Teachers’ experiences of change : a case study analysis of a school-based intervention in rural Kwazulu-Natal
- Authors: James, Sally Jane
- Date: 2014
- Subjects: David Rattray Foundation , Educational change -- South Africa -- KwaZulu-Natal -- Case studies , Rural schools -- South Africa -- KwaZulu-Natal , Teachers -- Training of -- South Africa -- KwaZulu-Natal , Community and school -- South Africa -- KwaZulu-Natal , KwaZulu-Natal (South Africa) -- Social conditions , KwaZulu-Natal (South Africa) -- Economic conditions
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1980 , http://hdl.handle.net/10962/d1013118
- Description: The research presented in this thesis is a case study analysis of the school-based intervention initiated by the David Rattray Foundation [DRF]. David Rattray, a South African historian well known for his contribution to the 1879-1896 Anglo-Zulu War heritage, was murdered in January 2007. In response to his untimely death, the DRF was established by family and friends with the hope of improving education within the Umzinyathi rural municipal district of KwaZulu-Natal. This study consisted of three phases: Phase I (May-December 2011); Phase II (January-December 2012), and Phase III (December 2012-October 2013). During Phase I, the focus was on describing the broader context in which the case is located. It resulted in a narrative account of the emergence of the DRF as a non-governmental organisation [NGO] working towards change within the local rural school community. During Phase II the focus shifted from the broader socio-political and economic context to the human dimension which included teachers, principals, volunteer workers and a district official working in the schools. During Phase II the approach to change adopted by the DRF was critically analysed in relation to models of change described in the literature. Teachers’ experiences of change were also examined. Phase III was a synthesis of the findings from the first two research phases. By drawing on systems and complexity theory perspectives, insights were gained enabling a deep understanding of the DRF’s school-based intervention as a whole. This research is a qualitative study that seeks to understand individual teachers’ experiences and participation in a process of change that reaches beyond the individual and his/her immediate context. The adoption of a realist ontology (Maxwell, 2012) and application of an explanatory heuristic based on the critical realist philosophy of Bhaskar (1979, 1980, 2011) enabled the layered analysis and in-depth interpretation that characterises the study. The findings of the study reveal a complex and ongoing process of change within a rural school context. The results illuminate the efficacy of a collaborative partnership between civil society (the DRF), the local community, under the leadership of a tribal authority, and the local government (KwaZulu-Natal Provincial Department of Education). It also reveals how teachers within this particular context do not have a strong voice in the change process and hence participate only superficially in the school-based intervention. It is probable that the constraining mechanisms revealed through this research are not exclusive to this particular case study, but are common across the South African rural school context. The main contention of this thesis is that these mechanisms need further interrogation in order to enable further change and permit the active participation of teachers in the process.While the study illuminates many of the tensions and problems faced by the schools and the community in which they are located, it also highlights the achievements and selfless attitude of many people working towards change and improvement within the schools. This case study thus provides an example to all South Africans of what can be achieved with commitment and effort.
- Full Text:
- Authors: James, Sally Jane
- Date: 2014
- Subjects: David Rattray Foundation , Educational change -- South Africa -- KwaZulu-Natal -- Case studies , Rural schools -- South Africa -- KwaZulu-Natal , Teachers -- Training of -- South Africa -- KwaZulu-Natal , Community and school -- South Africa -- KwaZulu-Natal , KwaZulu-Natal (South Africa) -- Social conditions , KwaZulu-Natal (South Africa) -- Economic conditions
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1980 , http://hdl.handle.net/10962/d1013118
- Description: The research presented in this thesis is a case study analysis of the school-based intervention initiated by the David Rattray Foundation [DRF]. David Rattray, a South African historian well known for his contribution to the 1879-1896 Anglo-Zulu War heritage, was murdered in January 2007. In response to his untimely death, the DRF was established by family and friends with the hope of improving education within the Umzinyathi rural municipal district of KwaZulu-Natal. This study consisted of three phases: Phase I (May-December 2011); Phase II (January-December 2012), and Phase III (December 2012-October 2013). During Phase I, the focus was on describing the broader context in which the case is located. It resulted in a narrative account of the emergence of the DRF as a non-governmental organisation [NGO] working towards change within the local rural school community. During Phase II the focus shifted from the broader socio-political and economic context to the human dimension which included teachers, principals, volunteer workers and a district official working in the schools. During Phase II the approach to change adopted by the DRF was critically analysed in relation to models of change described in the literature. Teachers’ experiences of change were also examined. Phase III was a synthesis of the findings from the first two research phases. By drawing on systems and complexity theory perspectives, insights were gained enabling a deep understanding of the DRF’s school-based intervention as a whole. This research is a qualitative study that seeks to understand individual teachers’ experiences and participation in a process of change that reaches beyond the individual and his/her immediate context. The adoption of a realist ontology (Maxwell, 2012) and application of an explanatory heuristic based on the critical realist philosophy of Bhaskar (1979, 1980, 2011) enabled the layered analysis and in-depth interpretation that characterises the study. The findings of the study reveal a complex and ongoing process of change within a rural school context. The results illuminate the efficacy of a collaborative partnership between civil society (the DRF), the local community, under the leadership of a tribal authority, and the local government (KwaZulu-Natal Provincial Department of Education). It also reveals how teachers within this particular context do not have a strong voice in the change process and hence participate only superficially in the school-based intervention. It is probable that the constraining mechanisms revealed through this research are not exclusive to this particular case study, but are common across the South African rural school context. The main contention of this thesis is that these mechanisms need further interrogation in order to enable further change and permit the active participation of teachers in the process.While the study illuminates many of the tensions and problems faced by the schools and the community in which they are located, it also highlights the achievements and selfless attitude of many people working towards change and improvement within the schools. This case study thus provides an example to all South Africans of what can be achieved with commitment and effort.
