An exploratory case study of a Foundation Phase learning program to examine how curriculum contextualisation contributes to environmental learning and relevance
- Authors: Maqwelane, Nonkoliso Sheila
- Date: 2012
- Subjects: Education, Primary -- Research -- South Africa Environmental education -- Study and teaching (Elementary) -- South Africa Curriculum planning -- Research -- South Africa Literacy -- Study and teaching (Elementary) -- Research -- South Africa Life skills -- Study and teaching (Elementary) -- Research -- South Africa Experiential learning -- Research -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1889 , http://hdl.handle.net/10962/d1006041
- Description: This study is an exploration of contextual environmental learning through integrated life skills and literacy in a Foundation Phase classroom. It attempts to document, explore and clarify some of the challenges of situated environmental learning in a Foundation Phase classroom through an integrated program of life skills learning and literacy acquisition. The research draws on a rich but often overlooked cultural historical context of embodied intergenerational healthy living practices in a rural Eastern Cape context to construct a learning platform for a more carefully situated and potentially relevant education. The integrated life skills and literacy acquisition program thus unfolded as a contextual process of situated learning within a developing blend of listening, writing and reading to learn in a Grade 3 program of additive bilingualism. The data generated in the study and represented in Chapter 4 suggests curriculum contextualisation in an integrated Foundation Phase program can contribute to environmental learning with enhanced relevance and literacy skills. The evidence from working with learner knowledge and experience in a community context appears to be a key to meaningful curriculum contextualization in an integrated Foundation Phase programme producing enhanced literacy and relevance. It was noted that engaging elders (gogos) enabled the process of opening up local knowledge to link with learner experience and school knowledge to foster relevance, appeared to contribute to more meaningful learning across other learning areas. There is evidence that acquiring literacy skills is a lengthy process that is supported by learner interest and the relevance of what they are learning especially when it is acknowledged by the teacher and the community. The findings of an exploratory study such as this cannot be conclusive beyond the experience that I had of working with learners who were engaged in learning as well as acquiring literacy skills literacy skills. My personal enthusiasm and work with the Gogos and with a community focus were key factors that strengthened environmental learning across school, home and community. The experience has convinced me that this is the way we must work to enhance relevance and literacy in our Foundation Phase teaching.
- Full Text:
Implementation of environmental learning in the NSSC biology curriculum component: a case study of Namibia
- Authors: Tshiningayamwe, Sirkka Alina Nambashusan
- Date: 2012
- Subjects: Environmental education -- Namibia -- Case studies Environmental education -- Study and teaching (Secondary) -- Namibia -- Case studies Environmental education -- Evaluation -- Namibia -- Case studies Biology -- Study and teaching (Secondary) -- Namibia -- Case studies Biology -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1564 , http://hdl.handle.net/10962/d1003446
- Description: In the context of ecological crisis and environmental deterioration, teaching about environmental issues and the preservation of the world’s environment has become increasingly important across the globe (Chi-chung Ko & Chi-kin Lee, 2003). Of the various subjects taught in secondary schools, Science is often perceived as one that can make a significant contribution to environmental education. It is in this light that the study has looked at how Grade 11 and 12 Biology teachers in the Namibian context implement Environmental Learning (EL). This study was constituted as a case study of two schools in Windhoek, in the Khomas region. The study investigated the implementation of EL in the Biology curriculum focusing on the constraints and enabling factors influencing the implementation. This study employed qualitative methods, specifically semi-structured interviews, classroom observations and document analysis in its investigation of EL implementation. Purposive sampling was done and piloting of interview and observation schedules was used to refine the schedules. Ethical issues were taken into consideration throughout the study. The key findings from the study are as follows: - Teachers’ knowledge and interest in environmental education influence how teachers facilitate EL; - There is a mismatch between EL theories and practice; - Teaching of EL is mainly informed by the syllabus and not other curriculum documents, - Current assessment policy and practice impact on EL; and - Possibilities exist for improving EL in Namibia’s Biology curriculum. These key findings have been used to make recommendations for the study which are as follows: - Strengthen the subject content and interest of teachers; - There should be a match between EL theories and practice; - Reorient curriculum documents and other learning support materials used for EL; - Change in assessment approaches; and - Translate constraints of EL into enablers. The study concludes by calling for further research into EL pedagogies. This can be used to improve EL implementation in the region where the study was situated.
