Teachers' perceptions of behavioural problems manifested by Grade 11 and 12 learners in three Namibian schools
- Authors: Akawa, Ester Anna Nelago
- Date: 2014
- Subjects: Education, Secondary -- Namibia School children -- Namibia -- Attitudes Learning disabilities -- Social aspects Behavior disorders in children -- Education (Secondary) -- Namibia Children with social disabilities -- Education (Secondary) -- Namibia Emotional problems of children -- Education (Secondary) -- Namibia Teachers -- Job stress -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1962 , http://hdl.handle.net/10962/d1010868
- Description: In Namibia today few learners with behavioural and learning problems are within special schools as most are placed within the mainstream school system. Placing these learners within the mainstream system is part of the policy of Inclusive Education (IE) because it argues that this would benefit these learners and also save resources. IE is concerned with addressing barriers to learning and behavioural problems are regarded as one of these barriers. IE argues for a series of new approaches to the diagnosis and response to learners with behavioural problems. This poses challenges for teachers in mainstream schools. Teachers are at the forefront of this situation as they are usually the first to observe and experience the behavioural problems in the schools and are expected to respond appropriately. They find this situation both challenging and problematic. This research explores a sample of teachers’ perceptions of learners’ behavioural problems. To collect in-depth information, this study followed a qualitative approach with a case study design. The data were collected through semi-structured interviews, supplemented with observation and document analysis. The study consisted of fifteen respondents: three principals, three teacher counsellors and nine teachers from the three selected schools. This study illuminates the types of behaviour that teachers encounter, the impact of these behaviours, the factors seen as contributing to these behaviours, and how teachers and the school system deal with these behaviours. In addition the study applies Bronfenbrenner’s bioecological model (1992) to explain how the behaviours manifested by Grade 11 and 12 learners, and identified as problematic by teachers, are part of an interconnected nested social system. The results from the study indicate the manifestation of behavioural problems to be common occurrences in secondary schools are evident, amongst others, through fighting, bullying, substance abuse, truancy, and disrespect of teachers and authority. The teachers pointed to the prevalence of these problems as well as the serious impact such problems have on these learners, their fellow learners, and on the teachers. The teachers identified a complex array of what they saw as contributing factors located within the school, peer groups, family and home circumstances, the local community, as well within the national education policy, the economy and society. The study points to some specific, as well as broader, lessons and opportunities for action both for those managing the education system at the national level and for schools and teachers.
- Full Text:
- Date Issued: 2014
- Authors: Akawa, Ester Anna Nelago
- Date: 2014
- Subjects: Education, Secondary -- Namibia School children -- Namibia -- Attitudes Learning disabilities -- Social aspects Behavior disorders in children -- Education (Secondary) -- Namibia Children with social disabilities -- Education (Secondary) -- Namibia Emotional problems of children -- Education (Secondary) -- Namibia Teachers -- Job stress -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1962 , http://hdl.handle.net/10962/d1010868
- Description: In Namibia today few learners with behavioural and learning problems are within special schools as most are placed within the mainstream school system. Placing these learners within the mainstream system is part of the policy of Inclusive Education (IE) because it argues that this would benefit these learners and also save resources. IE is concerned with addressing barriers to learning and behavioural problems are regarded as one of these barriers. IE argues for a series of new approaches to the diagnosis and response to learners with behavioural problems. This poses challenges for teachers in mainstream schools. Teachers are at the forefront of this situation as they are usually the first to observe and experience the behavioural problems in the schools and are expected to respond appropriately. They find this situation both challenging and problematic. This research explores a sample of teachers’ perceptions of learners’ behavioural problems. To collect in-depth information, this study followed a qualitative approach with a case study design. The data were collected through semi-structured interviews, supplemented with observation and document analysis. The study consisted of fifteen respondents: three principals, three teacher counsellors and nine teachers from the three selected schools. This study illuminates the types of behaviour that teachers encounter, the impact of these behaviours, the factors seen as contributing to these behaviours, and how teachers and the school system deal with these behaviours. In addition the study applies Bronfenbrenner’s bioecological model (1992) to explain how the behaviours manifested by Grade 11 and 12 learners, and identified as problematic by teachers, are part of an interconnected nested social system. The results from the study indicate the manifestation of behavioural problems to be common occurrences in secondary schools are evident, amongst others, through fighting, bullying, substance abuse, truancy, and disrespect of teachers and authority. The teachers pointed to the prevalence of these problems as well as the serious impact such problems have on these learners, their fellow learners, and on the teachers. The teachers identified a complex array of what they saw as contributing factors located within the school, peer groups, family and home circumstances, the local community, as well within the national education policy, the economy and society. The study points to some specific, as well as broader, lessons and opportunities for action both for those managing the education system at the national level and for schools and teachers.
- Full Text:
- Date Issued: 2014
Issues and challenges facing school libraries: a case study of selected primary schools in Gauteng Province, South Africa
- Paton-Ash, Margaret Sanderson
- Authors: Paton-Ash, Margaret Sanderson
- Date: 2012
- Subjects: School libraries -- South Africa -- Gauteng Libraries and state -- South Africa -- Gauteng Libraries and schools -- South Africa -- Gauteng Library planning -- South Africa -- Gauteng Libraries and education -- South Africa -- Gauteng
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1660 , http://hdl.handle.net/10962/d1003543
- Description: Fewer than 8% of schools in South Africa have functioning libraries. There is no national policy for school libraries which compels School Governing Bodies and principals to have a library in their schools. This qualitative study, based on grounded theory, investigated ten primary schools in Gauteng that had libraries, or were in the process of setting up a library with the intention of providing a rich description of the issues and challenges facing these schools. The schools were chosen on the basis of location (Soweto and Johannesburg), and the school fees that were paid in a continuum from low/no fee paying schools to the fee paying ex Model-C schools. The resourcing of the school library, the operation of the school library and the role of the library were examined. The findings highlight the lack of a national policy, of school library posts, the theft of computers as a result of the lack of security, as well as the lack of understanding by teachers of the role the library in teaching and learning. Furthermore, there appears to be a disjuncture between the trends evident in the international literature on school libraries and what is actually happening in the primary school libraries in my study. Most significantly low/no fee paying schools with libraries were the exception and those that did have libraries were as a result of the enthusiasm and efforts of one or two individuals with the backing of the principal. Ex-Model C schools had the advantage in terms of the provision and staffing of school libraries as they had the funds to support them and, in some cases, a school librarian, provided that the principal supported the idea of a school library. In all the schools, the belief in the importance of the library regarding reading and literacy was the main motivating factor in establishing or maintaining the school library. A growing public awareness of the value of school libraries was an encouraging trend that emerged from my study.
- Full Text:
- Date Issued: 2012
- Authors: Paton-Ash, Margaret Sanderson
- Date: 2012
- Subjects: School libraries -- South Africa -- Gauteng Libraries and state -- South Africa -- Gauteng Libraries and schools -- South Africa -- Gauteng Library planning -- South Africa -- Gauteng Libraries and education -- South Africa -- Gauteng
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1660 , http://hdl.handle.net/10962/d1003543
- Description: Fewer than 8% of schools in South Africa have functioning libraries. There is no national policy for school libraries which compels School Governing Bodies and principals to have a library in their schools. This qualitative study, based on grounded theory, investigated ten primary schools in Gauteng that had libraries, or were in the process of setting up a library with the intention of providing a rich description of the issues and challenges facing these schools. The schools were chosen on the basis of location (Soweto and Johannesburg), and the school fees that were paid in a continuum from low/no fee paying schools to the fee paying ex Model-C schools. The resourcing of the school library, the operation of the school library and the role of the library were examined. The findings highlight the lack of a national policy, of school library posts, the theft of computers as a result of the lack of security, as well as the lack of understanding by teachers of the role the library in teaching and learning. Furthermore, there appears to be a disjuncture between the trends evident in the international literature on school libraries and what is actually happening in the primary school libraries in my study. Most significantly low/no fee paying schools with libraries were the exception and those that did have libraries were as a result of the enthusiasm and efforts of one or two individuals with the backing of the principal. Ex-Model C schools had the advantage in terms of the provision and staffing of school libraries as they had the funds to support them and, in some cases, a school librarian, provided that the principal supported the idea of a school library. In all the schools, the belief in the importance of the library regarding reading and literacy was the main motivating factor in establishing or maintaining the school library. A growing public awareness of the value of school libraries was an encouraging trend that emerged from my study.
- Full Text:
- Date Issued: 2012
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.
- Full Text:
- Date Issued: 2010
- 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.
- Full Text:
- Date Issued: 2010
An exploration of the availability, development and use of learning support materials on waste management in Kwazulu-Natal : a case study
- Authors: Manqele, Mbaweni Beauty
- Date: 2006
- Subjects: Waste disposal in the ground -- South Africa -- KwaZulu-Natal Waste products -- Government policy -- South Africa Refuse and refuse disposal -- Government policy -- South Africa Refuse and refuse disposal -- Environmental aspects -- South Africa -- KwaZulu-Natal Refuse and refuse disposal -- South Africa -- KwaZulu-Natal Hazardous wastes -- Management -- South Africa -- KwaZulu-Natal Hazardous waste sites -- Government policy -- South Africa Environmental education -- South Africa -- KwaZulu-Natal Teaching -- Aids and devices -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1496 , http://hdl.handle.net/10962/d1003377
- Description: This case study was done in KwaZulu–Natal province in South Africa within two municipalities Ethekwini and Umsunduzi Municipality. Three communities participated in this study. The research is motivated by the lack of cooperation between some municipalities and Community Based Organisations (CBOs) in implementing the National Waste Management Strategy (NWMS) at a local level. The primary goal is to explore the availability and development of learning support materials (LSMs) that relates to waste management in collaboration with CBOs and local councillors. The secondary goal is to explore the use of learning support material to promote participation in the implementation of the NWMS. Coresearchers were from the Community Based Organisations as well as local councillors who are located within the communities of these CBOs. Pseudonyms for co-researchers from CBOs and Councillors and the name of their townships have been used to protect co-researchers. A literature review has been conducted to explore research that has been done on the development, usage, accessibility and distribution of the LSMs. Data collection methods included semi-structured interviews; field visits to communities, tape recording of discussions and the keeping of a field journal. Some of the key findings included that LSMs is used by both CBOs and Councillors to try to reduce local environmental problems. It also identified that there are no formal mechanisms between CBOs and Municipalities in dealing with waste management programmes within the identified communities. The other important finding was that the participation of CBOs in the development of LSMs normally excludes the user groups as a result language used is not always understood. Illustrations used in some cases may be misinterpreted if the reader is not English literate as most of material in circulation is written in English. Some recommendations for further research have been made in relation to the findings made in the study. These included recommendations on the development, usage of LSMs, participation of stakeholders in resource development within the context of CBOs and local municipalities.
- Full Text:
- Date Issued: 2006
- Authors: Manqele, Mbaweni Beauty
- Date: 2006
- Subjects: Waste disposal in the ground -- South Africa -- KwaZulu-Natal Waste products -- Government policy -- South Africa Refuse and refuse disposal -- Government policy -- South Africa Refuse and refuse disposal -- Environmental aspects -- South Africa -- KwaZulu-Natal Refuse and refuse disposal -- South Africa -- KwaZulu-Natal Hazardous wastes -- Management -- South Africa -- KwaZulu-Natal Hazardous waste sites -- Government policy -- South Africa Environmental education -- South Africa -- KwaZulu-Natal Teaching -- Aids and devices -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1496 , http://hdl.handle.net/10962/d1003377
- Description: This case study was done in KwaZulu–Natal province in South Africa within two municipalities Ethekwini and Umsunduzi Municipality. Three communities participated in this study. The research is motivated by the lack of cooperation between some municipalities and Community Based Organisations (CBOs) in implementing the National Waste Management Strategy (NWMS) at a local level. The primary goal is to explore the availability and development of learning support materials (LSMs) that relates to waste management in collaboration with CBOs and local councillors. The secondary goal is to explore the use of learning support material to promote participation in the implementation of the NWMS. Coresearchers were from the Community Based Organisations as well as local councillors who are located within the communities of these CBOs. Pseudonyms for co-researchers from CBOs and Councillors and the name of their townships have been used to protect co-researchers. A literature review has been conducted to explore research that has been done on the development, usage, accessibility and distribution of the LSMs. Data collection methods included semi-structured interviews; field visits to communities, tape recording of discussions and the keeping of a field journal. Some of the key findings included that LSMs is used by both CBOs and Councillors to try to reduce local environmental problems. It also identified that there are no formal mechanisms between CBOs and Municipalities in dealing with waste management programmes within the identified communities. The other important finding was that the participation of CBOs in the development of LSMs normally excludes the user groups as a result language used is not always understood. Illustrations used in some cases may be misinterpreted if the reader is not English literate as most of material in circulation is written in English. Some recommendations for further research have been made in relation to the findings made in the study. These included recommendations on the development, usage of LSMs, participation of stakeholders in resource development within the context of CBOs and local municipalities.
- Full Text:
- Date Issued: 2006
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.
- Full Text:
- Date Issued: 2006
- 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.
- Full Text:
- Date Issued: 2006
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.
- Full Text:
- Date Issued: 2005
- 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.
- Full Text:
- Date Issued: 2005
The use of environmental learning support materials to mediate learning in outcomes-based education: a case study in an Eastern Cape school
- Authors: Nduna, Nomalungelo Rosement
- Date: 2004
- Subjects: Environmental education -- South Africa -- Eastern Cape Environmental education -- Curricula -- South Africa Teaching -- Aids and devices -- South Africa Environmental education -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1812 , http://hdl.handle.net/10962/d1003698
- Description: Educational transformation and curriculum reform within the new South African Outcomes Based Education (OBE) system has introduced new roles for teachers, and a focus on environmental learning within each learning area. In an OBE system, teachers are required to mediate learning, develop learning programmes, and use a range of different learning support materials. This study aimed to explore how one teacher in an Eastern Cape school used environmental learning support materials to mediate learning within an OBE curriculum framework. Over the past ten years a number of environmental educators and researchers have been participating in curriculum policy development and curriculum implementation research. This has led to the incorporation of an environmental focus within different learning areas in Curriculum 2005. The focus on environment in the curriculum was strengthened by the introduction of the National Environmental Education Project in the General Education and Training (NEEP-GET) band in 2001. I am employed as a provincial co-coordinator within this project (for the Eastern Cape province), and one of my tasks is to work with service providers (who provide learning support materials) and teachers (who use these materials) to ensure improved environmental learning within the OBE curriculum. A qualitative and empirical case study was conducted in which I observed one teacher in a multi-grade class (with grade 6 and 7 learners) using learning support materials to achieve learning outcomes in three different lessons. The study employed a range of data collection methods such as questionnaires, interviews, field notes, video recording, and document analysis, photographs and journal entries. I compiled a contextual profile of the school and classroom and undertook two 'layers' of data analysis to report the findings of the study. This research indicates that theories of learning and associated teaching methods influence learning interactions, and the use of learning support material in the class. The study also highlighted emerging issues in the use of environmental learning support materials, which relate to planning; access to materials; over-use of materials; and the relationship between learning support materials and teaching methods.
- Full Text:
- Date Issued: 2004
- Authors: Nduna, Nomalungelo Rosement
- Date: 2004
- Subjects: Environmental education -- South Africa -- Eastern Cape Environmental education -- Curricula -- South Africa Teaching -- Aids and devices -- South Africa Environmental education -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1812 , http://hdl.handle.net/10962/d1003698
- Description: Educational transformation and curriculum reform within the new South African Outcomes Based Education (OBE) system has introduced new roles for teachers, and a focus on environmental learning within each learning area. In an OBE system, teachers are required to mediate learning, develop learning programmes, and use a range of different learning support materials. This study aimed to explore how one teacher in an Eastern Cape school used environmental learning support materials to mediate learning within an OBE curriculum framework. Over the past ten years a number of environmental educators and researchers have been participating in curriculum policy development and curriculum implementation research. This has led to the incorporation of an environmental focus within different learning areas in Curriculum 2005. The focus on environment in the curriculum was strengthened by the introduction of the National Environmental Education Project in the General Education and Training (NEEP-GET) band in 2001. I am employed as a provincial co-coordinator within this project (for the Eastern Cape province), and one of my tasks is to work with service providers (who provide learning support materials) and teachers (who use these materials) to ensure improved environmental learning within the OBE curriculum. A qualitative and empirical case study was conducted in which I observed one teacher in a multi-grade class (with grade 6 and 7 learners) using learning support materials to achieve learning outcomes in three different lessons. The study employed a range of data collection methods such as questionnaires, interviews, field notes, video recording, and document analysis, photographs and journal entries. I compiled a contextual profile of the school and classroom and undertook two 'layers' of data analysis to report the findings of the study. This research indicates that theories of learning and associated teaching methods influence learning interactions, and the use of learning support material in the class. The study also highlighted emerging issues in the use of environmental learning support materials, which relate to planning; access to materials; over-use of materials; and the relationship between learning support materials and teaching methods.
- Full Text:
- Date Issued: 2004
The use of environmental education learning support materials in OBE the: case of the Creative Solutions to Waste project
- Authors: Mbanjwa, Sibonelo Glenton
- Date: 2003
- Subjects: Environmental education -- South Africa -- Grahamstown Competency-based education -- South Africa -- Grahamstown Health education -- South Africa -- Grahamstown Creative Solutions to Waste Project
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1811 , http://hdl.handle.net/10962/d1003697
- Description: The Creative Solutions to Waste Project (CSW) is a local environmental education project, involving five Grahamstown schools, the local municipality; community members and the Rhodes University Environmental Education Unit, where I worked at the time this study was undertaken. In this research I explore the use of environmental education learning support materials (LSM) in Outcomes Based Education (OBE). I have employed a participatory action research approach informed by critical theory in this case study of the Creative Solutions to Waste project (CSW). The research focused on the ‘Waste Education’ materials and their use, developed and piloted during the pilot phase. The Waste Education materials were also used in phase one. In phase two, the research focused on the use of ‘Health and Water’ learning support materials in 4 Grahamstown schools. Research participants included educators, support team members, municipal officials, Department of Education officials, Department of Health (Eastern Cape) officials, the Health Promoting Schools committee and NGO representatives. I employed a range of data collection strategies including questionnaires, observations, field notes, semi-structured interviews, focus group interviews, workshops, reflective journal, videotapes, and photographs and documents analysis. The research process was collaboratively discussed and agreed upon by all the participants. This research indicated that the purpose influences the use of LSM. It also indicated the importance of mediation processes in the use of LSM. This study indicates that the designs of LSM and particular views of learning influence the way LSM are used. It does that by looking at how an active learning framework influenced the use of learning support materials and consequent learning processes. It also highlights the significance of paying attention to issues of language and literacy in the design of LSM, and how these factors influence the use of LSM. It also identified the tension between prescriptive and open-ended processes to professional development in supporting the use of LSM in contexts of curriculum change and transformation. This study also indicated the importance of reflexive processes to improve support process in the CSW project by demonstrating how the contributions and the roles of the support team were reflexively changed. I have reviewed the research processes in relation to the research design decisions made at the start of the project. This study lastly offers some recommendations for further research into the use of LSM, and how an understanding of LSM use may influence the development of LSM.
- Full Text:
- Date Issued: 2003
- Authors: Mbanjwa, Sibonelo Glenton
- Date: 2003
- Subjects: Environmental education -- South Africa -- Grahamstown Competency-based education -- South Africa -- Grahamstown Health education -- South Africa -- Grahamstown Creative Solutions to Waste Project
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1811 , http://hdl.handle.net/10962/d1003697
- Description: The Creative Solutions to Waste Project (CSW) is a local environmental education project, involving five Grahamstown schools, the local municipality; community members and the Rhodes University Environmental Education Unit, where I worked at the time this study was undertaken. In this research I explore the use of environmental education learning support materials (LSM) in Outcomes Based Education (OBE). I have employed a participatory action research approach informed by critical theory in this case study of the Creative Solutions to Waste project (CSW). The research focused on the ‘Waste Education’ materials and their use, developed and piloted during the pilot phase. The Waste Education materials were also used in phase one. In phase two, the research focused on the use of ‘Health and Water’ learning support materials in 4 Grahamstown schools. Research participants included educators, support team members, municipal officials, Department of Education officials, Department of Health (Eastern Cape) officials, the Health Promoting Schools committee and NGO representatives. I employed a range of data collection strategies including questionnaires, observations, field notes, semi-structured interviews, focus group interviews, workshops, reflective journal, videotapes, and photographs and documents analysis. The research process was collaboratively discussed and agreed upon by all the participants. This research indicated that the purpose influences the use of LSM. It also indicated the importance of mediation processes in the use of LSM. This study indicates that the designs of LSM and particular views of learning influence the way LSM are used. It does that by looking at how an active learning framework influenced the use of learning support materials and consequent learning processes. It also highlights the significance of paying attention to issues of language and literacy in the design of LSM, and how these factors influence the use of LSM. It also identified the tension between prescriptive and open-ended processes to professional development in supporting the use of LSM in contexts of curriculum change and transformation. This study also indicated the importance of reflexive processes to improve support process in the CSW project by demonstrating how the contributions and the roles of the support team were reflexively changed. I have reviewed the research processes in relation to the research design decisions made at the start of the project. This study lastly offers some recommendations for further research into the use of LSM, and how an understanding of LSM use may influence the development of LSM.
- Full Text:
- Date Issued: 2003
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:
- Date Issued: 2000
- 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:
- Date Issued: 2000
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:
- Date Issued: 2000
- 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:
- Date Issued: 2000
An exploration of environmental understanding among primary health care providers in an Eastern Cape community
- Authors: Hepburn, Mary Patricia
- Date: 1999
- Subjects: Medical care -- South Africa -- Eastern Cape Medical care -- Rural areas Environmental education -- South Africa -- Eastern Cape Community health services -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1533 , http://hdl.handle.net/10962/d1003415
- Description: This study explores environmental understanding among the health care practitioners serving a rural community in the Eastern Cape Province in South Africa. During the preliminary phases of the research, the decision was made to adopt a participatory approach to the inquiry as far as was possible. Semi-structured interviews, participant observation and focus group discussions were the techniques chosen to focus the participants' thinking about: the meaning of environment, environmental issues and problems which impact on health, and, environmental education in practice. Comparisons between the recently transformed health education idea proposed by the World Health Organization (WHO), known as "health promotion", and a popular environmental education model are made. It is argued that many of the obstacles to effective health education described by the participants in the study can be overcome by using environmental educationlhealth promotion approaches. The findings show that the health practitioners studied relate to a wide range of environmental issues with varying levels of engagement. They are influenced by changing values, their feelings about indigenous knowledge, and their notions about how people should respond to the environment. An urgent need for more and better communication among the different levels of health practitioners is identified. Finally, it is recommended that health care practitioners be supported with opportunities for professional development which can lead to a confident, seIfreflective approach to health education.
- Full Text:
- Date Issued: 1999
- Authors: Hepburn, Mary Patricia
- Date: 1999
- Subjects: Medical care -- South Africa -- Eastern Cape Medical care -- Rural areas Environmental education -- South Africa -- Eastern Cape Community health services -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1533 , http://hdl.handle.net/10962/d1003415
- Description: This study explores environmental understanding among the health care practitioners serving a rural community in the Eastern Cape Province in South Africa. During the preliminary phases of the research, the decision was made to adopt a participatory approach to the inquiry as far as was possible. Semi-structured interviews, participant observation and focus group discussions were the techniques chosen to focus the participants' thinking about: the meaning of environment, environmental issues and problems which impact on health, and, environmental education in practice. Comparisons between the recently transformed health education idea proposed by the World Health Organization (WHO), known as "health promotion", and a popular environmental education model are made. It is argued that many of the obstacles to effective health education described by the participants in the study can be overcome by using environmental educationlhealth promotion approaches. The findings show that the health practitioners studied relate to a wide range of environmental issues with varying levels of engagement. They are influenced by changing values, their feelings about indigenous knowledge, and their notions about how people should respond to the environment. An urgent need for more and better communication among the different levels of health practitioners is identified. Finally, it is recommended that health care practitioners be supported with opportunities for professional development which can lead to a confident, seIfreflective approach to health education.
