An investigation of how enquiry-based fieldwork develops action competence in Grade 12 Geography: a Namibian case study
- Authors: Simasiku, Frederick
- Date: 2012
- Subjects: Competency-based education -- Namibia -- Hardap Geography -- Study and teaching (Secondary) -- Namibia -- Hardap Student-centered learning -- Namibia -- Hardap Active learning -- Namibia -- Hardap Environmental education -- Namibia -- Hardap Environmental education -- Activity programs -- Namibia -- Hardap
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1629 , http://hdl.handle.net/10962/d1003511
- Description: The goal of the study was twofold: firstly to investigate and describe how senior secondary school geography teachers were implementing enquiry-based learning through fieldwork. Secondly, to investigate and document how enquiry-based learning through fieldwork facilitated the development of action competence amongst learners in a geography classroom. In order to address the first goal, a survey questionnaire was utilised to generate descriptive data from a sample of seven geography teachers in the Hardap region of Namibia. Although teachers engaged learners with enquiry-based fieldwork learning activities it is suggested, based on the findings of data of this goal, that teachers face severe limitations in terms of integrating environmental learning into the geography curriculum. The main limitations of the teachers include: limited practical knowledge of and training in how to teach fieldwork skills; a lack of teaching resource materials; time constraints; heavy personal loads; and lack of school support for environmental education. In addressing the second goal an enquiry-based fieldwork learning unit was planned and implemented in the researcher’s classroom. Observation, focus group interviews, and audio records of learning interactions, were used as data generation methods for this cycle of the study. An indicator framework for identifying action competence in learners was constructed as a data analysis tool. In terms of the findings of goal two it is evident that enquiry-based learning through fieldwork facilitated the development of action competence amongst learners. Six overarching benefits of this type of learning were identified in this study, namely: - It empowered learners to develop contextual knowledge and understanding of issues that they investigated. - It facilitated commitment thus motivated learners to take indirect action. - It promoted social interaction and group cohesion amongst learners thus enhanced their decision-making ability for problem-solving and action taking. - It elicited emotional responses and a greater understanding of learners’ own and others’ attitudes and values towards issues. - It fostered critical thinking thus permitted learners to envisage a future based on their learning experiences. - It enabled learners to plan and take indirect action during the learning process. Based on the research findings, some lessons learned are presented in an attempt to contribute to the effective implementation of enquiry-based fieldwork at the classroom level.
- Full Text:
- Date Issued: 2012
- Authors: Simasiku, Frederick
- Date: 2012
- Subjects: Competency-based education -- Namibia -- Hardap Geography -- Study and teaching (Secondary) -- Namibia -- Hardap Student-centered learning -- Namibia -- Hardap Active learning -- Namibia -- Hardap Environmental education -- Namibia -- Hardap Environmental education -- Activity programs -- Namibia -- Hardap
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1629 , http://hdl.handle.net/10962/d1003511
- Description: The goal of the study was twofold: firstly to investigate and describe how senior secondary school geography teachers were implementing enquiry-based learning through fieldwork. Secondly, to investigate and document how enquiry-based learning through fieldwork facilitated the development of action competence amongst learners in a geography classroom. In order to address the first goal, a survey questionnaire was utilised to generate descriptive data from a sample of seven geography teachers in the Hardap region of Namibia. Although teachers engaged learners with enquiry-based fieldwork learning activities it is suggested, based on the findings of data of this goal, that teachers face severe limitations in terms of integrating environmental learning into the geography curriculum. The main limitations of the teachers include: limited practical knowledge of and training in how to teach fieldwork skills; a lack of teaching resource materials; time constraints; heavy personal loads; and lack of school support for environmental education. In addressing the second goal an enquiry-based fieldwork learning unit was planned and implemented in the researcher’s classroom. Observation, focus group interviews, and audio records of learning interactions, were used as data generation methods for this cycle of the study. An indicator framework for identifying action competence in learners was constructed as a data analysis tool. In terms of the findings of goal two it is evident that enquiry-based learning through fieldwork facilitated the development of action competence amongst learners. Six overarching benefits of this type of learning were identified in this study, namely: - It empowered learners to develop contextual knowledge and understanding of issues that they investigated. - It facilitated commitment thus motivated learners to take indirect action. - It promoted social interaction and group cohesion amongst learners thus enhanced their decision-making ability for problem-solving and action taking. - It elicited emotional responses and a greater understanding of learners’ own and others’ attitudes and values towards issues. - It fostered critical thinking thus permitted learners to envisage a future based on their learning experiences. - It enabled learners to plan and take indirect action during the learning process. Based on the research findings, some lessons learned are presented in an attempt to contribute to the effective implementation of enquiry-based fieldwork at the classroom level.
