Advancing Assessment Thinking in Education for Sustainable Development with a Focus on Significant Learning Processes
- Shumba, Overson, Mandikonza, Caleb, Lotz-Sisitka, Heila
- Authors: Shumba, Overson , Mandikonza, Caleb , Lotz-Sisitka, Heila
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435209 , vital:73138 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This position paper is developed in the context of the Fundisa [Teaching] for Change teacher education programme (www.fundisaforchange.co.za), as well as the Sustainability Starts with Teachers programmes for teacher education (www. sustainabilityteachers.org/course). Fundisa for Change is a South African programme while Sustainability Starts with Teachers is a Southern Africa Development Community (SADC) programme for teacher educators. Both these programmes seek to enhance transformative environments and sustainability education processes in teacher education. They have a strategic focus on situated and transformative learning approaches for learners to learn to ‘know the world’ and practice ‘being in the world’. The real world provides the context for learning and assessment for learning, but not enough is known about assessment of such learning.
- Full Text:
- Authors: Shumba, Overson , Mandikonza, Caleb , Lotz-Sisitka, Heila
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435209 , vital:73138 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This position paper is developed in the context of the Fundisa [Teaching] for Change teacher education programme (www.fundisaforchange.co.za), as well as the Sustainability Starts with Teachers programmes for teacher education (www. sustainabilityteachers.org/course). Fundisa for Change is a South African programme while Sustainability Starts with Teachers is a Southern Africa Development Community (SADC) programme for teacher educators. Both these programmes seek to enhance transformative environments and sustainability education processes in teacher education. They have a strategic focus on situated and transformative learning approaches for learners to learn to ‘know the world’ and practice ‘being in the world’. The real world provides the context for learning and assessment for learning, but not enough is known about assessment of such learning.
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An Examination of the Nexus between Environmental Knowledge and Environmental Learning Processes
- Chitsiga, Christina, Schudel, Ingrid J
- Authors: Chitsiga, Christina , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435086 , vital:73129 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: Previous chapters in this book have discussed the complexity of environmental content (see Schudel and Lotz-Sisitka, Chapter 2; Isaacs and Olvitt, Chapter 4) and Chapter 8 (Schudel) has highlighted the significance and key elements of active and critical approaches to learning. The primary purpose of this chapter is to draw these two approaches together; that is, to explore the nexus of environmental content and environmental learning processes.
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- Authors: Chitsiga, Christina , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435086 , vital:73129 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: Previous chapters in this book have discussed the complexity of environmental content (see Schudel and Lotz-Sisitka, Chapter 2; Isaacs and Olvitt, Chapter 4) and Chapter 8 (Schudel) has highlighted the significance and key elements of active and critical approaches to learning. The primary purpose of this chapter is to draw these two approaches together; that is, to explore the nexus of environmental content and environmental learning processes.
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An Exploration of what Grade 7 Natural Sciences Teachers Know, Believe and Say about Biodiversity and the Teaching of Biodiversity
- Isaacs, Dorelle, Olvitt, Lausanne L
- Authors: Isaacs, Dorelle , Olvitt, Lausanne L
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435153 , vital:73134 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This chapter shares the findings of a small-scale qualitative research project that investigated what three Grade 7 Natural Sciences teachers know, believe and say about biodiversity (Isaacs 2016). The study was sparked by the researcher’s interest in environmental learning and the importance of school curricula in preparing children to take care of their local and global environments. Biodiversity refers to Earth’s rich variety of plants and animals. It has been described as ‘the complex web of life’that includes diversity at genetic, species and ecosystem levels (Gurr et al. 2012: 4). The concept came to prominence in 1992 when the United Nations’ Convention on Biological Diversity defined biological diversity as ‘the variability among living organisms from all sources including, inter alia, terrestrial, marine and other aquatic ecosystems and the ecological complexes of which they are part; this includes diversity within species, between species and of ecosystems’(United Nations 1992: Article 2).
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- Authors: Isaacs, Dorelle , Olvitt, Lausanne L
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435153 , vital:73134 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This chapter shares the findings of a small-scale qualitative research project that investigated what three Grade 7 Natural Sciences teachers know, believe and say about biodiversity (Isaacs 2016). The study was sparked by the researcher’s interest in environmental learning and the importance of school curricula in preparing children to take care of their local and global environments. Biodiversity refers to Earth’s rich variety of plants and animals. It has been described as ‘the complex web of life’that includes diversity at genetic, species and ecosystem levels (Gurr et al. 2012: 4). The concept came to prominence in 1992 when the United Nations’ Convention on Biological Diversity defined biological diversity as ‘the variability among living organisms from all sources including, inter alia, terrestrial, marine and other aquatic ecosystems and the ecological complexes of which they are part; this includes diversity within species, between species and of ecosystems’(United Nations 1992: Article 2).
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Assisting Learners to Take Up Agency in Problem-Solving Activities
- Lambrechts, Therese, O’Donoghue, Rob B, Schudel, Ingrid J
- Authors: Lambrechts, Therese , O’Donoghue, Rob B , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435099 , vital:73130 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The study was informed by an expansion of the ‘design research’ reported by McKenny and Reeves (2012) and it developed as a collaborative design process similar to that described by Voogt, Laferriere, Breuleux, Itow, Hickey and McKenny (2015). Voogt et al. approached design research as a successive and developing process of formative work by participants working together to design and assess a learning programme. In our case the design work was undertaken within a course-supported process of ESD design innovation among participating teachers and subject advisors.
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- Authors: Lambrechts, Therese , O’Donoghue, Rob B , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435099 , vital:73130 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The study was informed by an expansion of the ‘design research’ reported by McKenny and Reeves (2012) and it developed as a collaborative design process similar to that described by Voogt, Laferriere, Breuleux, Itow, Hickey and McKenny (2015). Voogt et al. approached design research as a successive and developing process of formative work by participants working together to design and assess a learning programme. In our case the design work was undertaken within a course-supported process of ESD design innovation among participating teachers and subject advisors.
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Developing Teacher Capabilities and Valued Functionings in Professional Learning Communities: Focus on Environmental Content Knowledge in Natural Sciences
- Thomas, Kgomotso, Songqwaru, Zintle
- Authors: Thomas, Kgomotso , Songqwaru, Zintle
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435234 , vital:73140 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This study explored how professional learning communities can contribute to the development of teachers’ capabilities and the achievement of their valued functionings related to teaching environmental content knowledge in the ‘Life and Living’ strand of Grade 8 Natural Sciences (NS). This is in the context of the Natural Sciences Curriculum Assessment Policy Statement (CAPS) which is strongly content-referenced and is committed to learning approaches that are active and critical, and to environment and sustainability content knowledge (Lotz-Sisitka 2011). The integration of environmental education in the school’s curriculum is of significance as it addresses global and local environmental issues by preparing and actively involving learners in the planning, improvement and protection of the environment for the future (Unesco 2012). The successful implementation of CAPS requires that teachers attain necessary subject content knowledge and pedagogical content knowledge (PCK) for the integration of environment and sustainability concerns into the South African National Curriculum (Lotz-Sisitka 2011). Teachers are also required to have the requisite skills to implement pedagogical approaches that support environmental education.
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- Authors: Thomas, Kgomotso , Songqwaru, Zintle
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435234 , vital:73140 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This study explored how professional learning communities can contribute to the development of teachers’ capabilities and the achievement of their valued functionings related to teaching environmental content knowledge in the ‘Life and Living’ strand of Grade 8 Natural Sciences (NS). This is in the context of the Natural Sciences Curriculum Assessment Policy Statement (CAPS) which is strongly content-referenced and is committed to learning approaches that are active and critical, and to environment and sustainability content knowledge (Lotz-Sisitka 2011). The integration of environmental education in the school’s curriculum is of significance as it addresses global and local environmental issues by preparing and actively involving learners in the planning, improvement and protection of the environment for the future (Unesco 2012). The successful implementation of CAPS requires that teachers attain necessary subject content knowledge and pedagogical content knowledge (PCK) for the integration of environment and sustainability concerns into the South African National Curriculum (Lotz-Sisitka 2011). Teachers are also required to have the requisite skills to implement pedagogical approaches that support environmental education.
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Emergent Curriculum and Sustainability Competencies in Environmental Learning
- Mkhabela, Antonia T, Schudel, Ingrid J
- Authors: Mkhabela, Antonia T , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435112 , vital:73131 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This study was influenced by the South African National Diagnostic Report on Learner Performance in the 2012 final examinations, which highlighted learner struggles with ‘higher order thinking skills such as application, problem solving, critical thinking, analysis and evaluation’ (South Africa DBE 2013: 16). These are skills typically associated with essay questions in examinations. Another issue reported in the abovementioned document was poorly answered essay questions on Environmental Studies, ‘giving the impression that this topic, which is scheduled towards the end of the year, was neglected by both teachers and learners’ (p. 121). The problem of weak higher order thinking skills, compounded by difficulty with Environmental Studies, informed part of the research interest for this study: namely, how higher order thinking is engaged when reflecting on environmental issues in Life Sciences classrooms (specifically required for the Environmental Studies topic of ‘human impact’).