- Full Text:
An investigation of student leadership in an independent school in the Eastern Cape: ʺdo alternative forms of leadership (such as servant leadership) emerge through community building?ʺ
- Authors: Knott-Craig, Ian Duncan
- Date: 2008
- Subjects: Kingswood College Private schools -- South Africa -- Eastern Cape Servant leadership -- South Africa -- Eastern Cape Educational leadership -- South Africa -- Eastern Cape Community and school -- South Africa -- Eastern Cape Student volunteers in social service -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1643 , http://hdl.handle.net/10962/d1003525
- Description: Significant changes have taken place in recent years in leadership theory and practice world wide. Theorizations of effective leadership have evolved from being authoritarian and task-centered to a model in which leaders are encouraged to look beyond their self-interest and prioritize the interests of the group. This study investigates the development of an alternative form of leadership through community building in two male school boarding houses. It attempts to ascertain whether students are able to work collaboratively towards developing an environment conducive to servant leadership. Structured according to the transformative research paradigm, this action research study was conducted in an independent school, Kingswood College, in Grahamstown, South Africa. The College is a traditional independent co-educational school that prides itself on producing leaders. As the school was in the process of reviewing its leadership system, it became an appropriate site to investigate the development of community and to explore possibilities for the emergence of an alternative form of leadership that would reflect the attributes of servant leadership. The participants in the study were volunteers from two boarding houses, who agreed to reflect on their perceptions and experiences of the way in which their houses functioned. My research findings show that through their willingness to engage in moral dialogue, students can transform their boarding houses into closely-knit communities bound together by shared values and beliefs. Closer relationships make for better understanding. As the leaders take on the responsibility of caring for their juniors, a moral obligation begins to manifest itself. Leaders will display the attributes of servant leadership if they are prepared to acknowledge in practice this moral obligation to serve others.
- Full Text:
Professional development in environmental education in Zanzibar, Tanzania: distances encountered in a semi-distance learning course
- Authors: Heylings, Phillippa Frances
- Date: 2000
- Subjects: Environmental education -- Tanzania -- Zanzibar Distance education -- Tanzania -- Zanzibar Environmental education Distance education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1715 , http://hdl.handle.net/10962/d1003598
- Description: In Zanzibar, in 1995, opportunities for professional development in environmental education were minimal. Yet the demand for professional development was high, especially because of an emphasis on formal qualifications in the country. Credibility was afforded to forms of professional development, aimed at creating more ‘experts’. Ongoing environmental education practice was not achieving its objectives. Into this setting, which was culturally and socio-politically different from the South African context where it was developed, I introduced the Rhodes University Certificate and Gold Fields Participatory Course in Environmental Education (RU/GF); a non-formal, counter-hegemonic course which encouraged critical reflection on the dominant orientations to environmental education practice – including professional development. I used critical ethnographic and action research methods to explore my praxiological interest, the adaptation of the RU/GF curriculum to the Zanzibar context. During the research process, a decision was made to formally accredit the RU/GF course. This decision did not alter the course orientation or the learning process but opened up possibilities for future curriculum development processes. It allowed the students both a formal qualification necessary for status and promotion, and participation in a learning process that challenged the dominant paradigm on professional development and status from within the socio-political context. The research took on a reflexive orientation to research and environmental education. Through a dialectical development of theory, method and results, several important issues emerged. These deal with the ‘distances’ encountered in attempting to address some of the perceived dichotomies in professional development in environmental education through semi-distance learning: the distances between status and learning; the need for career upgrading and the type of learning considered appropriate for professional development in environmental education; the non-quantifiable aims associated with a reflexive orientation to professional development and formal assessment demands for measurable criteria; the democratisation of open-entry courses and the elitism of restricted access; the focus on individual growth and the attainment of a normative grade; theory and practice; and finally distances between learner, text and language. The research supports similar findings emerging from evaluation of the RU/GF course in South Africa and resonates with, and contributes to, issues concerning professional development in environmental education being considered internationally.
- Full Text: