edu/shss_dcar_etd/27.
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Stakeholders’ perceptions of social, environmental, and economic concerns in the Rookery Bay Estuary were examined through this research. The purpose of this study was to discover the shared value and common resolution responses for the people of the Rookery Bay area that can extend to other local environmental management scenarios. Using Stakeholder Theory, Rational Choice Theory, Symbolic Interactionism, and Systems Theory as theoretical foundation, the following research questions were considered: RQ1) What are the points of shared value of community stakeholders facing environmental management issues? RQ2) How do the perspectives of the community stakeholders toward the social, environmental, and economic issues relate to their local environmental decision-making? RQ3) What are the attitudes and behaviors toward water? Participants identified the importance of water and the natural environment on the community. Additionally, participants were aware of the social, economic, and environmental issues and noted tension between stakeholders; however, they have a limited understanding of the concept of shared value. This research illustrates the benefit of weaving concepts from various fields together to strengthen the conflict studies field.The findings and recommendations in this research offer an outline that provides a path from dispute to common value generation that leads through creating shared meanings, a shared understanding, a shared story, to shared value that is stable over time.
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Ficke, David Russell. "Environmental education and high school backpacking." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2657.
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The call of the wilderness resonates in all of our hearts, with the desire to get in touch with nature and experience wilderness at some level. This project gives the high school teacher the practical resources necessary to share the passion of being in the wilderness with high school students.
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Kachilonda, Dick Daffu Kachanga. "Investigating and expanding learning in co-management of fisheries resources to inform extension training." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1018659.
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This study investigates and expands learning associated with the co-management of fisheries resources to inform extension and training in the fisheries sector in two case study sites in Malawi. The study was located in the field of environmental education with a specific focus on community learning, agency and sustainability practices in co-management of fisheries resources. It focuses on how fisheries stakeholder learning can be mediated through expansive social learning processes to inform extension and training in the Malawi fisheries sector and aims at understanding learning as an emergent, agency centred process of change through social learning models that are said to have power to mobilise community agency for change. The empirical research for the study was conducted in two Malawian fishing communities: in Lake Malombe and the south-east arm of Lake Malawi using qualitative case study research design. The two sites were selected because they were the first sites in Malawi to implement fisheries co-management programmes following the failure of centralised management of fisheries resources. Data was generated through interviews, focus group discussions, document analysis, observations and change laboratory workshops in both sites. The two sites fall under one administrative office based in Mangochi where the two important institutions of the sector – the Fisheries Research Unit of the Department of Fisheries and the Fisheries College (a government institution responsible for the training of extension services) are also based. Both sites have implemented new governance structures named Beach Village Committees which are community-based organisational structures that function in parallel with traditional authorities to manage the fishery. Contextual and literature review work showed that extension services and programmes over the past hundred years, as observed in the fisheries sector in Malawi and in extension services elsewhere, have co-evolved with approaches to natural resources management. Early approaches to natural resources management involved traditional management (associated extension services and programmes were community based); later fisheries governance practices changed to centralised management and associated extension approaches were mainly top-down involving command and control or technology transfer. These early approaches have been problematic as resource users were pushed away from their own resources and were viewed as poachers. This resulted in loss of ownership among resources users. Recently in Malawi, after the change of government to democracy in 1994, fisheries management policy focused on co-management and/or adaptive co-management approaches, an approach that has also been adopted in other African water bodies. This has implications for extension service programmes in the fisheries sector that are not yet well defined. The study’s literature review revealed that co-management approaches assume collaborative learning, or co-learning, also termed social learning, or approaches that promote the engagement of different actors who are working on shared practice. They also assume a new form of agency among co-management stakeholders and extension workers. However, the theoretical foundations for establishing co-learning or social learning approaches in support of co-management policies are not well established in the fisheries co-management sector in Malawi, nor are the practices of how to support co-learning amongst diverse stakeholders in the fisheries co-management in the Lake Malawi context. This study sought to address this gap in knowledge and practice.
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Linden, Sara Jo. "Connecting to Nature, Community, and Self: A Conservation Corps Approach to Re-engaging At-Risk Youth in Science Education." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3036.
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The social and environmental challenges of the coming decades will require that individuals possess environmental literacy: the understanding of natural systems combined with a sense of care for the earth, and the confidence and competency to act on its behalf. At the same time, disengaged youth need education environments that foster belonging and promote affective outcomes. The youth conservation corps model provides a natural context for engaging academically at-risk youth in environmental science education, while fostering connection to nature and student self-efficacy in ways that are experiential, relevant, and relationship-based. The focus of this study was a conservation corps program that integrates habitat restoration fieldwork and environmental science curriculum. The participants of this study were eight high school seniors who participated in the program for credit toward their high school diplomas. Data were collected through both quantitative and qualitative measures. Students completed a pre-test to assess their understanding and application of conceptual knowledge in ecosystem relationships and biodiversity. Upon completion of a six-week curriculum, they completed a post-test assessing knowledge in the same areas, two retrospective pre-post surveys measuring connection to nature and self-efficacy, and a post-evaluation measuring affective outcomes. Individual interviews were conducted in order to provide further insights and to identify elements of the program that contributed to positive outcomes. Results showed statistically significant increases in all outcome areas as well as positive student evaluation of affective outcomes. The outdoor and experiential components of the program were found to contribute most significantly to the positive outcomes.
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Ritchie, Helen. "Beyond the fences : co-ordinating individual action in rural resource management through Landcare : a case study of managing non-point source discharges to water in Waikato, New Zealand /." View thesis View thesis, 1998. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030507.163239/index.html.
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Maasdorp, Kathleen Febe, and D. R. Scheuder. "Omgewingsopvoeding vir volhoubaarheid : 'n gevallestudie in aktiewe leer vir deelname aan plaaslike ontwikkeling." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51860.
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Thesis (MEd)--University of Stellenbosch, 2000.ENGLISH ABSTRACT: In this study a learning program concerning local development is docurneneted and analised. The program involves Grade 11 learners of the Cape Metropolitan area. The aim is to investigate the use of environmental education for sustainability as an approach which offers opportunities for utilisation and development of skills and knowledge, these being subject to problem-solving, decision-making, consensus and critical questioning to make proposals that are evident of authentic insights. The investigation process consist of a brainstorming session, a three-day workshop and a concluding session. The learning activities are based on tasks which offer pupils the opportunity to gather, analise, organise and evaluate information. The study describes similarities to outcome-based education.