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- Authors: Mkhabela, Antonia T , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435112 , vital:73131 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This study was influenced by the South African National Diagnostic Report on Learner Performance in the 2012 final examinations, which highlighted learner struggles with ‘higher order thinking skills such as application, problem solving, critical thinking, analysis and evaluation’ (South Africa DBE 2013: 16). These are skills typically associated with essay questions in examinations. Another issue reported in the abovementioned document was poorly answered essay questions on Environmental Studies, ‘giving the impression that this topic, which is scheduled towards the end of the year, was neglected by both teachers and learners’ (p. 121). The problem of weak higher order thinking skills, compounded by difficulty with Environmental Studies, informed part of the research interest for this study: namely, how higher order thinking is engaged when reflecting on environmental issues in Life Sciences classrooms (specifically required for the Environmental Studies topic of ‘human impact’).
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Engaging Education for Sustainable Development as Quality Education in the Fundisa for Change Programme
- Schudel, Ingrid J, Lotz-Sisitka, Heila, Songqwaru, Zintle, Tshiningayamwe, Sirkka
- Authors: Schudel, Ingrid J , Lotz-Sisitka, Heila , Songqwaru, Zintle , Tshiningayamwe, Sirkka
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435031 , vital:73125 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: Since the Industrial Revolution began in the late 18th century, development has provided humankind with numerous benefits, such as modern medicine, housing, transport and communication systems. However, progress and the contemporary model of development has also brought its problems, as non-renewable resources have been overextracted, and large volumes of waste created, resulting in pollution that has impacted on the health of people and the environment. Most people are now aware that human actions are changing the climate in unpredictable ways. Massive over-consumption of resources and continued environmental degradation are undermining the natural systems we depend on, impacting most severely on the poor and marginalised people in our society. Societies around the world must adapt and change their practices for a low-carbon, more sustainable future.
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- Authors: Schudel, Ingrid J , Lotz-Sisitka, Heila , Songqwaru, Zintle , Tshiningayamwe, Sirkka
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435031 , vital:73125 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: Since the Industrial Revolution began in the late 18th century, development has provided humankind with numerous benefits, such as modern medicine, housing, transport and communication systems. However, progress and the contemporary model of development has also brought its problems, as non-renewable resources have been overextracted, and large volumes of waste created, resulting in pollution that has impacted on the health of people and the environment. Most people are now aware that human actions are changing the climate in unpredictable ways. Massive over-consumption of resources and continued environmental degradation are undermining the natural systems we depend on, impacting most severely on the poor and marginalised people in our society. Societies around the world must adapt and change their practices for a low-carbon, more sustainable future.
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Enhancing Capabilities of Life Sciences Teachers: Professional Development, Conversion Factors and Functionings in Teachers’ Professional Learning Communities
- Tshiningayamwe, Sirkka, Lotz-Sisitka, Heila
- Authors: Tshiningayamwe, Sirkka , Lotz-Sisitka, Heila
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435220 , vital:73139 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: South Africa is rich in biodiversity and is home to about 95 000 known species (South Africa DEA 2014; SANBI 2019). Yet, compared to other southern African countries, the country has a high number of threatened species (Driver et al. 2012). Approximately 12 million South Africans depend on the natural environment to meet their needs. Among other factors, overharvesting of biological resources is one of the main causes of biodiversity loss in the country (South Africa DEA 2014; SANBI 2019). In line with assessment of biodiversity reports, Unesco (2018) notes that biodiversity loss is a global phenomenon. Emphasis in these reports is that over 7 billion people in the world rely on biodiversity to maintain and enhance their well-being. The realisation of biodiversity conservation as a global concern has resulted in various international conventions, policies, legislation and educational programmes that foreground biodiversity (Shava and Schudel 2013). Aligned with international trends, South Africa also has national policies and legislation aimed at protecting biodiversity. Among these is the National Environmental Management Biodiversity Act which introduces a legal framework for governing sustainable development in the country, and includes a clause for all training and education programmes to integrate education for sustainable development (RSA 1998). Thus, like many other countries in the world, South Africa has incorporated biodiversity components in its ongoing curriculum reforms including in the Curriculum Assessment Policy Statement (CAPS).