- Full Text:
Curriculum reform in Lesotho: exploring the interface between environmental education and geography in selected schools
- Authors: Raselimo, Mohaeka Gabriel
- Date: 2012
- Subjects: Curriculum planning -- Lesotho Curriculum change -- Lesotho Educational evaluation -- Lesotho Environmental education -- Study and teaching (Secondary) -- Lesotho Geography -- Study and teaching (Secondary) -- Lesotho Agenda 21 (Program)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1488 , http://hdl.handle.net/10962/d1003369
- Description: This study sought to explore the interface between environmental education (EE) and school geography with a view to understanding a process of curriculum reform in the context of Lesotho. The research was based on the curriculum reform process that was initiated by a Danish donor-funded project, known as the Lesotho Environmental Education Support Project (LEESP), which operated from 2001 to 2004. Driven by a sustainable development imperative, the project was intended to assist Lesotho in the implementation of local action for Agenda 21 by introducing environmental education into the formal education system. Deviating slightly from much published research on geographical and environmental education, which focuses on how geography contributes to environmental education, this study explored how the latter has shaped the former in terms of content and pedagogy. Using the lens of critical curriculum theory, I sought to understand the political nature of the curriculum and of curriculum change, focusing on the LEESP curriculum policy development, dissemination and implementation at classroom level. The study employed Bernstein's concepts of classification and framing to illuminate issues of power and control between discourses, and between teachers and learners. Operating within an interpretive qualitative research orientation, the study used a case study method focusing on five secondary/high schools in Lesotho. The data was generated through document analysis, interviews and classroom observations. The study examined the assumptions, values and ideologies underpinning environmental education curriculum intentions as reflected in LEESP documents. It also investigated the social process of conceptualising and disseminating environmental education to understand the challenges faced as education practitioners made sense of environmental education innovations in the specific contexts of Lesotho, and how these could possibly influence what happens at the classroom level. The analysis of the LEESP documents revealed that while there are many areas of synergy between the LEESP environmental education policy guidelines and the national education ideals in Lesotho, achievement of the transformational visions of action competence, which was the overarching concept in the reform process, would require major structural changes. The study also highlights issues of participation, contestations, tensions and contradictions associated with the conceptualisation and dissemination of environmental education. At implementation level, there is a disjuncture between environmental education policy intentions and practice. Geography teachers in the research schools generally understood the existence of environmental education in their schools in terms of environmental management. The findings also revealed that while there is generally a strong environmental dimension in geography content, as reflected in both curriculum materials and classroom practice, the subject still retains its disciplinary boundaries and makes little use of knowledge from other subjects or the everyday knowledge of the learners. Finally, it emerged that while the geography teachers in their rhetoric espoused learner-centred methods, in practice they generally employed traditional teacher-centred and book-centred methods. The study concludes that a lack of change in school geography in Lesotho, of the sort envisaged in LEESP, may be attributed to contextual and structural factors such as an overemphasis on examinations, and certain perceptions on the part of teachers and learners embedded in the history and culture of their society. A model of teacher professional development capable of supporting curriculum change is therefore proposed.
- Full Text:
- Authors: Raselimo, Mohaeka Gabriel
- Date: 2012
- Subjects: Curriculum planning -- Lesotho Curriculum change -- Lesotho Educational evaluation -- Lesotho Environmental education -- Study and teaching (Secondary) -- Lesotho Geography -- Study and teaching (Secondary) -- Lesotho Agenda 21 (Program)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1488 , http://hdl.handle.net/10962/d1003369
- Description: This study sought to explore the interface between environmental education (EE) and school geography with a view to understanding a process of curriculum reform in the context of Lesotho. The research was based on the curriculum reform process that was initiated by a Danish donor-funded project, known as the Lesotho Environmental Education Support Project (LEESP), which operated from 2001 to 2004. Driven by a sustainable development imperative, the project was intended to assist Lesotho in the implementation of local action for Agenda 21 by introducing environmental education into the formal education system. Deviating slightly from much published research on geographical and environmental education, which focuses on how geography contributes to environmental education, this study explored how the latter has shaped the former in terms of content and pedagogy. Using the lens of critical curriculum theory, I sought to understand the political nature of the curriculum and of curriculum change, focusing on the LEESP curriculum policy development, dissemination and implementation at classroom level. The study employed Bernstein's concepts of classification and framing to illuminate issues of power and control between discourses, and between teachers and learners. Operating within an interpretive qualitative research orientation, the study used a case study method focusing on five secondary/high schools in Lesotho. The data was generated through document analysis, interviews and classroom observations. The study examined the assumptions, values and ideologies underpinning environmental education curriculum intentions as reflected in LEESP documents. It also investigated the social process of conceptualising and disseminating environmental education to understand the challenges faced as education practitioners made sense of environmental education innovations in the specific contexts of Lesotho, and how these could possibly influence what happens at the classroom level. The analysis of the LEESP documents revealed that while there are many areas of synergy between the LEESP environmental education policy guidelines and the national education ideals in Lesotho, achievement of the transformational visions of action competence, which was the overarching concept in the reform process, would require major structural changes. The study also highlights issues of participation, contestations, tensions and contradictions associated with the conceptualisation and dissemination of environmental education. At implementation level, there is a disjuncture between environmental education policy intentions and practice. Geography teachers in the research schools generally understood the existence of environmental education in their schools in terms of environmental management. The findings also revealed that while there is generally a strong environmental dimension in geography content, as reflected in both curriculum materials and classroom practice, the subject still retains its disciplinary boundaries and makes little use of knowledge from other subjects or the everyday knowledge of the learners. Finally, it emerged that while the geography teachers in their rhetoric espoused learner-centred methods, in practice they generally employed traditional teacher-centred and book-centred methods. The study concludes that a lack of change in school geography in Lesotho, of the sort envisaged in LEESP, may be attributed to contextual and structural factors such as an overemphasis on examinations, and certain perceptions on the part of teachers and learners embedded in the history and culture of their society. A model of teacher professional development capable of supporting curriculum change is therefore proposed.
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An investigation of prior knowledge about amphibians amongst Grade 7 learners : towards the development of a resource pack
- Authors: Gordon, Louise
- Date: 2010
- Subjects: Amphibians -- Study and teaching -- South Africa Environmental education -- South Africa Natural sciences -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1641 , http://hdl.handle.net/10962/d1003523
- Description: The value of frogs is compared to the value of canaries used in coalmines: they are indicators of the environmental status of our environments, thus crucial to our survival. One third of all frogs worldwide are threatened with extinction. Frogs are found in our immediate environment. Are our Natural Science educators, teaching the Life and Living curriculum aware of this threat, the possible impact that the extinction of frogs will have on our welfare? Are our educators making use of the resources in their immediate environment? This study aimed to investigate the prior knowledge in both the horizontal and vertical discourse, in Grade7 learners and their educators, to inform the design of an amphibian resource pack. By investigating their prior knowledge an insight would be gained in their knowledge of Natural Science concepts as well as their everyday knowledge of their immediate natural environment. It would also highlight any misconceptions formed as well as alternative concepts within both educator and learner groups. These insights would be used to inform the contents of said resource pack.
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- Authors: Gordon, Louise
- Date: 2010
- Subjects: Amphibians -- Study and teaching -- South Africa Environmental education -- South Africa Natural sciences -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1641 , http://hdl.handle.net/10962/d1003523
- Description: The value of frogs is compared to the value of canaries used in coalmines: they are indicators of the environmental status of our environments, thus crucial to our survival. One third of all frogs worldwide are threatened with extinction. Frogs are found in our immediate environment. Are our Natural Science educators, teaching the Life and Living curriculum aware of this threat, the possible impact that the extinction of frogs will have on our welfare? Are our educators making use of the resources in their immediate environment? This study aimed to investigate the prior knowledge in both the horizontal and vertical discourse, in Grade7 learners and their educators, to inform the design of an amphibian resource pack. By investigating their prior knowledge an insight would be gained in their knowledge of Natural Science concepts as well as their everyday knowledge of their immediate natural environment. It would also highlight any misconceptions formed as well as alternative concepts within both educator and learner groups. These insights would be used to inform the contents of said resource pack.
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The evaluation of environmental learning support materials : a case study of the AAWARE teacher's guide
- Authors: Glover, Dawn
- Date: 2006
- Subjects: Environmental education -- South Africa -- Western Cape , Environmental education -- Curricula -- South Africa -- Western Cape , Teaching -- Aids and devices -- South Africa -- Western Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1945 , http://hdl.handle.net/10962/d1008064 , Environmental education -- South Africa -- Western Cape , Environmental education -- Curricula -- South Africa -- Western Cape , Teaching -- Aids and devices -- South Africa -- Western Cape
- Description: This evaluative case study investigates the use of a specific learning support materials (LSMs) package, Animal Awareness for World and Regional Education (AA WARE), in the natural sciences, intermediate phase. Schools with access to the resource were canvassed through questionnaires to assess overall use in relation to distribution via workshop versus hand delivery, class size, availability of alternate LSMs and lastly the level of exposure to the distributing organisation. Three case studies were undertaken at three different schools. Data was generated through observations and interviews with the teacher undertaking the lesson observed. The aim of the case studies was to gain greater insight into AAWARE in practice and the factors that facilitated the use of the resource by these teachers. The research indicates that while AAWARE has overcome some inhibitors of resource use, its potential within Outcomes-Based Education (OBE) and the Revised National Curriculum Statements (RNCS) has not been achieved so far, except in a few isolated cases. Factors enabling the use of the resource are its user-friendly design, availability in all three languages spoken by the majority of Western Cape learners and the integration with education policy. Workshops, although not necessary for the utilisation of AA WARE in part, could enhance the integrated nature of the resource and introduce teachers to the potential of using the resource as an entire unit as opposed to a collection of separate lesson plans. A relationship is seen between exposure to the distributing organisation, the personal interest in wildlife of the teacher and the use of AAWARE. Finally recommendations are provided to increase the use of AA WARE. It is suggested that the resource undergoes a more effective alignment to RNCS content (RNCS policy was not an issue) now that RNCS implementation is completed. Further workshops should be offered in the use of AA WARE. Lastly a long-term strategy should be developed to enthuse schools and teachers about the intentions, goals and appropriateness of the resource.
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- Authors: Glover, Dawn
- Date: 2006
- Subjects: Environmental education -- South Africa -- Western Cape , Environmental education -- Curricula -- South Africa -- Western Cape , Teaching -- Aids and devices -- South Africa -- Western Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1945 , http://hdl.handle.net/10962/d1008064 , Environmental education -- South Africa -- Western Cape , Environmental education -- Curricula -- South Africa -- Western Cape , Teaching -- Aids and devices -- South Africa -- Western Cape
- Description: This evaluative case study investigates the use of a specific learning support materials (LSMs) package, Animal Awareness for World and Regional Education (AA WARE), in the natural sciences, intermediate phase. Schools with access to the resource were canvassed through questionnaires to assess overall use in relation to distribution via workshop versus hand delivery, class size, availability of alternate LSMs and lastly the level of exposure to the distributing organisation. Three case studies were undertaken at three different schools. Data was generated through observations and interviews with the teacher undertaking the lesson observed. The aim of the case studies was to gain greater insight into AAWARE in practice and the factors that facilitated the use of the resource by these teachers. The research indicates that while AAWARE has overcome some inhibitors of resource use, its potential within Outcomes-Based Education (OBE) and the Revised National Curriculum Statements (RNCS) has not been achieved so far, except in a few isolated cases. Factors enabling the use of the resource are its user-friendly design, availability in all three languages spoken by the majority of Western Cape learners and the integration with education policy. Workshops, although not necessary for the utilisation of AA WARE in part, could enhance the integrated nature of the resource and introduce teachers to the potential of using the resource as an entire unit as opposed to a collection of separate lesson plans. A relationship is seen between exposure to the distributing organisation, the personal interest in wildlife of the teacher and the use of AAWARE. Finally recommendations are provided to increase the use of AA WARE. It is suggested that the resource undergoes a more effective alignment to RNCS content (RNCS policy was not an issue) now that RNCS implementation is completed. Further workshops should be offered in the use of AA WARE. Lastly a long-term strategy should be developed to enthuse schools and teachers about the intentions, goals and appropriateness of the resource.
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Developing an environmental education strategy framework: a case study of the Endangered Wildlife Trust (EWT)
- Authors: O'Grady, Janis
- Date: 2005
- Subjects: Endangered Wildlife Trust Environmental education -- South Africa Conservation of natural resources -- South Africa Biodiversity -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1494 , http://hdl.handle.net/10962/d1003375
- Description: The study focused on the development of an environmental education (EE) strategy framework in the Endangered Wildlife Trust (EWT) of South Africa. Evidence shows that the roles of conservation and biodiversity education could potentially be merged towards producing a practical strategy, beneficial to the organisation and its individual staff members. Questionnaires, interviews and the individual perceptions of staff members, as well as the analysis of relevant documents, suggested that the potential for the practice of EE towards the development of an EE strategy within the organisation is substantial. EWT staff members can contribute towards a change in the way that South Africans think about conservation and nature. Environmental ethics need to be promoted and understood by all. Within the EWT, environmental education activities are in place and diverse, yet they lack any form of monitoring and evaluation. The Trust is already practicing a form of EE but the potential to do more and the opportunities for expansion are unlimited.
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- Authors: O'Grady, Janis
- Date: 2005
- Subjects: Endangered Wildlife Trust Environmental education -- South Africa Conservation of natural resources -- South Africa Biodiversity -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1494 , http://hdl.handle.net/10962/d1003375
- Description: The study focused on the development of an environmental education (EE) strategy framework in the Endangered Wildlife Trust (EWT) of South Africa. Evidence shows that the roles of conservation and biodiversity education could potentially be merged towards producing a practical strategy, beneficial to the organisation and its individual staff members. Questionnaires, interviews and the individual perceptions of staff members, as well as the analysis of relevant documents, suggested that the potential for the practice of EE towards the development of an EE strategy within the organisation is substantial. EWT staff members can contribute towards a change in the way that South Africans think about conservation and nature. Environmental ethics need to be promoted and understood by all. Within the EWT, environmental education activities are in place and diverse, yet they lack any form of monitoring and evaluation. The Trust is already practicing a form of EE but the potential to do more and the opportunities for expansion are unlimited.
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An exploration of teacher perceptions and actions to conserve wetlands in Kenya
- Authors: Ndaruga, Ayub Macharia
- Date: 2004
- Subjects: Wetlands -- Kenya Wetland conservation -- Kenya Wetland conservation -- Kenya -- Study and teaching ( Elementary) Wetlands -- Kenya -- Study and teaching (Elementary) Environmental education -- Kenya Sustainable development -- Study and teaching (Elementary) -- Kenya
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1535 , http://hdl.handle.net/10962/d1003417
- Description: This thesis presents the findings of an exploration of teacher perceptions and actions to conserve wetlands in Kenya. It reports findings of a case study survey done with 54 primary school teachers from seven of eight Kenyan provinces. The teachers were sampled from a larger group of 242 teachers who participated in an in-service course on wetlands conservation. The in-service course engaged teachers in exploring various aspects of wetlands and how they could enhance their conservation using both formal and non-formal contexts. The survey approach was used in the research and was augmented with a reflective process. Survey tools used were the questionnaires and interviews. The reflective process entailed observation, document analysis, field notes and the researcher’s diary. Research data was analysed in several stages. The study revealed that teachers were users of local wetlands just like other members of their communities. The teachers differed among themselves with respect to their perceptions of the value and threats to their local wetlands. The teachers also differed in their perceptions of community awareness of their local wetlands. The teachers’ perceptions about environmental education and wetlands were not holistic. The teachers recorded various opportunities to foster wetlands conservation in their local contexts at school and the community. These were their fellow teachers, the pupils, the subjects taught, clubs, environmental days and the community. The relative importance of these opportunities differed among the teachers. Many teachers claimed being motivated to promote wetlands conservation using both formal and non-formal contexts. Their motivation was based on diverse aspects of wetlands, education and the in-service training they attended in 1999. However, the intensity of motivation differed for each aspect. For instance, at community level in-service training was a major motivator while the curriculum aspects were not mentioned at all. Teachers reported having involved their pupils and the community in several activities to conserve the local wetlands. These activities seemed to be dominated by theoretical approaches, eco-management activities and visits to wetlands. There was little evidence to indicate the teachers being engaged in addressing the implications for sustainability of the perceived local wetland values and threats. The activities reported also failed to show engagement with local environmental problems as a deliberate proactive process involving exploration, discussion, action taking and reflection. Most of the activities were presented as one off activities rather than as a cyclic continuously improving series of interventions. The overall scenario presented by the teachers is one of inadequacy in addressing the sustainable use of wetlands. Teachers suggested various constraints that affect their realisation of environmental education for wetlands sustainability. The constraints traverse various aspects of the economic, biophysical, political, educational and social aspects of wetlands conservation. The study suggested the need for teachers to treat their contextual and personal conceptions as problematic rather than as simplistic or linear issues and to formulate ways to address them. This study suggests a potential but under-utilised opportunity to promote wetlands sustainability. The overall picture generated by the data in this study is a need to consider wetland training for teachers that integrates the holistic aspects of wetlands as well as the environmental education for sustainability perspectives grounded in local contexts.
- Full Text:
- Authors: Ndaruga, Ayub Macharia
- Date: 2004
- Subjects: Wetlands -- Kenya Wetland conservation -- Kenya Wetland conservation -- Kenya -- Study and teaching ( Elementary) Wetlands -- Kenya -- Study and teaching (Elementary) Environmental education -- Kenya Sustainable development -- Study and teaching (Elementary) -- Kenya
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1535 , http://hdl.handle.net/10962/d1003417
- Description: This thesis presents the findings of an exploration of teacher perceptions and actions to conserve wetlands in Kenya. It reports findings of a case study survey done with 54 primary school teachers from seven of eight Kenyan provinces. The teachers were sampled from a larger group of 242 teachers who participated in an in-service course on wetlands conservation. The in-service course engaged teachers in exploring various aspects of wetlands and how they could enhance their conservation using both formal and non-formal contexts. The survey approach was used in the research and was augmented with a reflective process. Survey tools used were the questionnaires and interviews. The reflective process entailed observation, document analysis, field notes and the researcher’s diary. Research data was analysed in several stages. The study revealed that teachers were users of local wetlands just like other members of their communities. The teachers differed among themselves with respect to their perceptions of the value and threats to their local wetlands. The teachers also differed in their perceptions of community awareness of their local wetlands. The teachers’ perceptions about environmental education and wetlands were not holistic. The teachers recorded various opportunities to foster wetlands conservation in their local contexts at school and the community. These were their fellow teachers, the pupils, the subjects taught, clubs, environmental days and the community. The relative importance of these opportunities differed among the teachers. Many teachers claimed being motivated to promote wetlands conservation using both formal and non-formal contexts. Their motivation was based on diverse aspects of wetlands, education and the in-service training they attended in 1999. However, the intensity of motivation differed for each aspect. For instance, at community level in-service training was a major motivator while the curriculum aspects were not mentioned at all. Teachers reported having involved their pupils and the community in several activities to conserve the local wetlands. These activities seemed to be dominated by theoretical approaches, eco-management activities and visits to wetlands. There was little evidence to indicate the teachers being engaged in addressing the implications for sustainability of the perceived local wetland values and threats. The activities reported also failed to show engagement with local environmental problems as a deliberate proactive process involving exploration, discussion, action taking and reflection. Most of the activities were presented as one off activities rather than as a cyclic continuously improving series of interventions. The overall scenario presented by the teachers is one of inadequacy in addressing the sustainable use of wetlands. Teachers suggested various constraints that affect their realisation of environmental education for wetlands sustainability. The constraints traverse various aspects of the economic, biophysical, political, educational and social aspects of wetlands conservation. The study suggested the need for teachers to treat their contextual and personal conceptions as problematic rather than as simplistic or linear issues and to formulate ways to address them. This study suggests a potential but under-utilised opportunity to promote wetlands sustainability. The overall picture generated by the data in this study is a need to consider wetland training for teachers that integrates the holistic aspects of wetlands as well as the environmental education for sustainability perspectives grounded in local contexts.
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Designing and making a difference: an exploration of technology education for rural school teachers
- Authors: Schäfer, Marc
- Date: 2000
- Subjects: Technology -- Study and teaching -- South Africa -- Eastern Cape Technology -- Study and teaching -- South Africa Rural schools -- South Africa -- Eastern Cape Education, Rural -- South Africa Winterberg schools trust
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1491 , http://hdl.handle.net/10962/d1003372
- Description: This qualitative study focused on a Technology Education programme for farm school teachers in the Eastern Cape province of South Africa. These teachers were faced with the challenge of incorporating Technology Education into their curriculum. The study was conducted within the context of an investigation into the conceptual nature of technology and an exploration of the theoretical underpinnings of Technology Education within both the international and South African context. Technology Education is being introduced into the South African curriculum against a background of educational transformation and the building of capacity to solve real life problems. This calls for a curriculum that will empower learners to be innovative, creative and skilled problem solvers. The introduction and incorporation of Technoiogy Education into the school curriculum poses a formidable challenge to farm schools in particular. Their unique history of neglect and legacy of underqualified teachers has made the introduction of any curriculum innovation process very difficult and challenging. This study analyses how an introductory Technology Education programme for farm school teachers in the Winterberg area of the Eastern Cape impacted~ on the teachers' professional and personal lives. It shows the importance of developing teclpological skills in conjunction with life skills in cO.ntributing to the empowerment, both in the work place and in the wider context, of rural school teachers. It highlights the need for supportive in-service education programmes and strengthens the argument for an integrative and mulitidisciplinary approach to the introduction of Technology Education in farm schools. Data was collected by means of questionnaires, interviews and photographs.
- Full Text:
- Authors: Schäfer, Marc
- Date: 2000
- Subjects: Technology -- Study and teaching -- South Africa -- Eastern Cape Technology -- Study and teaching -- South Africa Rural schools -- South Africa -- Eastern Cape Education, Rural -- South Africa Winterberg schools trust
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1491 , http://hdl.handle.net/10962/d1003372
- Description: This qualitative study focused on a Technology Education programme for farm school teachers in the Eastern Cape province of South Africa. These teachers were faced with the challenge of incorporating Technology Education into their curriculum. The study was conducted within the context of an investigation into the conceptual nature of technology and an exploration of the theoretical underpinnings of Technology Education within both the international and South African context. Technology Education is being introduced into the South African curriculum against a background of educational transformation and the building of capacity to solve real life problems. This calls for a curriculum that will empower learners to be innovative, creative and skilled problem solvers. The introduction and incorporation of Technoiogy Education into the school curriculum poses a formidable challenge to farm schools in particular. Their unique history of neglect and legacy of underqualified teachers has made the introduction of any curriculum innovation process very difficult and challenging. This study analyses how an introductory Technology Education programme for farm school teachers in the Winterberg area of the Eastern Cape impacted~ on the teachers' professional and personal lives. It shows the importance of developing teclpological skills in conjunction with life skills in cO.ntributing to the empowerment, both in the work place and in the wider context, of rural school teachers. It highlights the need for supportive in-service education programmes and strengthens the argument for an integrative and mulitidisciplinary approach to the introduction of Technology Education in farm schools. Data was collected by means of questionnaires, interviews and photographs.
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Exploring the making of meaning: environmental education and training for industry, business and local government
- Authors: Jenkin, Nicola Pat
- Date: 2000
- Subjects: Environmental education Corporations -- environmental aspects Local government -- environmental aspects Managerial economics -- environmental aspects
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1543 , http://hdl.handle.net/10962/d1003425
- Description: The aim of this research was to explore how participants made meaning in an environmental education and training course for people from industry, business and local government in South Africa, and to identify and comment on any constraints to this meaning-making. I used a Symbolic Interactionist theoretical framework to explore and comment on the meaning-making process. I started my research by conducting a questionnaire to select participants for interviews. During the course the selected participants were interviewed, as well as the two course co-ordinators. Data was also gathered during the course from participant observation field notes ('captured talk'), photographs, participants' assignments and course evaluations. The data was analysed using an adapted form of discourse analysis and matrices. The research highlights that the opportunities provided on the course were adequate for encouraging meaning-making amongst both the co-ordinators and participants. However, recorded instances of meaning-making were low, which indicated that there were certain constraints during the meaning-making process. This research highlights and comments on identified constraints such as time and workplace support. The research supports similar findings which emerged from research conducted on the Gold Fields environmental education course for teachers and also offers recommendations for further research and practice into meaning-;making within the field of environmental education and industry, business and local government in South Africa.
- Full Text:
- Authors: Jenkin, Nicola Pat
- Date: 2000
- Subjects: Environmental education Corporations -- environmental aspects Local government -- environmental aspects Managerial economics -- environmental aspects
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1543 , http://hdl.handle.net/10962/d1003425
- Description: The aim of this research was to explore how participants made meaning in an environmental education and training course for people from industry, business and local government in South Africa, and to identify and comment on any constraints to this meaning-making. I used a Symbolic Interactionist theoretical framework to explore and comment on the meaning-making process. I started my research by conducting a questionnaire to select participants for interviews. During the course the selected participants were interviewed, as well as the two course co-ordinators. Data was also gathered during the course from participant observation field notes ('captured talk'), photographs, participants' assignments and course evaluations. The data was analysed using an adapted form of discourse analysis and matrices. The research highlights that the opportunities provided on the course were adequate for encouraging meaning-making amongst both the co-ordinators and participants. However, recorded instances of meaning-making were low, which indicated that there were certain constraints during the meaning-making process. This research highlights and comments on identified constraints such as time and workplace support. The research supports similar findings which emerged from research conducted on the Gold Fields environmental education course for teachers and also offers recommendations for further research and practice into meaning-;making within the field of environmental education and industry, business and local government in South Africa.
- Full Text:
Share-net: a case study of environmental education resource material development in a risk society
- Authors: Taylor, Robert James
- Date: 1997
- Subjects: Environmental education Environmental education -- South Africa Environmental education -- Activity programs -- South Africa Environmental education -- South Africa -- Information resources
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1765 , http://hdl.handle.net/10962/d1003650
- Description: This narrative study reviews the development of Share-Net, an informal resource materials network, located within the developing environmental education activities of the Wildlife and Environment Society of South Africa. Historical shaping factors within the Society are discussed and changing views on conservation, environmental education and research are described. Rather than the research process being a utilitarian and outside endeavour for clarifying and monitoring, the research orientation of this study is one of grounded activity within and integrally part of processes of change. Within a developing story of resource materials and workshops, themes are traced and emergent tensions are critically reviewed. Teacher workshops from 1981 until 1995 are analysed and developing orientations are described. Within this review changes are evident from an orientation of 'us' informing 'them' to joint, collaborative endeavours within the development and use of resource materials. The study reviews and illuminates the Share-Net project around questions of project orientation and management and this is done through the narration of case studies. Principles and patterns emerging within these are examined to guide future resource development projects. Popularist notions of networking and structural functionalist notions of social change are also examined. Grand, modernist strategies designed to cause change in others are questioned and the role of small-scale nodes of resource material activity cooperating within an open network are clarified as useful alternatives. Local resourcing centres such as these have proved useful in supporting teachers in the development, use and adaptation of resource materials. The study also examines income and expenditure of the Share-Net project since 1988 to review economic sustainability. A case is made for sustaining the project conceptually and financially through the sales of products and services rather than through external donor sources. Finally the study raises questions and challenges within the project and proposes guiding frameworks for future review, in action, as the story continues.
- Full Text:
- Authors: Taylor, Robert James
- Date: 1997
- Subjects: Environmental education Environmental education -- South Africa Environmental education -- Activity programs -- South Africa Environmental education -- South Africa -- Information resources
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1765 , http://hdl.handle.net/10962/d1003650
- Description: This narrative study reviews the development of Share-Net, an informal resource materials network, located within the developing environmental education activities of the Wildlife and Environment Society of South Africa. Historical shaping factors within the Society are discussed and changing views on conservation, environmental education and research are described. Rather than the research process being a utilitarian and outside endeavour for clarifying and monitoring, the research orientation of this study is one of grounded activity within and integrally part of processes of change. Within a developing story of resource materials and workshops, themes are traced and emergent tensions are critically reviewed. Teacher workshops from 1981 until 1995 are analysed and developing orientations are described. Within this review changes are evident from an orientation of 'us' informing 'them' to joint, collaborative endeavours within the development and use of resource materials. The study reviews and illuminates the Share-Net project around questions of project orientation and management and this is done through the narration of case studies. Principles and patterns emerging within these are examined to guide future resource development projects. Popularist notions of networking and structural functionalist notions of social change are also examined. Grand, modernist strategies designed to cause change in others are questioned and the role of small-scale nodes of resource material activity cooperating within an open network are clarified as useful alternatives. Local resourcing centres such as these have proved useful in supporting teachers in the development, use and adaptation of resource materials. The study also examines income and expenditure of the Share-Net project since 1988 to review economic sustainability. A case is made for sustaining the project conceptually and financially through the sales of products and services rather than through external donor sources. Finally the study raises questions and challenges within the project and proposes guiding frameworks for future review, in action, as the story continues.
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A study of perceptions, knowledge and understanding of desertification and its causes among decision makers in northern Namibia
- Tshikesho, Desiderius Raimund
- Authors: Tshikesho, Desiderius Raimund
- Date: 1996
- Subjects: Desertification Desertification -- Namibia Desertification -- Economic aspects -- Namibia Environmental education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1779 , http://hdl.handle.net/10962/d1003664
- Description: This study was aimed at investigating the perceptions, knowledge and understanding of desertification and its causes among decision makers in northern Namibia. The focus of investigation was on desertification and its major causes as identified in the general literature, viz. deforestation, overgrazing and overcultivation. Particular attention was given to the socioeconomic and cultural factors which are behind these perceived 'ecological' causes of desertification. Furthermore, the respondents were also engaged in the generation of solutions to the problem of desertification and its causes. Data collection was based on semi-structured interviews with the regional governors, councillors and chief headmen from the four northern regions. A qualitative approach was adopted for the research and findings are essentially descriptive and qualitative. It is anticipated that the study will make an important contribution to the current debate on desertification in Namibia, specifically with regard to the perceptions, knowledge and understanding of desertification and its causes among the decision makers in northern Namibia.
- Full Text:
- Authors: Tshikesho, Desiderius Raimund
- Date: 1996
- Subjects: Desertification Desertification -- Namibia Desertification -- Economic aspects -- Namibia Environmental education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1779 , http://hdl.handle.net/10962/d1003664
- Description: This study was aimed at investigating the perceptions, knowledge and understanding of desertification and its causes among decision makers in northern Namibia. The focus of investigation was on desertification and its major causes as identified in the general literature, viz. deforestation, overgrazing and overcultivation. Particular attention was given to the socioeconomic and cultural factors which are behind these perceived 'ecological' causes of desertification. Furthermore, the respondents were also engaged in the generation of solutions to the problem of desertification and its causes. Data collection was based on semi-structured interviews with the regional governors, councillors and chief headmen from the four northern regions. A qualitative approach was adopted for the research and findings are essentially descriptive and qualitative. It is anticipated that the study will make an important contribution to the current debate on desertification in Namibia, specifically with regard to the perceptions, knowledge and understanding of desertification and its causes among the decision makers in northern Namibia.
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An investigation into the development, principles and practice of environmental interpretation in South Africa: a case study of the National Parks Board
- Authors: Milne, Ian Bertram
- Date: 1996
- Subjects: National parks and reserves -- South Africa Environmental education -- South Africa National parks and reserves -- Interpretive programs Conservation of natural resources -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1604 , http://hdl.handle.net/10962/d1003486
- Description: This study looks firstly at the historical background to conservation, particularly in the South African National Parks Board, and relates this to developments in interpretation in the National Parks. These are evaluated against international norms as they appear in the current literature. The aim is to establish a platform upon which future developments in interpretation may be built, avoiding the mistakes of the past, while capitalising on the strong points. Current views of what interpretation is, and what it should be, are reviewed. Knowing who the audience is, in terms of cultural background, education, needs and interests, as well as sound planning, clear objectives and ongoing evaluation of interpretive programmes, emerge as essential prerequisites for effective interpretation. Through reviewing the development and current status of interpretation in the National Parks, the study finds that although the view has been expressed by management, both past and present, that interpretation in the national parks is of great importance, the past and current status of interpretation does not reflect that view. Generally, interpretation appears to be regarded as a non-essential service. This report argues that environmental interpretation should be given a higher status in the National Parks Board and that it should form an important part of the conservation strategy and management plan for the national parks. The researcher contends that a greater investment in interpretation could lead to a decrease in the need for further, increased investment in law enforcement in the parks. The researcher is also of the opinion that interpretation aimed at all levels of personnel of the National Parks Board is at least as important as interpretation aimed at visitors.