AFRIKAANSE OPSOMMING: In die studie word 'n leerprograrn in plaaslike ontwikkeling gedokumenteer en ge-analiseer. Die leerprogam is uitgevoer met Graad 11 leerders van Kaapse Metropool. Die doel hiervan is om omgewingsopvoeding vir volhoubaarheid te ondersoek as opvoedingsbenadering. So 'n benadering bied geleentheid vir die benutting en ontwikkeling van vaardighede en kennis wat onderliggend is aan probleemoplossing, besluitneming, konsensus en kritiese bevraagtekening ten einde aanbevelings te maak wat bewys lewer van outenitieke insigte. Die ondersoekproses bestaan uit 'n ideeberaad, 'n driedaags werkswinkel en 'n sarnevattende werksessie. Die leeraktiwiwteite is gebaseer op taakverrigting wat aan leerders die geleentheid bied om ilnligting te versarnel, te analiseer, te organiseer en te evalueer. In die studie word moontlike raakpunte met uitkomsgebaseerde onderwys beskryf.
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Jacoby, Jill Beth. "Art, Water, and Circles: In What Ways Do Study Circles Empower Artists to Become Community Leaders around Water Issues." [Yellow Springs, Ohio] : Antioch University, 2009. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1260285346.
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Thesis (Ph.D.)--Antioch University, 2009.Title from PDF t.p. (viewed March 25, 2010). Advisor: Jon Wergin, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2009."--from the title page. Includes bibliographical references (p. 238-245).
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Soderbery, Celeste Koren. "The use of children's theatre as a tool for teaching environmental education." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2476.
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The play, Madagascar Mayhem, was devised as a means of developing ecological understanding about rain forest preservation and educating and expanding upon the use of drama as it relates to environmental education. By being involved in and learning about issues addressed in the play's content, students learned about how their actions may have a positive impact on rain forest preservation, the biodiversity of Madagascar, its agricultural loss and the movement to protect it.
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Glock, Gina. "Mountain habitat activity guide." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/41.
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Namutenya, Martina. "An investigation of how the Namibian Environmental Education Course has shaped and informed the practice of non-formal environmental educators in Namibia." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1015225.
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Before Namibia's independence in 1990 educational programmes and curricula gave little attention to environmental education which was detrimental to the development of environmental literacy in Namibia. The post independence education reform process paid special attention to the inclusion of environmental education in all spheres of learning. Furthermore, Namibia became a signatory to various environmental conventions thereby raising awareness about the environment and the potential challenges to a sustainable future. The initiatives of various environmental education projects since independence have responded to the growing concern of environmental education programmes, resulting in the establishment of the Namibian Environmental Education Course (NEEC). To date few studies have been conducted examining the relevance of EE programmes in relation to the professional practice of EE providers in the non-formal sector. This study focuses on the work done by two environmental education providers and four assistant environmental education tutors in Rundu, in North-Eastern Namibia. The study adopted a qualitative approach to investigate how the NEEC has shaped and informed the practice of EE providers in the non-formal sector and also how the NEEC has responded to the Education for Sustainable Development (ESD) programme. The study employed three data collection instruments: interviews, field observations and document analysis. The findings indicated that despite the input of the NEEC programme which provided an understanding and knowledge of environmental problems to the EE providers, there are issues that continue to hamper the effective practice of these providers. The study revealed that the NEEC programme, while within the structure of ESD, does not give explicit guidelines for identifying Namibia's environmental challenges and clear strategies of how to respond to these challenges. The findings of the study have provided valuable insights into aspects of an EE programme that need to be addressed to support EE providers in responding to key environmental challenges in their regions and contribute to the decade of Education for Sustainable Development.
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Ashwell, Alice Nicola. "Project water (Grahamstown) : a case study of the development of an environmental education project." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003599.
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Environmental education is an approach to education which emphasises the interrelatedness of people and their human and non-human environments and seeks to encourage environmental awareness, concern and action. This case study documents the implementation and development of Project WATER, Grahamstown, a practical environmental education project dealing with catchment conservation and water quality monitoring. The Grahamstown project is one of a number of local water quality monitoring initiatives affiliated to GREEN (the Global Rivers Environmental Education Network). Participants in the project included student teachers from the Department of Education at Rhodes University and pupils and teachers from three farm schools in the district and four high schools in the town. Project WATER, Grahamstown developed as an Action Research and Community Problem-Solving project. The study focuses on fragmentalist and holistic approaches to education, people's responses to Project WATER and the choice of action research as the research method.
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Martell, David D. "Developing a guidebook for an outdoor classroom." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/36.
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Lotz, Heila Betrie. "The development of environmental education resource materials for junior primary education through teacher participation : the case of the We Care Primary project." Thesis, Stellenbosch : Stellenbosch University, 1996. http://hdl.handle.net/10019.1/55264.
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Thesis (PhD)--Stellenbosch University, 1996.One copy microfiche.
ENGLISH ABSTRACT: The We Care Primary project is a participatory materials development research project, grounded through a socio-historical location of the research question in the assumptions and ideals of the critical inquiry paradigm and socially critical environmental education. This research represents an atlemptto clarifY the assumptions and orientations of socially critical environmental education as a possible 'tangible alternative' to modernist models of environmental education and educational change in a South African context. Through this project environmental education materials development emerged as a reflexive and responsive process of change in which I was able to work with teachers with in local contexts to develop resource materials which may contribute to the development of quality education and the transformation of the junior primary school phase. The emerging central thesis of this report is an ongoing questioning of the notion of participation, and a realisation of the complexities of establishing conditions for authentic participation in materials development, curriculum development and research contexts, Phase one of this research report describes a journey of inquiry toward" socially critical environmental education. This phase portrays a growing understanding of environmental education and is focused on the development of a participatory orientation to materials development. Phase two of this research journey illustrates a critical and reflexive stance to the 'weaknesses' identified in the first phase of the project. The interdependence of curriculum development, materials development and in service teacher education is explored. This phase of the research is presented as a journey with in socially critical environmental education and reflects ongoing praxis and engagement with in the assumptions of critical theory and socially critical environmental education. In phase two and three, the development of a critically reflexive stance to the assumptions guiding this study is described, and a shift in possible research orientations is highlighted. Further possibilities for research journeys beyond socially critical environmental education are presented in phase three through a tentative critique of the first two phases of this research project. This research report offers a brief insight into some of the complexities of change in the formal education sector. It demonstrates that confronting the challenges and complexities of change in realistic and meaningful ways is possibly one of the most daunting realities facing South Africans as we begin to respond to the many legacies of apartheid ideologies, modernisation, a history of mis-education and poor education, decades of social separation and increasing socioecological degradation and risk.
AFRIKAANSE OPSOMMING: Die Ons Gee Om Primer-projek is 'n navorsingsprojek in deelnemende hulpbronontwikkeling, gegrond op die sosio-historiese plasing van die navorsingsvraag binne die aannames en ideale van die kritiese navorsingsparadigma en sosiaal-kritiese omgewingsopvoeding. Die navorsing verteenwoording 'n poging om die aannames en orienlasies van sosiaa/-kriliese omgewingsopvoeding as moonllike 'Iasbare a/lemalief' vir modemisliese modelle van omgev.'ingsopvoeding and opvoedingsverandering binne 'n Suid Afrikaanse konleks Ie verk/aar. Deur hierdie projek het hulpbronontwikkeling na yore gekom as 'n refleksiewe en responsiewe proses van verandering, waardeur ek mel onderwysers kon werk mel in plaaslike kontekse om hulpbronmateriaal te ontwikkel wat moontlik kan bydra tot die ontwikkeling van die kwaliteit van opvoeding en die transformasie van die junior primere skoolfase. Die sentrale tese van hierdie verslag is 'n voortdurende bevraa!:,rtekening van die idee van deelname, en 'n hesefvan die komp/eksileile daarvan om loeslande Ie skep wal ware dee/name verseker in hulpbronontwikkeling, kurrikulumontwikkeling en navorsingsverbande. Fase een van hierdie navorsingsverslag beskryf 'n reis van ondersoek op weg 110 sosiaal-kritiese omgewingsopvoeding. Die fase skets 'n toenemende begrip van omgewingsopvoeding en fokus op die ontwikkeling van 'n deelnemende orientasie tot hulpbronontwikkeling. Fase Iwee van hierdie navorsingsreis illustreer 'n kritiese en refleksiewe houding ten opsigte van die 'swak plekke' wat in die eerste fase ge"identifiseer is. Die interafhanklikheid van kurrikulumontwikkeling, materiaalontwikkeling and die indiensopleiding van onderwysers word ondersoek. Hierdie fase van die navorsing word voorgestel as 'n reis mel in sosiaal-kritiese omgewingsopvoeding en weerspieel voortdurende praksis en 'n betrokkenheid by die aannames van kritiese teorie en sosiaal-kritiese omgewingsopvoeding. Infases Iwee en drie word die ontwikkeling van 'n krities-refleksiewe houding ten opsigte van die aannames van hierdie studie beskryf, en 'n verskuiwing in moontlike navorsingsorientasies word uitgelig. Verdere moontlikhede vir navorsingsreise verby sosiaal-kritiese omgewingsopvoeding word infase drie uitgewys deur 'n tentatiewe kritiek op die eerste twee fases van die navorsingsprojek. Hierdie navorsingsverslag bied 'n vlugtige kykie na van die kompleksiteite van verandering in die formele onderwyssektor. Dit wil blyk dat 'n realistiese en betekenisvolle reaksie op die uitdagings en kompleksiteite van verandering moontlik een van die gedugste realiteite is waarmee Suid-Afrikaaners te kampe het in ons pogings om te reageer op die vele nalatings van apartheidsideologiee, modernisasie, 'n geskiedenis van wanopvoeding en swak opvoeding, dekades van sosiale skeiding en toenemende sosio-ekologiese degradasie en risiko's.
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Carminatti, Anarisa Fátima. "Educação ambiental e iniciação científica no ensino fundamental." reponame:Repositório Institucional da UCS, 2017. https://repositorio.ucs.br/handle/11338/2799.
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O desenvolvimento de habilidades científicas é o principal objetivo da Alfabetização Científica e Tecnológica (ACT), a qual tem sido atualmente alvo de interesse de inúmeros pesquisadores que tenta tanto elucidar os mecanismos de concretização da ACT junto aos estudantes, quanto avaliar os indicadores desse processo verificando os avanços construídos pelos mesmos. A Alfabetização Científica busca a compreensão da estrutura básica de funcionamento das ciências, o que engloba a aquisição de vocabulário básico de conceitos científicos, uma compreensão da natureza dos métodos científicos e uma compreensão do impacto da ciência e da tecnologia sobre os indivíduos e sobre a sociedade. Neste estudo objetivou-se avaliar a efetividade da Educação Ambiental para o desenvolvimento de habilidades científicas em estudantes dos anos finais do Ensino Fundamental de uma escola pública, localizada na Microbacia do Arroio Pena Branca no Município de Caxias do Sul, RS, Brasil, utilizando como tema motivador os recursos hídricos. Trata-se de pesquisa participante com dados predominantemente qualitativos, utilizando-se como estratégias para coleta de dados o questionário e o grupo focal, além da observação direta da pesquisadora. O método de aprendizagem ativa utilizado com os participantes foi o Ensino pela Pesquisa e, no aporte teórico de conceitos necessários aos mesmos, foi realizada consulta a especialistas. As atividades envolveram conscientização quanto aos impactos ambientais e fundamentação teórica sobre os recursos hídricos, coleta de amostras e análise da qualidade da água de arroio com determinação do Índice de Qualidade da Água, reconhecimento e identificação de macroinvertebrados aquáticos coletados no arroio e utilizados como bioindicadores, realização de analogias entre ecossistema natural e ecossistema artificial, socialização dos conhecimentos construídos e construção de um jogo pedagógico. O estudo aponta para a efetividade da Educação Ambiental no desenvolvimento de habilidades científicas, sendo que compreendendo os efeitos da ação antrópica no ambiente natural, os participantes puderam refletir sobre possíveis mudanças e métodos que podem ser utilizados para a preservação e conservação dos recursos naturais e em particular a água. O envolvimento dos estudantes de Ensino Fundamental nas atividades de pesquisa demonstrou-se uma importante ferramenta para a compreensão das metodologias científicas e sua aplicabilidade em atividades de Educação Ambiental, bem como para a formação profissional futura.Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2017-06-27T16:47:57Z No. of bitstreams: 1 Dissertacao Anarisa Fatima Carminatti.pdf: 14977501 bytes, checksum: 18dc73bd80502a799fca445cb706833f (MD5)
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The development of scientific skills is the main goal of the Scientific and Technological Literacy (LST), which has been currently target of interest of many researchers who try to elucidate the mechanisms of implementation with the students, and to evaluate the indicators of this process checking the advances built by them. Scientific Literacy seeks the understanding of the basic operating structure of science, which encompasses the acquisition of basic vocabulary of scientific concepts, an understanding of the nature of scientific methods, and an understanding of the impact of science and technology on individuals and society. This study aimed to evaluate the effectiveness of environmental education to the development of scientific skills in students of the final years of primary school of a public school, located on the watershed called Arroio Pena Branca in the city of Caxias do Sul, in the State of Rio Grande do Sul, Brazil, which uses the water resources as a motivating theme. The chosen methodology is a participant research with predominantly qualitative data, using as strategies for data collection the questionnaire and the focus group, besides the direct observation of the researcher.The active learning method used with participants was teaching by research and, theoretical concepts required contribution, was made queries the specialists and specialities. The activities involved awareness of environmental impacts and theoretical foundation on water, specimen collection and analysis of water quality of the stream with determination of the Index of Water Quality, the recognition and identification of aquatic macroinvertebrates collected in the watershed and used as bioindicators, the realization of analogies between natural and artificial ecosystem, the socialization of knowledge, and the construction of an educational game. The study points to the effectiveness of environmental education in the development of scientific skills. The understanding of the effects of human action in the natural environment made the participants to be able to reflect on possible changes and methods that can be used for the preservation and conservation of natural resources, particularly related to water. The Elementary school students’ involvement in research activities proved to be an important tool for the understanding of scientific methodologies and their applicability in environmental education activities, as well as to vocational training.
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Broxson, Bruce Vincent. "Environmental fairs: An examination of the 1999 Inland Empire Environmental EXPO." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1883.
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Cimi, Phumlani Viwe. "An investigation of the indigenous ways of knowing about wild food plants (imifino) : a case study /." Thesis, Rhodes University, 2009. http://eprints.ru.ac.za/1582/.
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Köhly, Nicolette. "An exploration of school-community links in enabling environmental learning through food growing : a cross-cultural study." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003416.
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Agricultural and educational researchers recognize the critical value of an integrated, multidisciplinary approach to education in building a food-secure world, reducing poverty, and conserving and enhancing natural resources. However, schools generally contribute little to communities in the context of food growing and environmental learning. The main objective of this qualitative research was to explore the role of school-community relationships in enabling environmental learning in the context of food growing activities. Findings suggest that the role of school-community links in enhancing environmental learning is more likely where community members are actively involved in school programs that have an emphasis on an experiential learning approach. However, this depends to a large extent on the availability of parents or concerned community members and their willingness to engage in voluntary school-based activities. Factors that could potentially strengthen the role of school-community links in supporting environmental learning include: allowing space for informal learning, mediating learning in civil society settings, ongoing facilitation by a committed coordinator, community buy-in and accountability, and addressing public interests through tangible benefits. A major challenge is to find an appropriate balance between social justice and practical food security concerns, while remaining true to ecological considerations.
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Epus, Joash Gregory Odeke. "Contextualising curriculum through issues-based approaches: a case of eco-schools in Kenya." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003344.
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This study involved an issues-based approach to curriculum contextualisation in the context of the Eco-Schools programme in Kenya. It adopted a two-phase design using interpretivist and socially critical research orientations. In this study, research is represented as a process which is socially constructed within a particular theoretical, contextual, social and historical context by unfolding the thesis to illuminate how the phases are closely woven into each other. The first phase used the survey method for a contextual review of existing approaches and views relating to environmental education in the formal education sector. The survey aimed to develop a deeper understanding of environmental education as currently practiced in Kenya and to unravel the complexities surrounding it. It involved about two hundred and six primary school teachers and a critical review of a set of resource materials used in Kenyan Primary Schools. It revealed that some aspects of environmental education practice and the prevailing technocratic view of curriculum in Kenyan primary schools potentially limit possibilities for issues-based approaches to curriculum contextualisation. The action research process in four case study schools in Nyanza province of Kenya represent an attempt to address issues in context through socially critical environmental education. Participant observations, workshops and document analysis revealed that, contextualised conceptions of the terms ‘environment’ and ‘environmental education’ that resulted from a process of deliberation of meaning by teachers in relation to their contexts and practices served to set perspective for the action research process. Further, the planning phase which involved environmental auditing to identify issues of concern, prioritization of actions, issues to address, and action planning to guide implementation was critical in setting the agenda of the action research process in each of the case study schools. Integration and infusion of local issues of concern into curriculum planning further enriched processes of curriculum contextualisation, making them relevant to local contexts by addressing real issues through appropriate pedagogical approaches in auditing, investigation and research, communicating and interpreting results, reflecting on investigations and taking action. The action research process further enhanced cooperation and partnership between the case study schools and surrounding communities with mutual benefits. The research report demonstrates that despite the limitations posed by the technocratic orientation of the Kenyan curriculum, it is possible to address real environmental issues, risks and associated sustainable development challenges in context through issues-based approaches to curriculum contextualisation in the context of the Eco-Schools programme.
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Culpi, Vera Lúcia Ferreira da Luz. "Contribuições da pegada hídrica no ensino de ciências: percepções e perspectivas de mudança a partir da sala de aula." Universidade Tecnológica Federal do Paraná, 2016. http://repositorio.utfpr.edu.br/jspui/handle/1/1914.
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Acompanha: Caderno pedagógico: inserção da pegada hídrica nas aulas de ciências do Ensino FundamentalA inclusão de discussões associadas ao consumo de água nas aulas de Ciências assinala para a necessidade da contextualização e ampliação desse tema, direcionando-o a abordagens mais atualizadas, frente à crise hídrica do Brasil e de vários outros lugares do mundo. Deste modo se promovem discussões mais aprofundadas no contexto educacional, levando em conta a Pegada Hídrica. Este estudo diz respeito a uma investigação cujo problema central reside na seguinte questão: como a utilização de estratégias didático-metodológicas embasadas por elementos decorrentes da ferramenta denominada Pegada Hídrica contribui para a compreensão de assuntos relacionados à utilização/destino e conservação da água por parte dos estudantes, a considerar a crise atual envolvendo esse recurso natural? A investigação é de natureza qualitativa, desenvolvida com 35 estudantes do 6º ano do Ensino Fundamental em uma escola de Curitiba. O recorte metodológico é do tipo participante com a utilização de múltiplos recursos para a constituição de dados. Para estruturar a composição de tais estratégias realizou-se, antes do trabalho em sala de aula, uma pesquisa de levantamento sobre questões relativas à água, especialmente quanto à percepção dos estudantes frente aos níveis de consumo em diferentes contextos (agricultura, indústria e doméstico). Isso permitiu a elaboração de um questionário investigativo (levantamento) sobre a forma como os estudantes percebem, relacionam e compreendem aspectos relativos aos recursos hídricos. Aliou-se a isso a opção de instrumentos que facilitam a apreensão de dados, tais como: diário de campo (espécies de memorandos), manuscritos de participantes da investigação e gravações em áudio. Diante desse contexto, a análise de conteúdo, proposta por Laurence Bardin, se mostrou mais apropriada para a apreciação dos dados, uma vez que tal método constitui-se em uma pré-análise, seguida de exploração do material para tratamento dos dados e por fim, sua interpretação. Os resultados da investigação salientaram que os estudantes participantes têm se mostrado reflexivos e abertos às discussões sobre o conteúdo tratado. A análise dos dados nos informa que as proposições de estratégias didático-metodológicas diferenciadas e contextualizadas, embasadas por elementos decorrentes da Pegada Hídrica, objetivou de modo mais acurado, na compreensão de assuntos relacionados à utilização/destino e conservação da água. Deste modo, entendemos que o uso de temas de caráter socioambiental pode se configurar em importante ferramenta para propiciar discussão e contribuir para o aprendizado em ensino de Ciências, como no caso a crise atual dos recursos hídricos no Brasil.
The inclusion of discussions about water consumptions in Science classes highlights the need of contextualization and expansion of the theme, in particular the need to deal with the theme accor-ding to more updated approaches due to the current water crisis lived in Brazil and in many other places around the world so that more profound discussions are carried out in the educational context; examples of this are discussions that focus on water footprint. This investigation refers to a study which main research question was: how does the use of didactic-methodological strategies based on elements of water footprint contribute to students´ understanding of issues related to the use and water preservation considering the current crisis of this natural resource? This qualitative inves-tigation was carried out at a post-graduate level – Master´s degree – with the participation of 35 (thirty-five) 6th grade students at a Basic Education school in the Curitiba. The methodology involved participants and the use of multiple tools for data generation. In order to structure the teaching strategies, before the work in class, a survey was developed about issues related to water, especially students´ perception about the level of water consumption in various contexts (agriculture, industry and domestic). The survey supported the design of an investigative questionnaire about how students perceive, relate to and understand aspects related to water resources. In addition to the survey, tools that facilitate the generation of data such as: field diary (similar to memos), participants´ manuscripts and audio recordings were used. From this perspective, content analysis proposed by Laurence Bardin, seemed the appropriate approach for the data analysis, as this method represents a pre-analysis followed by the exploration of the material for later treatment of the data and, finally, the interpretation. The research results point out that participating students have shown reflective and open to discussions about the treaty content. Data analysis tells us that the propositions of educational-methodological strategies differentiated and contextualized, supported by elements stemming from the WF, the objective of accurate way in understanding issues related to use / destination and water conservation. Thus, we noted that the use of social environmental issues, can set an important tool to foster discussion and contribute to learning in science teaching, such as the current crisis of water resources in Brazil.
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Davies, Siân May. "The potential of a stratified ontology for developing materials in community-based coastal marine environmental education processes." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003591.
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This study set out to explore the possibilities that the Critical Realist concept of a stratified ontology might have for environmental learning and materials development processes. This involved processes of ongoing contextual profiling; the use of picture-based resources and storytelling to support the engagement with the marine harvesting contexts of the villages of Hamburg and Ngqinisa, in the former Ciskei. At the heart of the study was the process of uncovering the empirical, the actual and the real in the context of a community of coastal marine harvesters whose lives and livelihoods are affected by poverty and a history of inequality, and more recently by issues such as HIV/AIDS. Their stories of existing practice changed as we engaged with picture-based narratives, gaining depth and focus in relation to sustainability issues. The learning processes associated with and emerging out of the research processes were enhanced through abductive use of metaphors and graphic illustrations, and through intra- and inter community exchanges, again using picture based narratives. As the study unfolded, the development of environmental education materials receded. Focus turned to how conceptual abstraction processes (of abduction (metaphor) and retroduction) and the stratified ontological framework allowed for learning across epistemological divides.
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DeAngelo, Matthew Thomas. "Watershed Management and Private Lands: Moving Beyond Financial Incentives to Encourage Land Stewardship." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3034.
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Public water utilities are tasked with providing high quality, inexpensive water often sourced from watersheds representing a diverse mix of public and private land ownership. There is increasing recognition amongst water resource managers of the role that private landowners play in determining downstream water quality, but bringing together landowners with a wide variety of land management objectives under the umbrella of watershed stewardship has proven difficult. Recently, a large number of "Payment for Watershed Services" programs have aimed to engage private landowners in watershed stewardship initiatives by offering financial incentives for adopting watershed best management practices. However, a growing field of research suggests that financial incentives alone may be of limited utility to encourage widespread and long-standing behavior change, and instead understanding landowner attitudes and non-financial barriers to stewardship program enrollment has become a focus of research.
This research examines a population of rural landowners representing a diversity of agricultural, forestry, recreational, and investment objectives in the Clackamas River watershed, Oregon. I designed and distributed a mail and web-based survey instrument intended to measure land uses and land ownership objectives, attitudes towards watershed stewardship programs, barriers to enrollment in stewardship programs, and preferred incentives and goals that would promote enrollment. I received 281 valid responses for a response rate of 29%. I conducted two primary analyses: one focused on relating attitudes and barriers to intent to enroll in a watershed stewardship program, and one focused on identifying how diverse landowners differ according to factors influencing enrollment in stewardship programs. I found that landowners did not report financial considerations to be a primary barrier to enrollment and expressed low interest in receiving financial incentives. Instead, landowners reported that primary barriers related to lack of trust, ecological understanding, and concerns that stewardship program enrollment would be incompatible with their land management objectives. I do not discount the potential utility of financial incentives under certain circumstances, but emphasize the importance of addressing these other considerations before incentives can make a meaningful impact.
I compared how barriers to enrollment were perceived by landowners with different land management objectives relating to production, investment, and conservation. I found that landowner attitudes were differentiated from one another primarily by their use of land for production purposes; however, I found a large amount of diversity between producers and non-producers in the degree to which they considered investment and conservation objectives in their land management, and these two variables added further explanatory power to understanding fine-scale differences in how landowner typologies relate to conservation programs.
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Faria, Daniel Da Silva. "Análise e proposta de temas ambientais para o ensino de química no nível médio." Universidade Tecnológica Federal do Paraná, 2014. http://repositorio.utfpr.edu.br/jspui/handle/1/1272.
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Acompanha: Temas ambientais no ensino da química: tratamento de água de abastecimento, estudo dos solos e fontes de energia: material do professorEsta pesquisa teve como objetivo elaborar um recurso educacional, contendo propostas de temas ambientais para o ensino da disciplina de Química do primeiro ano do Ensino Médio. A escolha dos temas ambientais se deu após análise dos três livros didáticos mais utilizados no universo das 30 maiores escolas estaduais de Curitiba e Região Metropolitana, o que levou à avaliação dos temas ambientais, segundo as seguintes categorias: temas conectados ao conteúdo programático; temas não conectados ao conteúdo programático e temas que apresentam conexão com outras disciplinas. Os dados da referida análise proporcionaram a elaboração de quatro tabelas, as quais elencam os temas ambientais apresentados nos livros volume um dos três autores analisados, a relação desses temas com o conteúdo programático do primeiro ano do ensino médio, os assuntos (água, energia, atmosfera, resíduos e materiais tóxicos e litosfera) que abrangem os temas apresentados e, por último, as sugestões interdisciplinares baseadas nos temas apresentados. A escolha dos temas ambientais utilizados na elaboração do recurso educacional foi baseada em dois aspectos: temas ambientais de grande relevância para a humanidade e/ou temas que aparecem com menor frequência nos livros didáticos analisados. Os temas selecionados e abordados no recurso educacional são: Tratamento de água para abastecimento, Contaminação radioativa do solo e Fontes de energia. As propostas de trabalho sugeridas no recurso educacional estão embasadas nos pilares da contextualização, temas geradores e interdisciplinaridade, em uma proposta que incentiva o educando a buscar o conhecimento a partir da pesquisa e do debate. O recurso educacional foi distribuído nas escolas que fazem parte do universo dessa pesquisa, acompanhado por um questionário a ser respondido pelo professor de Química que trabalha com o primeiro ano do Ensino Médio. O questionário objetivou verificar o grau de importância da aplicação de temas ambientais para o professor e com que frequência ele utiliza esses temas em suas aulas; a opinião do professor em relação aos temas ambientais tratados nos livros didáticos e a opinião com relação ao recurso educacional elaborado no que tange à conexão com o conteúdo programático para o primeiro ano do Ensino Médio. Também se buscou avaliar se os temas desenvolvidos estão adequados para os alunos do primeiro ano e se as sugestões de abordagem interdisciplinar são suficientes para a aplicação no processo ensino e aprendizagem. Após a análise das respostas dadas ao questionário, é possível inferir que os professores consideram importante a abordagem ambiental nas aulas de Química, mas utilizam pouco dessa abordagem. Os professores dividem-se na questão da adequação dos temas ambientais contidos no livro didático ao conteúdo programático da disciplina. Praticamente 90% dos professores responderam de forma positiva à aplicação do recurso educacional, declarando que as propostas estão condizentes e conectadas ao conteúdo programático do primeiro ano do Ensino Médio e que permitem uma ampla abordagem interdisciplinar.
This research aimed at developing an educational resource for Chemistry teaching, including proposals for the teaching of environmental issues for the first year of high school. The choice of the specific environmental issues occurred after analysis of the three textbooks most used among 30 public schools in Curitiba and its metropolitan region. The environmental issues were analyzed and classified under the following categories: themes connected to the curriculum; topics not connected to the program content and themes that have connection with other disciplines. From this analysis, data was organized in four tables which summarize the environmental themes presented in the first volume of each author’s book, and relate them to the first year of high school curriculum, to the main issues (water, energy, air, waste and toxic materials, and lithosphere) associated with the presented topics and; in addition, we propose interdisciplinary didactic suggestions based on the topics presented. The choice of environmental themes used in this educational didactic resource was based on two aspects: environmental issues of great importance for humanity and/or themes that appeared less frequently in the textbooks which were analyzed. The selected topics addressed in the educational didactic resource are: drinking water treatment, radioactive contamination of soil, and energy sources. The suggested educational resource is based in the pillars of contextualization, generating themes and interdisciplinarity, in a proposal that encourages the students to seek for knowledge based on research and debate. The educational resource was distributed in schools that took part in this research, accompanied by a questionnaire to be answered by the first year of high school chemistry professor. This questionnaire aimed at verifying: the importance of applying environmental issues in teacher’s opinion, and how often teachers use these themes in their classes; the teacher's opinion in relation to environmental issues discussed in textbooks; and teacher’s opinion regarding both the educational resource developed in this work and its connection to the curriculum of high-school first year. We also sought to assess whether the developed themes are suitable for first-year students and if the interdisciplinary approach proposed was suitable for application in the classroom. After analyzing the replies to the questionnaire, it can be inferred that teachers agree with the importance of an environmental approach in chemistry class, yet they do not often follow this approach. With respect to the adequacy of the environmental topics contained in the textbooks with the syllabus of the course, teachers have mixed opinions. Nearly 90% of teachers responded positively to the implementation of the proposed educational resource, declaring that is consistent and connected to the curriculum of the first year of high school, and that it allows a broad interdisciplinary approach.
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Maldonade, Iris Rodrigues. "Praticas educativas ambientais no distrito de Joaquim Egidio, Campinas-SP, em busca da sustentabilidade local." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/257081.
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Orientador: Kil Jin ParkDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Agricola
Made available in DSpace on 2018-08-08T01:25:07Z (GMT). No. of bitstreams: 1 Maldonade_IrisRodrigues_M.pdf: 1445906 bytes, checksum: 945b97b2266f7d2e873bccd2181b847e (MD5) Previous issue date: 2006
Resumo: A presente pesquisa focaliza as práticas educativas ambientais realizadas no período de 2001 a 2004, em Joaquim Egídio, Distrito da cidade de Campinas-SP. A partir da experiência do trabalho pedagógico do Centro Municipal de Educação Infantil-CEMEI Alexandre Sartori Faria, desse Distrito, seleciona-se os entrevistados pelo envolvimento e inserção que possuem na escola e no Distrito.Utiliza-se da pesquisa etnográfica, com enfoque nos aspectos qualitativos, com uso de técnicas de observação participante, de entrevista e de análise de documentos. A ênfase da entrevista se dá no relato oral dos entrevistados por esta permitir que o entrevistado use de seu conhecimento e de sua história de vida, selecionando os elementos necessários para o desenvolvimento da pesquisa. As entrevistas foram gravadas e transcritas, posteriormente, possibilitando a análise dos dados com o confronto da experiência do CEMEI, sob as categorias: Imaginário Rural e Urbano, Parcerias entre Poder Público e Privado, Relação Escola-Comunidade e Conceito de Educação Ambiental. Conclui-se que a sustentabilidade local é possível quando os membros da comunidade se inserem na vida cotidiana do Distrito, participando dos seus eventos e buscando na própria comunidade, articulações para enfrentar os problemas locais. Através da identificação com o local, as pessoas constroem o sentido de pertencimento que é fundamental para o desenvolvimento sustentável do local. A pesquisa finaliza com alguns apontamentos extraídos da análise dos dados, que podem ser pertinentes enquanto indicadores para possíveis Políticas Públicas a serem implementadas na região
Abstract: The present research studies the environmental educative practice carried through in the period of 2001 the 2004, in Joaquin Egídio, District of the city of Campinas-SP, Brazil. From the experience of the pedagogical work of the Municipal Centre of Infantile Education of this District, CEMEI-Alexander Sartori, the representing pupils of the traders and the agriculturist families were identified and selected for the interview. Ethnical research was used to study it considering the participant comments, document interview and analysis with approach in the qualitative aspects. The interviews had had emphasis in Verbal History for this to allow the interviewed one used its knowledge and its history of life, selecting the necessary elements for the development of the research. The interviews had been recorded and transcribing later, making possible the analysis of the data with the confrontation of the experience of the CEMEI, under the categories: Imaginary Agricultural and Urban, Partnerships between the Public and Private power, Relation School-Community and Concept of Ambient Education. It is concluded that the local maintenance is possible when the members of the community are inserted in the daily life of the District, beginning as participant of feasts up to joining to the community to face the local problems. Once the person identifies to the place, the feeling of belonging to the community is raised, which is essential to the sustainable development of the place. The research finishes with some extracted notes of the analysis of the data that can be pertinent for the Public Politics of the region
Mestrado
Tecnologia Pós-Colheita
Doutor em Engenharia Agrícola
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Lan, Yu-Chia, and 藍宥嘉. "Environmental Education Teaching Materials Related to Conservation and Disaster Prevention of Soil and Water Resources." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/37955269543973647007.