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- Authors: Tshiningayamwe, Sirkka , Lotz-Sisitka, Heila
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435220 , vital:73139 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: South Africa is rich in biodiversity and is home to about 95 000 known species (South Africa DEA 2014; SANBI 2019). Yet, compared to other southern African countries, the country has a high number of threatened species (Driver et al. 2012). Approximately 12 million South Africans depend on the natural environment to meet their needs. Among other factors, overharvesting of biological resources is one of the main causes of biodiversity loss in the country (South Africa DEA 2014; SANBI 2019). In line with assessment of biodiversity reports, Unesco (2018) notes that biodiversity loss is a global phenomenon. Emphasis in these reports is that over 7 billion people in the world rely on biodiversity to maintain and enhance their well-being. The realisation of biodiversity conservation as a global concern has resulted in various international conventions, policies, legislation and educational programmes that foreground biodiversity (Shava and Schudel 2013). Aligned with international trends, South Africa also has national policies and legislation aimed at protecting biodiversity. Among these is the National Environmental Management Biodiversity Act which introduces a legal framework for governing sustainable development in the country, and includes a clause for all training and education programmes to integrate education for sustainable development (RSA 1998). Thus, like many other countries in the world, South Africa has incorporated biodiversity components in its ongoing curriculum reforms including in the Curriculum Assessment Policy Statement (CAPS).
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Formative Assessment for Quality Environmental Learning in Natural Sciences Classrooms
- Mgoqi, Nomvuyo, Schudel, Ingrid J
- Authors: Mgoqi, Nomvuyo , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435127 , vital:73132 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The study that informs this chapter aimed at exploring how teachers used formative assessment strategies to support higher order thinking in environmental topics taught in Natural Sciences classrooms (Mgoqi 2019). Higher order thinking is used widely by educational curriculum developers and assessment experts to design test items that measure a variety of thinking skills (Haladyna 2004). For example, the Curriculum Assessment Policy Statement (CAPS) Natural Sciences developers have framed low, middle and high order cognitive levels for guiding classroom assessment (South Africa DBE 2011). These levels describe the way in which learners are expected to work with knowledge as follows: knowing (low order); understanding and applying (medium order); and evaluating, analysing and synthesising (high order). These cognitive levels are closely linked to Bloom’s Taxonomy of Learning which Zohar and Dori (2003) used to describe higher order thinking as analysing, evaluating and creating. These latter three levels build on the lower order thinking levels of remembering, understanding and applying. These higher order thinking skills are important for environmental learning which promotes ‘critical thinking, understanding complex systems, imagining future scenarios, and making decisions in a participatory and collaborative way’ (Unesco 2014: 33). In this chapter, a revised Bloom’s Taxonomy as proposed by Krathwohl (2002) is discussed and used as a lens to review the cognitive levels evident in the activities planned and implemented by teachers.
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- Authors: Mgoqi, Nomvuyo , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435127 , vital:73132 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The study that informs this chapter aimed at exploring how teachers used formative assessment strategies to support higher order thinking in environmental topics taught in Natural Sciences classrooms (Mgoqi 2019). Higher order thinking is used widely by educational curriculum developers and assessment experts to design test items that measure a variety of thinking skills (Haladyna 2004). For example, the Curriculum Assessment Policy Statement (CAPS) Natural Sciences developers have framed low, middle and high order cognitive levels for guiding classroom assessment (South Africa DBE 2011). These levels describe the way in which learners are expected to work with knowledge as follows: knowing (low order); understanding and applying (medium order); and evaluating, analysing and synthesising (high order). These cognitive levels are closely linked to Bloom’s Taxonomy of Learning which Zohar and Dori (2003) used to describe higher order thinking as analysing, evaluating and creating. These latter three levels build on the lower order thinking levels of remembering, understanding and applying. These higher order thinking skills are important for environmental learning which promotes ‘critical thinking, understanding complex systems, imagining future scenarios, and making decisions in a participatory and collaborative way’ (Unesco 2014: 33). In this chapter, a revised Bloom’s Taxonomy as proposed by Krathwohl (2002) is discussed and used as a lens to review the cognitive levels evident in the activities planned and implemented by teachers.
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Investigating the Nature of Biodiversity Knowledge in Natural Sciences Curriculum and Textbooks
- Mmekwa, Makwena, Schudel, Ingrid J
- Authors: Mmekwa, Makwena , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435060 , vital:73127 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: In 1992, the international Convention on Biological Diversity (CBD) emphasised biodiversity as a measure for sustainabil-ity and recognised communication, education and public awareness as important for the successful implementation of the Convention’s aims (CBD 1992). In 2002, the United Na-tions Decade of Education for Sustainable Development (2005–2014) included biodiversity as one of its key priorities (Unesco 2005). Later, Unesco’s (2014) Global Action Plan on Education for Sustainable Development highlighted biodiver-sity as ‘critical content’, to be included in national curricula for holistic and transformational education. In 2015, the United Nations included a concern for biodiversity in the Sustainable Development Goals, making a commitment that: We recog-nise that social and economic development depends on the sustainable management of our planet’s natural resources. We are therefore determined to conserve and sustainably use oceans and seas, freshwater resources, as well as for-ests, mountains and dry lands and to protect biodiversity, ecosystems and wildlife. (United Nations 2015: 13).
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- Authors: Mmekwa, Makwena , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435060 , vital:73127 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: In 1992, the international Convention on Biological Diversity (CBD) emphasised biodiversity as a measure for sustainabil-ity and recognised communication, education and public awareness as important for the successful implementation of the Convention’s aims (CBD 1992). In 2002, the United Na-tions Decade of Education for Sustainable Development (2005–2014) included biodiversity as one of its key priorities (Unesco 2005). Later, Unesco’s (2014) Global Action Plan on Education for Sustainable Development highlighted biodiver-sity as ‘critical content’, to be included in national curricula for holistic and transformational education. In 2015, the United Nations included a concern for biodiversity in the Sustainable Development Goals, making a commitment that: We recog-nise that social and economic development depends on the sustainable management of our planet’s natural resources. We are therefore determined to conserve and sustainably use oceans and seas, freshwater resources, as well as for-ests, mountains and dry lands and to protect biodiversity, ecosystems and wildlife. (United Nations 2015: 13).
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Making sense of climate change in a national curriculum
- Lotz-Sisitka, Heila, Mandikonza, Caleb, Misser, Shanu, Thomas, Kgomotso
- Authors: Lotz-Sisitka, Heila , Mandikonza, Caleb , Misser, Shanu , Thomas, Kgomotso
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435193 , vital:73137 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This chapter draws on three recent South African reviews of climate change education that have been undertaken by the authors: one in partnership with the United Nations Educational, Scientific and Cultural Organization (Unesco) and the South African National Biodiversity Institute (SANBI) in 2016 which produced a national case study on Climate Change Education in South Africa (Lotz-Sisitka and Mandikonza 2016); another that was undertaken for the Department of Environmental Affairs in 2018 for the Third National Communication on Climate Change for the United Nations Framework Convention for Climate Change (Lotz-Sisitka et al. 2018); 1 and a more recent review undertaken in the context of a research seminar series hosted by Rhodes University focusing on climate change education in South Africa (Lotz-Sisitka 2021). The chapter also draws on perspectives being developed in the Fundisa for Change Keep it Cool Project (VVOB/GreenMatter 2021) and from wider studies being undertaken for the international Monitoring and Evaluation of Climate Change Education programme (McKenzie 2020).
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- Authors: Lotz-Sisitka, Heila , Mandikonza, Caleb , Misser, Shanu , Thomas, Kgomotso
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435193 , vital:73137 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This chapter draws on three recent South African reviews of climate change education that have been undertaken by the authors: one in partnership with the United Nations Educational, Scientific and Cultural Organization (Unesco) and the South African National Biodiversity Institute (SANBI) in 2016 which produced a national case study on Climate Change Education in South Africa (Lotz-Sisitka and Mandikonza 2016); another that was undertaken for the Department of Environmental Affairs in 2018 for the Third National Communication on Climate Change for the United Nations Framework Convention for Climate Change (Lotz-Sisitka et al. 2018); 1 and a more recent review undertaken in the context of a research seminar series hosted by Rhodes University focusing on climate change education in South Africa (Lotz-Sisitka 2021). The chapter also draws on perspectives being developed in the Fundisa for Change Keep it Cool Project (VVOB/GreenMatter 2021) and from wider studies being undertaken for the international Monitoring and Evaluation of Climate Change Education programme (McKenzie 2020).
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Review of a Course-supported Design Research Intervention Process for the Inclusion of Education for Sustainable Development in School Subject Disciplines
- O’Donoghue, R, Misser, Shanu, Snow-Macleod, Janet
- Authors: O’Donoghue, R , Misser, Shanu , Snow-Macleod, Janet
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435180 , vital:73136 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The study was informed by an expansion of the ‘design research’ reported by McKenny and Reeves (2012) and it developed as a collaborative design process similar to that described by Voogt, Laferriere, Breuleux, Itow, Hickey and McKenny (2015). Voogt et al. approached design research as a successive and developing process of formative work by participants working together to design and assess a learning programme. In our case the design work was undertaken within a course-supported process of ESD design innovation among participating teachers and subject advisors.