- Full Text:
- Date Issued: 1999
Environmental perceptions and knowledge among political leaders in the Eastern Cape Province and some implications for environmental policy
- Authors: Mbengashe, Pauline Maria
- Date: 1997
- Subjects: Environmental policy -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1517 , http://hdl.handle.net/10962/d1003399
- Description: The environmental and development challenges facing South Africa are closely linked with the political and economic inequalities of the past. The achievement of sustainable. development will require social and political change. Protection and conservation of the environment, improving environmental knowledge and understanding, the participation of all citizens, effective environmental management, inclusive and implementable policies and legislation, are all necessary components of sustainable development. These requirements are in line with the Rio Declaration on Environment and Development and Agenda 21, a programme of action coming out of the United Nations Conference on Environment and Development (UNCED 1992) This study explores the environmental perceptions and knowledge of some representative Eastern Cape political leaders. The aim of the study was to share views on environmental issues, concerns and strategies that might lead to improved environmental understanding, informed policy change and effective environmental management. Different environmental ideologies were also explored because of the political and ideological nature of the concepts 'environment' and 'education'. Data was collected from semi-structured interviews undertaken with ten political leaders in the Eastern Cape Province Legislature. The study revealed a general awareness and understanding of environmental issues with unsupported indepth knowledge and detailed information. The political, development, social and economic dimensions of the environment were emphasised more than the ecological and physical aspects. The need for environmental information, policies and legislation was recognised. Both formal and non-formal environmental education were emphasised. The need to redefine environmental education and make it more relevant, problem solving and action oriented was also emphasised. The challenge is to improve environmental understanding and making environmental information available to political leaders, government officials and citizens in general.
- Full Text:
- Date Issued: 1997
- Authors: Mbengashe, Pauline Maria
- Date: 1997
- Subjects: Environmental policy -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1517 , http://hdl.handle.net/10962/d1003399
- Description: The environmental and development challenges facing South Africa are closely linked with the political and economic inequalities of the past. The achievement of sustainable. development will require social and political change. Protection and conservation of the environment, improving environmental knowledge and understanding, the participation of all citizens, effective environmental management, inclusive and implementable policies and legislation, are all necessary components of sustainable development. These requirements are in line with the Rio Declaration on Environment and Development and Agenda 21, a programme of action coming out of the United Nations Conference on Environment and Development (UNCED 1992) This study explores the environmental perceptions and knowledge of some representative Eastern Cape political leaders. The aim of the study was to share views on environmental issues, concerns and strategies that might lead to improved environmental understanding, informed policy change and effective environmental management. Different environmental ideologies were also explored because of the political and ideological nature of the concepts 'environment' and 'education'. Data was collected from semi-structured interviews undertaken with ten political leaders in the Eastern Cape Province Legislature. The study revealed a general awareness and understanding of environmental issues with unsupported indepth knowledge and detailed information. The political, development, social and economic dimensions of the environment were emphasised more than the ecological and physical aspects. The need for environmental information, policies and legislation was recognised. Both formal and non-formal environmental education were emphasised. The need to redefine environmental education and make it more relevant, problem solving and action oriented was also emphasised. The challenge is to improve environmental understanding and making environmental information available to political leaders, government officials and citizens in general.
- Full Text:
- Date Issued: 1997
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:
- Date Issued: 1996
- 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:
- Date Issued: 1996
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:
- Date Issued: 1996
- 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:
- Date Issued: 1996
An investigation into the use of a nature reserve as a cross-curricular teaching resource
- Authors: Luckhoff, Augusta Henrietta
- Date: 1996
- Subjects: Environmental education -- South Africa National parks and reserves -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1616 , http://hdl.handle.net/10962/d1003498
- Description: This study documents the development of the Queenstown nature reserve as a cross-curricular tea~hing resource. Participants in the project included the researcher, the municipality nature conservation officer and the senior Geography and Biology teachers from five high schools in the town. A modified action research approach was adopted. Data was collected from workshops and interviews and then analyzed. The conclusion of the research was that the participants perceived that the project had been worthwhile and was to be continued. The nature reserve is now more widely and usefully used
- Full Text:
- Date Issued: 1996
- Authors: Luckhoff, Augusta Henrietta
- Date: 1996
- Subjects: Environmental education -- South Africa National parks and reserves -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1616 , http://hdl.handle.net/10962/d1003498
- Description: This study documents the development of the Queenstown nature reserve as a cross-curricular tea~hing resource. Participants in the project included the researcher, the municipality nature conservation officer and the senior Geography and Biology teachers from five high schools in the town. A modified action research approach was adopted. Data was collected from workshops and interviews and then analyzed. The conclusion of the research was that the participants perceived that the project had been worthwhile and was to be continued. The nature reserve is now more widely and usefully used
- Full Text:
- Date Issued: 1996
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:
- Date Issued: 1996
- 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:
- Date Issued: 1996
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:
- Date Issued: 1995
- 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:
- Date Issued: 1995
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:
- Date Issued: 1994
- 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:
- Date Issued: 1994
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:
- Date Issued: 1994
- 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:
- Date Issued: 1994
Collaborative teacher participation in curriculum development : a case study in junior secondary general science (January 1991-November 1991)
- Authors: Naidoo, Premnandh
- Date: 1993
- Subjects: Science -- Study and teaching (Secondary) -- South Africa Curriculum planning -- South Africa Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1451 , http://hdl.handle.net/10962/d1003332
- Description: This research report describes an investigation that involved the collaborative participation of teachers in the redevelopment of parts of the Junior Secondary General Science syllabus. The redevelopment tried to implement environmental education as an innovation. There are two central assumptions that the investigation has made. The first assumption is that the the present Junior Secondary General Science syllabus lacks environmental relevance and therefore the pupils are inadequately prepared to deal with environmental problems. The introduction of a curriculum innovation like environmental education has the potential to bring greater environmental relevance to the syllabus. The second is that such an innovation can be more successfully implemented at schools if it involves the collaborative participation of teachers in the redevelopment of the syllabus. This assumption is made since evidence suggests that curriculum change can be a process of social reconstructive process when it takes place in situ and where teachers and pupils reshape the curriculum in the classroom as the teaching and learning progresses. An action research approach was selected since it is compatible with collaborative teacher, participation in curriculum development. The research design involved three parallel case studies: 1. Clermont Zone, 2. Durban Teachers Centre, 3. Edgewood College. The research confirmed that the Junior Secondary General Science syllabus is perceived by teachers to lack environmental relevance; that teachers, while initially resisting participation in the curriculum development process, were willing to participate if it revolved around their curriculum problems. Significant features of collaborative teacher participation in curriculum development seem to be the co-creation of context by the teachers, the need for institutional support, the production of curriculum materials and the need for networking and intercontextual dialogue. Teachers initially had limited curriculum development skills which needed to be developed. This research process has implications for practical actions 'to enable' the transformation of existing curriculums, and assisting the development of a more democratic and effective education system.
- Full Text:
- Date Issued: 1993
- Authors: Naidoo, Premnandh
- Date: 1993
- Subjects: Science -- Study and teaching (Secondary) -- South Africa Curriculum planning -- South Africa Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1451 , http://hdl.handle.net/10962/d1003332
- Description: This research report describes an investigation that involved the collaborative participation of teachers in the redevelopment of parts of the Junior Secondary General Science syllabus. The redevelopment tried to implement environmental education as an innovation. There are two central assumptions that the investigation has made. The first assumption is that the the present Junior Secondary General Science syllabus lacks environmental relevance and therefore the pupils are inadequately prepared to deal with environmental problems. The introduction of a curriculum innovation like environmental education has the potential to bring greater environmental relevance to the syllabus. The second is that such an innovation can be more successfully implemented at schools if it involves the collaborative participation of teachers in the redevelopment of the syllabus. This assumption is made since evidence suggests that curriculum change can be a process of social reconstructive process when it takes place in situ and where teachers and pupils reshape the curriculum in the classroom as the teaching and learning progresses. An action research approach was selected since it is compatible with collaborative teacher, participation in curriculum development. The research design involved three parallel case studies: 1. Clermont Zone, 2. Durban Teachers Centre, 3. Edgewood College. The research confirmed that the Junior Secondary General Science syllabus is perceived by teachers to lack environmental relevance; that teachers, while initially resisting participation in the curriculum development process, were willing to participate if it revolved around their curriculum problems. Significant features of collaborative teacher participation in curriculum development seem to be the co-creation of context by the teachers, the need for institutional support, the production of curriculum materials and the need for networking and intercontextual dialogue. Teachers initially had limited curriculum development skills which needed to be developed. This research process has implications for practical actions 'to enable' the transformation of existing curriculums, and assisting the development of a more democratic and effective education system.
- Full Text:
- Date Issued: 1993