- Full Text:
- Date Issued: 2012
Investigating the incorporation of education about, in/through and for the environment in the Geography junior phase curriculum: a case study of three Namibian schools
- Authors: Anyolo, Eveline Omagano
- Date: 2012
- Subjects: Environmental education -- Namibia -- Case studies Education, Primary -- Curricula -- Namibia Geography teachers -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1594 , http://hdl.handle.net/10962/d1003476
- Description: This study was carried out to investigate how education about, in/through and for the environment is incorporated in the Namibian Geography Junior Phase curriculum in three schools in Oshana Education Region. Education about, in/through and for the environment are three forms of environmental education identified by Fien (1998). This study is a qualitative, interpretive case study. It reviews the activities, content knowledge, methods, competencies and resources and describes how they were used by teachers in fostering education about, in/through and for the environment in the curriculum. Data was generated through document analysis, observations and semi-structured interviews. The results were interpreted and discussed in relation to the research question which is: How is education about, in/through and for the environment incorporated in the Geography Junior Phase curriculum? Key findings of the study suggested that teachers incorporated education about, in/through and for the environment in their teaching. Teachers used the prescribed syllabus to structure their environmental learning lessons. Most methods, resources and activities used by the teachers promoted education about the environment. The study also found that most types of knowledge about the environment were covered by the teachers. This enabled learners to examine the complexity and interrelatedness of natural systems. The study found that the way the resources were used exclusively supported education about the environment. Linking learning to local context in this study encouraged education in/through the environment and enhanced the learning process through real life experience. The study also found that, although teachers taught their learners for the environment, they did not empower them in taking actions towards environmental problems. Based on the insights offered by this research, the study identified further support required by teachers and made recommendations for effective incorporation of about, in/through andfor the environment in the curriculum.
- Full Text:
- Date Issued: 2012
- Authors: Anyolo, Eveline Omagano
- Date: 2012
- Subjects: Environmental education -- Namibia -- Case studies Education, Primary -- Curricula -- Namibia Geography teachers -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1594 , http://hdl.handle.net/10962/d1003476
- Description: This study was carried out to investigate how education about, in/through and for the environment is incorporated in the Namibian Geography Junior Phase curriculum in three schools in Oshana Education Region. Education about, in/through and for the environment are three forms of environmental education identified by Fien (1998). This study is a qualitative, interpretive case study. It reviews the activities, content knowledge, methods, competencies and resources and describes how they were used by teachers in fostering education about, in/through and for the environment in the curriculum. Data was generated through document analysis, observations and semi-structured interviews. The results were interpreted and discussed in relation to the research question which is: How is education about, in/through and for the environment incorporated in the Geography Junior Phase curriculum? Key findings of the study suggested that teachers incorporated education about, in/through and for the environment in their teaching. Teachers used the prescribed syllabus to structure their environmental learning lessons. Most methods, resources and activities used by the teachers promoted education about the environment. The study also found that most types of knowledge about the environment were covered by the teachers. This enabled learners to examine the complexity and interrelatedness of natural systems. The study found that the way the resources were used exclusively supported education about the environment. Linking learning to local context in this study encouraged education in/through the environment and enhanced the learning process through real life experience. The study also found that, although teachers taught their learners for the environment, they did not empower them in taking actions towards environmental problems. Based on the insights offered by this research, the study identified further support required by teachers and made recommendations for effective incorporation of about, in/through andfor the environment in the curriculum.
- Full Text:
- Date Issued: 2012
- «
- ‹
- 1
- ›
- »