- Full Text:
- Authors: O’Donoghue, R , Misser, Shanu , Snow-Macleod, Janet
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435180 , vital:73136 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The study was informed by an expansion of the ‘design research’ reported by McKenny and Reeves (2012) and it developed as a collaborative design process similar to that described by Voogt, Laferriere, Breuleux, Itow, Hickey and McKenny (2015). Voogt et al. approached design research as a successive and developing process of formative work by participants working together to design and assess a learning programme. In our case the design work was undertaken within a course-supported process of ESD design innovation among participating teachers and subject advisors.
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Strengthening Environment and Sustainability Subject Knowledge Curriculum Challenges and Opportunities
- Schudel, Ingrid J, Lotz-Sisitka, Heila
- Authors: Schudel, Ingrid J , Lotz-Sisitka, Heila
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435045 , vital:73126 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This chapter serves as a positioning paper for the chapters that follow in which different environment and sustainability knowledge foci will be explored in the South African Curriculum Assessment Policy Statements (CAPS). As a series of interconnected and cross-cutting complexities, environment and sustainability content knowledge has relevance for, and is widely distributed across, different phases and subjects in the school curriculum (see discussion of environmental content knowledge in Schudel and Lotz-Sisitka, Chapter 1; Lotz-Sisitka et al., Chapter 6; Msezane, Chapter 7). Knowledge that makes its way into education curricula and teaching is produced within the wider scientific context. Bernstein (2000), in his theory of the pedagogical device, refers to this as the ‘Field of Production’. A significant knowledge-producing community for sustainability concerns is the global change research community (international and national)(South Africa DST 2010). Examining their research outputs and discourses can provide important insights for the development of knowledge in what Bernstein names ‘regions’, where singular disciplines such as Science (eg climate sciences/biodiversity sciences/water sciences/health sciences), come together with other singular disciplines such as education. Bernstein suggests that a first level of knowledge recontextualisation in the Field of Production occurs in these regions (eg where environmental educators or science educators recontextualise the knowledge of scientists).
- Full Text:
- Authors: Schudel, Ingrid J , Lotz-Sisitka, Heila
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435045 , vital:73126 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: This chapter serves as a positioning paper for the chapters that follow in which different environment and sustainability knowledge foci will be explored in the South African Curriculum Assessment Policy Statements (CAPS). As a series of interconnected and cross-cutting complexities, environment and sustainability content knowledge has relevance for, and is widely distributed across, different phases and subjects in the school curriculum (see discussion of environmental content knowledge in Schudel and Lotz-Sisitka, Chapter 1; Lotz-Sisitka et al., Chapter 6; Msezane, Chapter 7). Knowledge that makes its way into education curricula and teaching is produced within the wider scientific context. Bernstein (2000), in his theory of the pedagogical device, refers to this as the ‘Field of Production’. A significant knowledge-producing community for sustainability concerns is the global change research community (international and national)(South Africa DST 2010). Examining their research outputs and discourses can provide important insights for the development of knowledge in what Bernstein names ‘regions’, where singular disciplines such as Science (eg climate sciences/biodiversity sciences/water sciences/health sciences), come together with other singular disciplines such as education. Bernstein suggests that a first level of knowledge recontextualisation in the Field of Production occurs in these regions (eg where environmental educators or science educators recontextualise the knowledge of scientists).
- Full Text:
Supporting Student Teachers to Teach Catchment and River Management in Geography
- Authors: Heath, Gavin , O’Donoghue, R
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435167 , vital:73135 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The inclusion of new environmental knowledge in the South African Geography Curriculum and Assessment Policy Statement (CAPS) has meant that many student teachers are unprepared to teach a systemic process like catchment and river management, which concerns the management of water catchment basins and the rivers within. New environ-mental knowledge, by definition, involves systems thinking towards a grasp of social-ecological systems, notably cause and effect processes, and circularity within a system. A so-cial-ecological system is the complex relationship between the social and ecological processes on a parcel of land. The need for such systems thinking is implicit in the catchment and river management component of the CAPS (South Africa DBE 2011). The teaching of a case study of a catchment management system (which is the management system that governs a water catchment basin) has never been included in any previous curriculum. Water management has devel-oped on a widening scale into the 21st century in South Afri-ca, but there was little comprehensive data on catchment management systems until 2017. It was only in July 2017 that a draft catchment management strategy was published. Hence it is not surprising that no curriculum case studies ex-ist since there was no data to base them on (Meissner et al. 2017). An internet search in June 2020 uncovered no trace of any catchment management strategy for the more densely populated and, arguably, more significant eastern catch-ments of the country.