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碩士國立中興大學
水土保持學系所
102
In recent years, digital teaching materials for conservation of water and soil resources and environmental education for disaster prevention are in booming development while electronic products are getting popular. Most of existing teaching materials are for purpose of promoting acknowledge of soil and water resources environment, in contrast, teaching materials for interpretation of environmental problem-solving process are still poor. According to relevant research, interactive teaching materials can be the best way to present environmental problem-solving strategies, however, for the necessary ability of program writing, it is not common yet. This study aims to design interactive teaching materials through low technique. To discuss existing soil and water resources environment education digital teaching materials and character of learners through graphic design, review of social form, national education quality, and environmental education policies, in the end, to propose basis of education content. The result shows that existing digital teaching materials focus on conservation and disaster prevention of soil and water resources, and most of them are geological disaster types of landslide and debris flow, for the main purpose of promoting acknowledge, on the contrary, simulation of relationship between environmental strategies and disasters is poor. Furthermore, in the aspect of learner characteristics, despite the national education quality generally raised, citizen age over 25 are not educated for environmental education. Therefore, this study develops interactive teaching materials through internet transmission and printing device with theme of debris flow disaster education, thus design a board game for citizen age over 25, to simulate relationship between strategies process and natural environment. Moreover, it provides interactive teaching material for learners and lowers requirement of development through another concept of digital teaching material design, which also can become reference for teaching materials designer without information engineering technique in the future.
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LIN, SHU-LING, and 林淑玲. "A Case Study of Resources Conservation Promotion Farm at Da-Hu Soil and Water Conservation Classroom." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/6w2fmb.
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碩士朝陽科技大學
營建工程系
106
To propaganda and establish the principle and correct concept of soil and water conservation for the development of slope land, conservation of soil and water resources, and disaster reduction, there are several soil and water conservation outdoor classrooms established with their own characteristics and nature scenes in Taiwan. These outdoor classrooms can help participants understanding environment and cherishing soil and water resources. This study inventoried and reviewed the soil and water conservation facilities, agriculture environment and management in the site of outdoor classroom. In the aspect of soil and water conservation facilities, farm pond, hillside ditch and diversion ditch were inventoried, and the feasible improvement facilities were also proposed. For the agriculture environment, a friendly farm will be planned with the concepts of soil and water conservation and edible landscaping. As for the management, not only the development potential of outdoor classroom was analyzed by SWOT, but also the contents of interpretation education such as teaching materials of safety drainage, vegetated buffer strips, fertilizer management and editable landscaping were proposed, and the operation principles would be advised with improving strategies. Keywords: Soil and water conservation outdoor classroom, SWOT analysis, Edible landscaping
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Hsieh, Tsung-Ju, and 謝宗儒. "Promotion of Teaching Efficiency in Website Resources of Soil and Water Conservation Outdoor Classroom Using Weighted Analysis." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/08797311698846529389.
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碩士國立中興大學
水土保持學系所
103
Soil and water conservation outdoor classroom is an education site with the function of recreation and learning. The outdoor classroom itself can be expected as a role of integrated the learning and recreation in nature. However, contents of classroom’s website are not usually satisfying needs of students and/or teachers who are interesting in environmental education, and are going to limit the development efficiency in promoting the environmental education. Since, how to improve the quality and quantity of the web-site resources are essential. Taichung Wu Chuan Junior High School and Soil and Water Conservation Outdoor Classroom in Dongshih Forestry Recreation Park were selected as study sites. The Likert Scale is adopted in the questionnaires, and the students studying in Wu Chuan Junior High School were sampled to explore the importance of the eight management characteristics regarding the outdoor classroom. Results of the Likert Scale coupled with weighted analysis of the website to quantity the content items for examing the items whether bias or not, and then SWOT analysis was applied to understand the issues and provide some improvement suggestions from the view points of teaching program design, which are focusing on the eight management characteristics of the outdoor classroom. With the baseline of equilibrium standard 100% to assess the content items’ diversity of the website, only the website design item derived from the government, and the items (website design and teaching facilities introduction) extracted from the Dongshih Forestry Recreation Park reached the standard. Under such situation of most management characteristics didn’t reach the standard, the website resources show limited attraction and will cause psychological effects for the student users. In addition, the lack of website resources in guide interpretation, experienced curriculum and small activity program will result in a serious effect for the teaching preparedness. Item equilibrium and resource abundance of the website regarding soil and water conservation website are strongly suggested to improve for better teaching efficiency.
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Likontsane, Surprise C. "Institutional capacity for water conservation: a case study of Sedibeng District Municipality." Thesis, 2016. http://hdl.handle.net/10539/20605.
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A research report submitted to the Faculty of the Built Environment and Engineering, University of the Witwatersrand, in partial fulfillment of the requirement for the degree of Master of Science in the field of Development Planning (MSc DP)
August 2015Since the democratic transition in 1994, the role of local government has changed dramatically. Local governments are now expected to play a far more active role in their constituencies. As such, municipalities are expected to implement broader national policies and legislatures. The literature reviewed as part of the research indicated that most municipalities are faced with inadequate performance skills to manage and sustain their projects. This particular study seeks to understand the institutional and human resources strengths and weaknesses that help or hinder Sedibeng municipality to actively pursue water conservation through implementing Integrated Water Resources Management (IWRM) principles. In pursuit of this purpose, a qualitative research approach was adopted with interviews conducted with Sedibeng Municipality’s seven senior officials and community members. The main findings of this study revealed that the key technical department of the water sector in Sedibeng has capacity challenges at individual and organizational level. Of special concern is the failure of the municipality to give ongoing training to staff, so as to pass on modern advanced knowledge and new technological innovation skills. This is further compounded by the mismatch between the qualifications and job descriptions of some staff members. The study also finds that public-private partnership between the municipalities and private companies is needed in the water sector to promote water conservation and thus provide a better level of service delivery. The research concludes that institutional capacity is a prerequisite for the implementation of IWRM principles. In regard to this study, it has been established that to some extent Sedibeng District Municipality has the required institutional capacity in terms of organizational arrangement to harness the principles of IWRM. The accomplishment of IWRM depends profoundly on financial and human capacity of each municipality. Therefore, the key recommendation is that the municipalities should employ individuals based on merit and work experience to ensure efficient management of funds and effective execution of water related projects. Key words: Water Conservation, IWRM, Institutional capacity, Sedibeng, Emfuleni
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Lai, Wan-Chun, and 賴琬淳. "A Study on the Relationship between Resources Landfill Sites and the Problems of Soil and Water Conservation." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/30377028782160587259.
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碩士國立臺灣大學
森林學研究所
89
Abstract How to do with excess construction soil has been a problem for years. But it is never issue until the importance of environmental protection is known. “Soil resource dumping sites”are the solution that most people deal with it. And before people put the solution to use, they must think of the follows first: (1). How to choose a site: There are some places that you can not set up the soil resource dumping sites: 1. Places where are forbidden by laws and regulations. 2. Places where are not with good geological structure and good circumstances. (2). Water and soil conservation: People have to put enthusiasm on drainage works, plants and retaining walls. (3). Environmental protection: In this area, we are going to discuss the pollution that caused by littered soil and the suffering followed. (4). Laws and regulations Here we will talk about how to reward people to set up soil resource dumping sites, and how to improve the dump soil fulfilled certification system…et. Actually, there are ways to make the use of excess construction soil. We can exchange soil through the excess construction soil information system or reuse it. Taiwan is a tiny island, but there are so many people live in it. And that is why the land has been intensive using. Now the problem of excess construction soil we are facing is extremely serious, and we must try to solve it to have a better place in the future!
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Wu, Shou-Chun, and 吳守淳. "A Study of Assessment Indicators for Establishing Regional Water Based Sports Teaching Resources Centers at Schools." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/90842320744969729780.
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碩士國立體育大學
休閒產業經營學系碩士班
99
The goal of this study was to set up assessing indicators for establishing regional water based sports teaching resources centers at school. The documentary analysis and Delphi technique method were manipulated to achieve the validity of these indicators. Totally 8 experts were invited to review the contents of these indicators by three times. After this process, 4 dimensions together with 7 sub-dimensions and a total of 47 assessing items were identified as the assessing indicators for establishing regional water based sports teaching resources centers at schools as follows: There were 7 assessing indicators categorized to “self-positioning” dimension, which were “providing appropriate and safe water sports venue and facilities”, “supporting schools which within the region to carry on water sports program”, “enhancing students’ capability of water sports”, “developing the features of a school in water sports”, “training human resources in water sports field as teachers or others”, “organizing and using resources efficiently” and “becoming the regional water sports development center”. Operation and management dimension should embrace 2 assessment sub-dimensions which were “administration” and “financial”. There were 10 assessing indicators categorized to “administration” sub-dimension, which were “operating the water sports venues and facilities to the public”, “ a well-planned organization ”, “setting up regulation for the organization”, “ having a business plan for this center”, “ having a specific department with specific personnel to deal with the business plan of this center”, “the business plan of this center has been included in the development plan of this educational institution”, “ making the water sports marketing strategy and action plan”, “creating a managerial mechanism with both the functions of executing and evaluating”, “ setting up risk and emergency management plan”, and “ the support from the center’s school and government”. There were 8 assessing indicators categorized to “financial” sub-dimension, which were “the cost of beginning investment”, “balance payment status in water sports facilities”, “subsidiary business balance payment status”, “personnel salaries expense”, “facility and maintenance expense”, “annual budget planning status”, “annual expenditure usage status” and “whether this water sports regional resources center making profit and being self sufficient”. Teaching and studying resource dimension should embrace 2 assessment sub-dimensions which were “human resources of teaching” and “environment and facilities dimension”. There were 3 assessing indicators categorized to “human resources of teaching” sub-dimension, which were “being graduated from water sports related department or having relevant education or work experiences”, “having water sports related certificate” and “participating in related educational research and study activities”. There were 3 assessing indicators categorized to “environment and facilities” sub-dimension, which were “water based sports equipments and facilities”, “other affiliated facilities” and “facilities and equipments’ management and storage”. Promote performance dimension should embrace 3 assessment sub-dimensions which were “students’ performance”, “teachers’ performance” and “regional teaching resources center”. There were 4 assessing indicators categorized to “students’ performance” sub-dimension, which were “the number of students who participate in the water sport program and activities”, “students’ passing rates of water sport professional competencies ”, “the number of students who obtain water sports related certificates ” and “the swimming passing rates of graduating students”. There were 4 assessing indicators categorized to “teachers’ performance” sub-dimension, which were “the teaching performances of water sports”, “the applying of teaching assessment of water sports”, “the teachers’ participation in joining research project or presenting of water sports related issues” and “the situation of gaining certificates or in-service-training of teachers”. There were 8 assessing indicators categorized to “regional teaching resources center” sub-dimension, which were “cooperating with related professional organizations”, “establishing the unique features of regional water sports environment”, “the collecting of resources to promote water sports yearly” , “the numbers of related events annually”, “the numbers of participants who attend the water sport related events”, “the annually media exposure”, “the status of sharing resources for the other off-schools units” and “the integration of industry organizations as well as the volunteers”. According to above study and results the author of this study made suggestions as follows: I. Carrying on with some empirical research. II. Proceeding individual follow-up studies towards specific sort and school in different level, such as elementary school, junior high school, high school, college and so on. III. Recommending follow-up studies to find out the different weight of importance for each key indicator which mentioned above. IV. Carrying out the follow-up studies focused on the weight of importance for each key indicator in each sort of stockholder.
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TAI, YUNG-FENG, and 戴永豐. "A Study of Assessment Indicators for Establishing Regional Water Based Sports Teaching Resources Centers at Community." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/43278463100979685045.
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碩士國立體育大學
休閒產業經營學系
105
There are many kinds of swimming pool in Taiwan. Many of them were managed by Management Consulting Company Limited. The service quality is the first priority for these companies but price competition in management is the main problem among them. This study focus on swimming pool in community because they care more in the relationship and service quality between users and consulting company in spite of price. Discussing (1) the cognitive satisfaction of resident toward consulting company, (2) different resident’s cognitive satisfaction in consulting company and (3) will resident’s royalty toward consulting company effected by cognitive satisfaction? The communities which has pool and manage by consult company in Taoyuan City are our collected samples (n=194). SERQUAL questionnaire that include service quality, satisfaction and royalty constructs is our tool. Descriptive analysis, independent t test, ANOVA and Chi-square test are used to analysis data. The results show that community residents are highly demand on service quality of consult company and senior adults care more service quality than other ages residents. Finally, implications for practical are discussed.
50
Kelsey, Elin P. "An alternative paradigm for conservation education: innovations in the public presentation of killer whales at the Vancouver Aquarium." Thesis, 1994. http://hdl.handle.net/2429/5366.
Full textAbstract:
Conservation is the number one goal of modern zoos and aquaria. Public education is the
primary means through which zoos and aquaria attempt to fulfill their conservation goal.
Yet, nearly two decades after its initial adoption, conservation education fails to be
effectively translated into practice. This thesis argues that the entertainment paradigm in
which zoos and aquaria have traditionally operated is at odds with their contemporary goal
of conservation education, thus continued adherence to this entertainment paradigm
prevents zoos and aquaria from effectively implementing conservation education. The
thesis proposes an alternative paradigm in which conservation education may be
successfully achieved. Killer whales present an ideal case example through which to
explore the impact of the entertainment paradigm on conservation education. Since they
were first displayed in 1964, these animals have been consistently presented in a show
format. Today, the Vancouver Aquarium is the only institution in the world to present
killer whales outside the context of a show. This thesis uses examples from the Vancouver
Aquarium to describe how innovations within an alternative paradigm resulted in the
Aquarium's unique approach to killer whale interpretation and animal care, and how these
innovations have been successfully implemented into the practice of conservation education
in the Vancouver Aquarium's public galleries.