- Full Text:
- Authors: Milne, Ian Bertram
- Date: 1996
- Subjects: National parks and reserves -- South Africa Environmental education -- South Africa National parks and reserves -- Interpretive programs Conservation of natural resources -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1604 , http://hdl.handle.net/10962/d1003486
- Description: This study looks firstly at the historical background to conservation, particularly in the South African National Parks Board, and relates this to developments in interpretation in the National Parks. These are evaluated against international norms as they appear in the current literature. The aim is to establish a platform upon which future developments in interpretation may be built, avoiding the mistakes of the past, while capitalising on the strong points. Current views of what interpretation is, and what it should be, are reviewed. Knowing who the audience is, in terms of cultural background, education, needs and interests, as well as sound planning, clear objectives and ongoing evaluation of interpretive programmes, emerge as essential prerequisites for effective interpretation. Through reviewing the development and current status of interpretation in the National Parks, the study finds that although the view has been expressed by management, both past and present, that interpretation in the national parks is of great importance, the past and current status of interpretation does not reflect that view. Generally, interpretation appears to be regarded as a non-essential service. This report argues that environmental interpretation should be given a higher status in the National Parks Board and that it should form an important part of the conservation strategy and management plan for the national parks. The researcher contends that a greater investment in interpretation could lead to a decrease in the need for further, increased investment in law enforcement in the parks. The researcher is also of the opinion that interpretation aimed at all levels of personnel of the National Parks Board is at least as important as interpretation aimed at visitors.
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Teaching the principles of ecology in the urban environment: an investigation into the development of resource materials
- Authors: Wagiet, Mogamat Fadli
- Date: 1996
- Subjects: Environmental education -- South Africa Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1799 , http://hdl.handle.net/10962/d1003684
- Description: The combined potential of two crucial factors in 1993, which afforded the promotion of socially just and ecologically sustainable ways of living, led to the instigation of this research project. The first was the imminence og our first democratic election; the second was the possible introduction of environmental education into formal education. In the light of these momentous shifts, it became apparent to me that teachers would have to radically transform their practices in order to play their part in transforming society from the dark days of apartheid into one of equity and harmony. The implications of these factors precipitated the falling into place of the rationale for my research: teachers had to look for professional development experiences which could facilitate the creation of alternative ways of thinking and doing. As a result, I approached a group of biology and geography teachers on the Cape Flats and, after protracted discussions, we decided to examine the potential of the urban environment for the teaching of ecology from the perspective of socially just and environmentally sustainable living. Out of this decision was born this study, which aimed at examining whether this process could, as a means to professional development, be a 'moment' in our journey to becoming transformative intellectuals. From this aim, the central research question emerged: Can emancipatory action research play a role in empowering teachers to become transformative intellectuals? The study consisted of five stages: - exploring the problem by reviewing the literature on the research problem; - the semi-structured interviews; - five workshops; - the 'sensing the urban environment' fieldtrip; and, - the various evaluation sessions. What we achieved during this research project, firstly, was a better understanding of our practices, which led us to seeing our roles as teachers differently and altered our pedagogical approaches. Secondly, this process developed the belief within ourselves that we, as teachers, can and should make a difference to the educational world in which we live. Lastly, this process laid the foundation for continued collaborative action by the participants. This process taught us that educational transformation is difficult and painful, and that present educational structures are not conducive to change. Nonetheless, in the historical context of this research, emancipatory action research was successful in giving us a consciousness-raising experience and closed the rhetoric-reality gap as we engaged in praxis (the practitioners developing and implementing their own curriculum). If we, as transformative intellectuals, are to engage in intellectual labour in the future, we are not only going to need to change our way of thinking and doing but will have to create an enabling infrastructure to realise this as well. We will, in addition, have to change the structures of the institutions in which we work in order to practise as transformative intellectuals.
- Full Text:
- Authors: Wagiet, Mogamat Fadli
- Date: 1996
- Subjects: Environmental education -- South Africa Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1799 , http://hdl.handle.net/10962/d1003684
- Description: The combined potential of two crucial factors in 1993, which afforded the promotion of socially just and ecologically sustainable ways of living, led to the instigation of this research project. The first was the imminence og our first democratic election; the second was the possible introduction of environmental education into formal education. In the light of these momentous shifts, it became apparent to me that teachers would have to radically transform their practices in order to play their part in transforming society from the dark days of apartheid into one of equity and harmony. The implications of these factors precipitated the falling into place of the rationale for my research: teachers had to look for professional development experiences which could facilitate the creation of alternative ways of thinking and doing. As a result, I approached a group of biology and geography teachers on the Cape Flats and, after protracted discussions, we decided to examine the potential of the urban environment for the teaching of ecology from the perspective of socially just and environmentally sustainable living. Out of this decision was born this study, which aimed at examining whether this process could, as a means to professional development, be a 'moment' in our journey to becoming transformative intellectuals. From this aim, the central research question emerged: Can emancipatory action research play a role in empowering teachers to become transformative intellectuals? The study consisted of five stages: - exploring the problem by reviewing the literature on the research problem; - the semi-structured interviews; - five workshops; - the 'sensing the urban environment' fieldtrip; and, - the various evaluation sessions. What we achieved during this research project, firstly, was a better understanding of our practices, which led us to seeing our roles as teachers differently and altered our pedagogical approaches. Secondly, this process developed the belief within ourselves that we, as teachers, can and should make a difference to the educational world in which we live. Lastly, this process laid the foundation for continued collaborative action by the participants. This process taught us that educational transformation is difficult and painful, and that present educational structures are not conducive to change. Nonetheless, in the historical context of this research, emancipatory action research was successful in giving us a consciousness-raising experience and closed the rhetoric-reality gap as we engaged in praxis (the practitioners developing and implementing their own curriculum). If we, as transformative intellectuals, are to engage in intellectual labour in the future, we are not only going to need to change our way of thinking and doing but will have to create an enabling infrastructure to realise this as well. We will, in addition, have to change the structures of the institutions in which we work in order to practise as transformative intellectuals.
- Full Text:
An investigation of environmental knowledge among two rural black communities in Natal
- Mtshali, Cynthia Sibongiseni
- Authors: Mtshali, Cynthia Sibongiseni
- Date: 1995
- Subjects: Wild plants, Edible -- South Africa -- KwaZulu-Natal -- Folklore Zulu (African people) -- Folklore Animals -- Folklore Environmental education -- South Africa Medicinal plants -- South Africa -- KwaZulu-Natal -- Maphumulo Medicinal plants -- South Africa -- KwaZulu-Natal -- Ingwavuma
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1623 , http://hdl.handle.net/10962/d1003505
- Description: This study elicits and documents knowledge of the natural environment amongst two rural Black communities in Natal namely, the districts of Maphumulo and Ingwavuma.Twenty members of these communities who are older than 60 years of age were interviewed, as older people are considered by the researcher to be important repositories of environmental knowledge. This study records a variety of animals hunted in these communities and discusses various activities associated with this activity. It examines the gathering and the use of wild edible plants like fruits and spinach, and of wild plants alleged to have medicinal value. It reviews indigenous knowledge related to custom beliefs and prohibitions as well as traditional laws associated .with animals and trees. It also considers how this knowledge can contribute towards the development of Environmental Education in South Africa. The data was deduced from the responses elicited from semi-structured interviews. The data was analyzed qualitatively.
