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Author: University of Malta. Faculty of Education
Publisher:
ISBN:
Category : Education, Primary
Languages : en
Pages : 81
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Book Description
Author: University of Malta. Faculty of Education
Publisher:
ISBN:
Category : Education, Primary
Languages : en
Pages : 81
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Book Description
Author:
Publisher: DIANE Publishing
ISBN: 1428927603
Category :
Languages : en
Pages : 333
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Author: Mmahlomotse Sekinah Sehlola
Publisher:
ISBN:
Category :
Languages : en
Pages :
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In line with international developments, the Department of Education in South Africa (SA) recognises environmental education as a key vehicle to respond to the national and global environmental crisis (DoE, 2001, P. 3). For this reason, the post-1994 education provision sought to infuse environmental education into the new curriculum called Curriculum 2005. The White Paper on Education and Training (RSA, 1995) perceived environmental education as a means to a better quality of life for all people and argued that it should be integrated at all levels of the SA Education and Training system. The White Paper further stated that environmental education, involving an inter-disciplinary, integrated and active approach to learning, must be a vital element of all levels and programmes of the education and training system, in order to create environmentally literate and active citizens and ensure that all South Africans, present and future, enjoy a decent quality of life through the sustainable use of resources' (RSA, 1995, P. 22). How have the schools responded to this challenge by the new integration policy? How is the environmental learning provided for in the primary school curriculum across SA? What resources exist to make environmental policy workable in schools, and how are these resources mobilised and organised to promote learning? These and other questions formed the basis for the present inquiry An Opportunity to Learn (OTL) study was conducted to explore how one primary school in SA provides OTL about the environment. The main aim of the study was to understand the manner in which teachers integrate environmental learning in the school curriculum. A qualitative research approach was used as a mode of inquiry for this study. Interviews, classroom observations and document analysis were used as data collection methods. The findings of the study suggest that Sechaba Primary School has managed to integrate environmental learning in its curriculum through the help of non-governmental organisations (NGOs) and other stakeholders. The research concluded by arguing that OTL about the environment appear to be enhanced where there are strong connections between the schools and NGOs. Specifically, the following set of recommendations was documented: First, local leadership and agency are required to pursue the various opportunities and resources to build the school's capacity for environmental learning. Schools should be encouraged to designate and support local leaders to take responsibility for driving the integration of environmental learning into their curriculum. Such integration is too important and maybe too demanding to be left to individual teachers independently in their own classrooms. Second, converting the latent capacity and/or physical and intellectual infrastructure for environmental learning into real OTL about the environment for the students will continue to remain a challenge for some of the teachers while others have managed the integration in some exemplary fashion. Opportunities for teachers to observe each other, plan together and work collaboratively on issues of integration should be created at school and district level. Third, it is critical that all teachers undergo in service training regarding the implementation of environmental education, and such training should provide teachers with enough time to learn. One of the major limitations of the Department of Education's programme of implementation of the new environmental learning policy has been the inability to provide teachers with enough time to learn and implement the new ideas of the revised national curriculum statement. Finally, it is important to reiterate the importance of providing adequate resources for implementation of environmental learning from the Department of Education. Having said that, however, the case of Sechaba has demonstrated how such resources can also be mobilised from elsewhere outside the system. Encouraging beneficial partnerships between schools and NGOs may in itself be a valuable resource to encourage many primary schools in SA for whom government resources in this field continue to remain inadequate.
Author: Unesco-UNEP International Environmental Education Programme
Publisher:
ISBN:
Category : Environmental education
Languages : en
Pages : 172
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Author: Sekinah Sehlola
Publisher:
ISBN: 9789533070667
Category :
Languages : en
Pages :
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Book Description
In examining opportunities to learn environmental education at the school and classroom level, we were interested in ascertaining how teachers in primary schools have made sense of the new policy of integrating environmental education in the various learning areas. The researchers wished to find out how workable the policy was in one school context, and what its consequences were in terms of providing better opportunities for learners. Indeed the case of Sechaba Primary has provided some insights into these questions. We now know how some schools have taken the new policy and made it work for them. They have developed their own local environmental policy, which served as a basis for mobilising and organising resources for learning and teaching environmental education at the school. It is this localised policy that seemed important in driving the integration of the environment into the curriculum at Sechaba Primary. Furthermore, the local policy created a platform for mobilising the intellectual and material resources for the integration of environmental education at the school. For us, the most important lesson coming out of this research therefore is the need for local school actors to take the initiative and be the agents of change. Agency and teacher leadership have proved to be cornerstones of the success story of the integration of environmental education at Sechaba Primary. There is, however, still a long way to go in terms of reaching the conceptual depths of the integration and extended participation of learners in environmental education, as the case of Sechaba Primary has illustrated. The lessons learned from the Sechaba Primary case would be applicable in schools that have taken environmental education as seriously as Sechaba Primary has done.
Author: Jane Edwards
Publisher: Springer
ISBN: 3319021478
Category : Science
Languages : en
Pages : 282
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Book Description
The effectiveness of Education for Sustainable Development depends on the ability of schools and teachers to embrace pedagogies that reduce the gap between the rhetoric of education for the environment and the reality of classroom practices. This book responds to the need to better understand the nature of the relationships between agency and structure that contribute to the development of educational rhetoric-reality gaps in order to inform processes that most effectively facilitate pedagogical change. This book explores the issues of pedagogical change through the experiences of Australian primary school teachers faced with the challenge of implementing an environmental education program in which young students were positioned as active participants in the social processes from which environmentally sustainable practices could be developed. These teachers were required to adopt pedagogies that often represented the antithesis of their well-established teacher-directed approaches. Through the use of Anthony Giddens’ Theory of Structuration this book provides unique perspectives of the teacher mediated manner in which certain elements of structure and agency interrelate to enable and constrain classroom practices—essential understandings for school principals and educational policy developers who aim to effectively implement pedagogical change. This book also demonstrates that the Theory of Structuration provides a valuable ontological research framework, and provides social researchers with practical guidance for how to relate this theory to specific research issues.
Author: Alec Bodzin
Publisher: Springer Science & Business Media
ISBN: 9048192226
Category : Education
Languages : en
Pages : 379
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Book Description
In the coming decades, the general public will be required ever more often to understand complex environmental issues, evaluate proposed environmental plans, and understand how individual decisions affect the environment at local to global scales. Thus it is of fundamental importance to ensure that higher quality education about these ecological issues raises the environmental literacy of the general public. In order to achieve this, teachers need to be trained as well as classroom practice enhanced. This volume focuses on the integration of environmental education into science teacher education. The book begins by providing readers with foundational knowledge of environmental education as it applies to the discipline of science education. It relates the historical and philosophical underpinnings of EE, as well as current trends in the subject that relate to science teacher education. Later chapters examine the pedagogical practices of environmental education in the context of science teacher education. Case studies of environmental education teaching and learning strategies in science teacher education, and instructional practices in K-12 science classrooms, are included. This book shares knowledge and ideas about environmental education pedagogy and serves as a reliable guide for both science teacher educators and K-12 science educators who wish to insert environmental education into science teacher education. Coverage includes everything from the methods employed in summer camps to the use of podcasting as a pedagogical aid. Studies have shown that schools that do manage to incorporate EE into their teaching programs demonstrate significant growth in student achievement as well as improved student behavior. This text argues that the multidisciplinary nature of environmental education itself requires problem-solving, critical thinking and literacy skills that benefit students’ work right across the curriculum.
Author: Lydia A. Kimaryo
Publisher:
ISBN: 9789517655606
Category : Education, Primary
Languages : en
Pages : 223
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Book Description
Author: Philip Neal
Publisher: Routledge
ISBN: 1134871333
Category : Education
Languages : en
Pages : 278
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Book Description
First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Aurelia Raphael Kimaro
Publisher:
ISBN:
Category :
Languages : en
Pages :
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