- Full Text:
- Authors: Heath, Gavin , O’Donoghue, R
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435167 , vital:73135 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The inclusion of new environmental knowledge in the South African Geography Curriculum and Assessment Policy Statement (CAPS) has meant that many student teachers are unprepared to teach a systemic process like catchment and river management, which concerns the management of water catchment basins and the rivers within. New environ-mental knowledge, by definition, involves systems thinking towards a grasp of social-ecological systems, notably cause and effect processes, and circularity within a system. A so-cial-ecological system is the complex relationship between the social and ecological processes on a parcel of land. The need for such systems thinking is implicit in the catchment and river management component of the CAPS (South Africa DBE 2011). The teaching of a case study of a catchment management system (which is the management system that governs a water catchment basin) has never been included in any previous curriculum. Water management has devel-oped on a widening scale into the 21st century in South Afri-ca, but there was little comprehensive data on catchment management systems until 2017. It was only in July 2017 that a draft catchment management strategy was published. Hence it is not surprising that no curriculum case studies ex-ist since there was no data to base them on (Meissner et al. 2017). An internet search in June 2020 uncovered no trace of any catchment management strategy for the more densely populated and, arguably, more significant eastern catch-ments of the country.
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Teacher Contexts as Amplifiers and Filters to Environmental Pedagogical Content Knowledge within a Professional Development System
- Brundit, Susan, Schudel, Ingrid J
- Authors: Brundit, Susan , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435141 , vital:73133 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The chapter draws on the contextual work underpinning a broader study that aimed to understand how environmental pedagogical content knowledge is supported and constructed in the Fundisa for Change teacher professional development (TPD) courses (Brundrit 2018). Necessary to this was an understanding of the contextual realities (amplifiers and filters) of the system in which the course occurs, leading to the question: How do school and classroom contexts act to amplify and filter the environmental pedagogical content knowledge learning of teachers in a teacher professional development programme?.
- Full Text:
- Authors: Brundit, Susan , Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435141 , vital:73133 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: The chapter draws on the contextual work underpinning a broader study that aimed to understand how environmental pedagogical content knowledge is supported and constructed in the Fundisa for Change teacher professional development (TPD) courses (Brundrit 2018). Necessary to this was an understanding of the contextual realities (amplifiers and filters) of the system in which the course occurs, leading to the question: How do school and classroom contexts act to amplify and filter the environmental pedagogical content knowledge learning of teachers in a teacher professional development programme?.
- Full Text:
Teacher Professional Development in Environment and Sustainability Education
- Songqwaru, Zintle, Tshiningayamwe, Sirkka
- Authors: Songqwaru, Zintle , Tshiningayamwe, Sirkka
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435248 , vital:73142 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: No education policy, no matter how well designed, can succeed without a teacher (Sanyal 2013). Additionally, a change in policy alone is not sufficient to improve an education system (Livingstone 2012), no matter how well meaning. The quality of teachers’ professional practices determines to some extent the quality of teaching and learning in the schooling sector. Teacher quality, and not only teacher supply, is important for learning; hence, teacher professional development should be a priority in all education and development strategies (Unesco 2015a).
- Full Text:
- Authors: Songqwaru, Zintle , Tshiningayamwe, Sirkka
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435248 , vital:73142 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: No education policy, no matter how well designed, can succeed without a teacher (Sanyal 2013). Additionally, a change in policy alone is not sufficient to improve an education system (Livingstone 2012), no matter how well meaning. The quality of teachers’ professional practices determines to some extent the quality of teaching and learning in the schooling sector. Teacher quality, and not only teacher supply, is important for learning; hence, teacher professional development should be a priority in all education and development strategies (Unesco 2015a).
- Full Text:
Teaching and learning for change: Education and sustainability in South Africa
- Schudel, Ingrid J, Songqwaru, Zintle, Tshiningayamwe, Sirkka, Lotz-Sisitka, Heila
- Authors: Schudel, Ingrid J , Songqwaru, Zintle , Tshiningayamwe, Sirkka , Lotz-Sisitka, Heila
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/434971 , vital:73120 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: Like many national curricula around the world, South Africa’s curriculum is rich in environment and sustainability content. Despite this, environmental teaching and learning can be challenging for educators. This comes at a time when Sustainable Development Goal 4 via Target 4.7 requires governments to integrate Education for Sustainable Development into national education systems. Teaching and Learning for Change is an exploration of how teachers and teacher educators engage environment and sustainability content knowledge, methods, and assessment practices – an exposition of quality education processes in support of ecological and social justice and sustainability. The chapters evolve from a ten-year research programme led out of the DSI/NRF SARChI Chair in Global Change and Social Learning Systems working with national partners in the Fundisa for Change programme and the UNESCO Sustainability Starts with Teachers programme. They show the integration of education for sustainable development in teacher professional development and curricula in schools in South Africa. They reveal how university-based researchers, teachers and teacher educators have made theoretically and contextually reasoned choices about their lives and their teaching in response to calls for a more sustainable world in which education must play a role. Teaching and Learning for Change will be of interest to education policymakers in government, advisors and educators in educational and environmental departments, NGOs and other institutions. It will also be of interest to teacher educators, teachers and researchers in education more generally, and environment and sustainability education specifically.
- Full Text:
- Authors: Schudel, Ingrid J , Songqwaru, Zintle , Tshiningayamwe, Sirkka , Lotz-Sisitka, Heila
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/434971 , vital:73120 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: Like many national curricula around the world, South Africa’s curriculum is rich in environment and sustainability content. Despite this, environmental teaching and learning can be challenging for educators. This comes at a time when Sustainable Development Goal 4 via Target 4.7 requires governments to integrate Education for Sustainable Development into national education systems. Teaching and Learning for Change is an exploration of how teachers and teacher educators engage environment and sustainability content knowledge, methods, and assessment practices – an exposition of quality education processes in support of ecological and social justice and sustainability. The chapters evolve from a ten-year research programme led out of the DSI/NRF SARChI Chair in Global Change and Social Learning Systems working with national partners in the Fundisa for Change programme and the UNESCO Sustainability Starts with Teachers programme. They show the integration of education for sustainable development in teacher professional development and curricula in schools in South Africa. They reveal how university-based researchers, teachers and teacher educators have made theoretically and contextually reasoned choices about their lives and their teaching in response to calls for a more sustainable world in which education must play a role. Teaching and Learning for Change will be of interest to education policymakers in government, advisors and educators in educational and environmental departments, NGOs and other institutions. It will also be of interest to teacher educators, teachers and researchers in education more generally, and environment and sustainability education specifically.
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Theorising Active Learning–A Historical Analysis
- Authors: Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435072 , vital:73128 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: There is no definitive or consensual Education for Sustainable Development (ESD) pedagogy but there is a suite of techniques which, if examined, will reveal similar features and principles. For example, in its ESD sourcebook, Unesco (2012) highlights pedagogies featuring question-orientated, analytical, critical and decisive skills, as well as relational pedagogies with features such as learner-centredness and participation. In its later Roadmap for Implementing the Global Action Programme for Education for Sustainable Development, Unesco calls for pedagogies that support the designing of ‘teaching and learning in an interactive, learner-centred way that enables exploratory, action-oriented and transformative learning’ (Unesco 2014: 12). An international collaborative group–ESD Expert-Net–highlighted the ‘active’ element of ESD arguing that ‘action’ or ‘doing’ elements of learning have traditionally been neglected, and that if ESD practice is to address local and global challenges ‘a strong action component’ is needed (Hoffmann and Rajeswari nd: 9). The notion of ‘active learning’has been of central interest in the Fundisa for Change project. This chapter describes its trajectory of development and use in South African ESD by outlining core features and principles for active learning. This is with a view to positioning the further chapters in this section of the book in relation to national and international research that has influenced the approach of Fundisa for Change. The chapter also serves to inform international interests in active learning.
- Full Text:
- Authors: Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435072 , vital:73128 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: There is no definitive or consensual Education for Sustainable Development (ESD) pedagogy but there is a suite of techniques which, if examined, will reveal similar features and principles. For example, in its ESD sourcebook, Unesco (2012) highlights pedagogies featuring question-orientated, analytical, critical and decisive skills, as well as relational pedagogies with features such as learner-centredness and participation. In its later Roadmap for Implementing the Global Action Programme for Education for Sustainable Development, Unesco calls for pedagogies that support the designing of ‘teaching and learning in an interactive, learner-centred way that enables exploratory, action-oriented and transformative learning’ (Unesco 2014: 12). An international collaborative group–ESD Expert-Net–highlighted the ‘active’ element of ESD arguing that ‘action’ or ‘doing’ elements of learning have traditionally been neglected, and that if ESD practice is to address local and global challenges ‘a strong action component’ is needed (Hoffmann and Rajeswari nd: 9). The notion of ‘active learning’has been of central interest in the Fundisa for Change project. This chapter describes its trajectory of development and use in South African ESD by outlining core features and principles for active learning. This is with a view to positioning the further chapters in this section of the book in relation to national and international research that has influenced the approach of Fundisa for Change. The chapter also serves to inform international interests in active learning.
- Full Text:
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