- Full Text:
- Authors: Mtshali, Cynthia Sibongiseni
- Date: 1995
- Subjects: Wild plants, Edible -- South Africa -- KwaZulu-Natal -- Folklore Zulu (African people) -- Folklore Animals -- Folklore Environmental education -- South Africa Medicinal plants -- South Africa -- KwaZulu-Natal -- Maphumulo Medicinal plants -- South Africa -- KwaZulu-Natal -- Ingwavuma
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1623 , http://hdl.handle.net/10962/d1003505
- Description: This study elicits and documents knowledge of the natural environment amongst two rural Black communities in Natal namely, the districts of Maphumulo and Ingwavuma.Twenty members of these communities who are older than 60 years of age were interviewed, as older people are considered by the researcher to be important repositories of environmental knowledge. This study records a variety of animals hunted in these communities and discusses various activities associated with this activity. It examines the gathering and the use of wild edible plants like fruits and spinach, and of wild plants alleged to have medicinal value. It reviews indigenous knowledge related to custom beliefs and prohibitions as well as traditional laws associated .with animals and trees. It also considers how this knowledge can contribute towards the development of Environmental Education in South Africa. The data was deduced from the responses elicited from semi-structured interviews. The data was analyzed qualitatively.
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An investigation of the potential role for environmental education in the conservation of the Swartkops estuary and Swartkops Nature Reserve
- Kitson, Brian Anthony Austen
- Authors: Kitson, Brian Anthony Austen
- Date: 1994
- Subjects: Environmental education -- Curricula -- South Africa Conservation of natural resources -- South Africa -- Eastern Cape -- Swartkops Nature Reserve Conservation of natural resources -- South Africa -- Eastern Cape -- Swartkops River
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1654 , http://hdl.handle.net/10962/d1003537
- Description: This study explores the potential role of an environmental education approach towards the conservation of the Swartkops Estuary and Swartkops Nature Reserve. More specifically it examines the opinions, feelings and perceptions of a sample of twenty seven people, who have a vested interest, in the possible conservation of the area. These stakeholders were comprised of people representing all the various groups and communities that use either or both the estuary and reserve. Opinions were examined by means of a qualitative data analysis from semi-structured interviews. The conservation opinions of respondents were obtained on both general topics and more detailed areas. Due to the small sample and exploratory nature of the project, these results should be viewed as tentative. Proposals are made for increasing the impact of Environmental Education programmes in this and similar environments, and recommendations are put forward to help facilitate related studies in the future.
- Full Text:
- Authors: Kitson, Brian Anthony Austen
- Date: 1994
- Subjects: Environmental education -- Curricula -- South Africa Conservation of natural resources -- South Africa -- Eastern Cape -- Swartkops Nature Reserve Conservation of natural resources -- South Africa -- Eastern Cape -- Swartkops River
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1654 , http://hdl.handle.net/10962/d1003537
- Description: This study explores the potential role of an environmental education approach towards the conservation of the Swartkops Estuary and Swartkops Nature Reserve. More specifically it examines the opinions, feelings and perceptions of a sample of twenty seven people, who have a vested interest, in the possible conservation of the area. These stakeholders were comprised of people representing all the various groups and communities that use either or both the estuary and reserve. Opinions were examined by means of a qualitative data analysis from semi-structured interviews. The conservation opinions of respondents were obtained on both general topics and more detailed areas. Due to the small sample and exploratory nature of the project, these results should be viewed as tentative. Proposals are made for increasing the impact of Environmental Education programmes in this and similar environments, and recommendations are put forward to help facilitate related studies in the future.
- Full Text:
Perceptions of primary school teachers towards the South African Museum as an environmental education resource
- Authors: Harrison, Jo-Anne Elizabeth
- Date: 1994
- Subjects: Elementary school teachers -- South Africa -- Attitudes South African Museum Environmental education -- South Africa Environmental education -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1694 , http://hdl.handle.net/10962/d1003577
- Description: This study examines the perceptions of a small group of primary school teachers from Gugulethu in Cape Town, of the various exhibitions and education services currently offered at the South African Museum. Their perceptions of proposed services are also examined in order to find out which of these proposals, as well as existing services, best meet the needs expressed by this group of teachers. An attempt was also made to determine their level of understanding of environmental education and awareness of environmental issues. This study suggested the need for greater emphasis to be placed on the 'hands-on' components of the Museum's education programmes. The need for syllabus related and enriching educational programmes and resource materials was also identified. In this regard, the exhibits perceived to be of greatest benefit to the pupils were those relating either to the syllabus or their culture, whilst exhibits seen to be 'out of the pupils' experience' (eg. Fossils) were perceived as unimportant. The teachers also epressed a strong desire for training sessions to be held at the Museum that would help them improve their knowledge of the displays and programmes. It was found that the teachers understanding of environmental education ranged from syllabus-related definitions to more holistic views. The environmental issues perceived to be of greatest importance were mainly social issues such as poverty, violence, child abuse and street children as well as water pollution and cruelty to animals. The production of posters and resource materials, drama, story-telling and programmes for parents were seen to be among the choices most favoured for the Museum to adopt in promoting environmental awareness in the community.
- Full Text:
- Authors: Harrison, Jo-Anne Elizabeth
- Date: 1994
- Subjects: Elementary school teachers -- South Africa -- Attitudes South African Museum Environmental education -- South Africa Environmental education -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1694 , http://hdl.handle.net/10962/d1003577
- Description: This study examines the perceptions of a small group of primary school teachers from Gugulethu in Cape Town, of the various exhibitions and education services currently offered at the South African Museum. Their perceptions of proposed services are also examined in order to find out which of these proposals, as well as existing services, best meet the needs expressed by this group of teachers. An attempt was also made to determine their level of understanding of environmental education and awareness of environmental issues. This study suggested the need for greater emphasis to be placed on the 'hands-on' components of the Museum's education programmes. The need for syllabus related and enriching educational programmes and resource materials was also identified. In this regard, the exhibits perceived to be of greatest benefit to the pupils were those relating either to the syllabus or their culture, whilst exhibits seen to be 'out of the pupils' experience' (eg. Fossils) were perceived as unimportant. The teachers also epressed a strong desire for training sessions to be held at the Museum that would help them improve their knowledge of the displays and programmes. It was found that the teachers understanding of environmental education ranged from syllabus-related definitions to more holistic views. The environmental issues perceived to be of greatest importance were mainly social issues such as poverty, violence, child abuse and street children as well as water pollution and cruelty to animals. The production of posters and resource materials, drama, story-telling and programmes for parents were seen to be among the choices most favoured for the Museum to adopt in promoting environmental awareness in the community.
- Full Text:
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