Download or read book A Case Study of the Integration of Environmental Learning in the Primary School Curriculum written by Mmahlomotse Sekinah Sehlola and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book A Case Study of The Integration of Environmental Education in the Primary School Curriculum written by Sekinah Sehlola and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Connecting Subject Matter Social Life and Students Experiences A Case Study of Curriculum Integration Through Environmental Learning written by and published by . This book was released on 2009 with total page 860 pages. Available in PDF, EPUB and Kindle. Book excerpt: Integrating environmental learning into mainstream education is an important countermeasure to address the challenges to the sustainability of the earth and children's integrated development. To be effectively integrated into mainstream education, an environmental learning program should be designed in ways that elicit the support of stakeholders, while at the same time without scarifying the environmental learning goals. The purpose of this study therefore is to explore an environmental learning model that meets the above mentioned goal using a case study design. Key principles for designing such environmental learning programs are identified first based on the theoretical framework. Then, the actual enactment of these principles in a practical setting and the effects on students in terms of environmental learning goals and traditional educational goals are explored through a case study of a pilot environmental learning program designed with these guiding principles. It presents a detailed portrait of the design process, the actual enacted curriculum, and the experiences of key stakeholders with this environmental learning program. It also evaluates this program's effects on students in environmental literacy (the environmental learning goal), academic achievement and social development (the traditional educational goals). The enactment of the guiding principles and factors that influence the enactment of this program are discussed thereafter. It concludes with the construction of the curriculum integration through environmental learning model based on the case study and a discussion of the model in light of the curriculum integration framework.
Download or read book International Handbook of Research on Environmental Education written by Robert B. Stevenson and published by Routledge. This book was released on 2013 with total page 578 pages. Available in PDF, EPUB and Kindle. Book excerpt: This handbook illuminates the most important concepts, findings and theories from EE research, critically examining its progression, current debates, what is still missing from the research agenda, and where that agenda might be headed. Published for the American Educational Research Association (AERA).
Download or read book Environmental Learning written by Mark Rickinson and published by Springer. This book was released on 2014-11-14 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Environmental education and education for sustainable development have become features of many countries’ formal education systems. To date, however, there have been few attempts to explore what such learning looks and feels like from the perspective of the learners. Based on in-depth empirical studies in school and university classrooms, this book presents rich insights into the complexities and dynamics of students’ environmental learning. The authors show how careful analysis of students’ environmental learning experiences can provide powerful pointers for future practice, policy and research. Environmental Learning will be a key resource for educators, teacher educators, decision-makers and researchers involved in education and sustainable development.
Download or read book Integration of Environmental Education Into the Primary School Curriculum in Kenya written by Joyce Kanini Mbwesa and published by . This book was released on 1997 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Environment and Science and Technology Education written by A. V. Baez and published by Elsevier. This book was released on 2013-10-22 with total page 447 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Environment and Science and Technology Education covers topics on key issues in environmental education; school-based primary and secondary education; and community-based environmental education. The book also discusses topics on tertiary, professional and vocational environmental education and non-formal public environmental education. The text will give practical help to teachers in all countries in order to raise standards of education in those topics essential for development.
Download or read book Integrating Environmental Education in Primary School Education in Tanzania written by Lydia A. Kimaryo and published by . This book was released on 2011 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Environmental education in the schools creating a program that works written by and published by DIANE Publishing. This book was released on with total page 333 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Role of the human dimension in promoting education for sustainable development at the regional level written by Jana Dlouhá and published by Frontiers Media SA. This book was released on 2023-10-27 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Curriculum Development in Environmental Education written by David Prideaux and published by . This book was released on 1979 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Disaster risk reduction in school curricula case studies from thirty countries written by and published by UNESCO. This book was released on 2012 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Mother earth written by Ellen Appleby and published by . This book was released on 1993 with total page 59 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This case study describes how a teacher designed and implemented an environmental education integrated unit with her students. Suitable for middle to upper primary, it is based on Pullenvale's `Mother Earth' Program".
Download or read book Resources in Education written by and published by . This book was released on 1999 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Towards a Learning Culture of Safety and Resilience written by UNESCO and published by UNESCO. This book was released on 2014-11-10 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Education and Sustainability written by International Union for Conservation of Nature and Natural Resources. Commission on Education and Communication and published by IUCN. This book was released on 2002 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: A publication from IUCN's Commission on Education and Communication (CEC), this book tells the stories of people who work with communities to motivate them to create a more sustainable future. The accounts range from engaging communities through theatre to a revival of indigenous stories to pass on good environmental practice. The publication was produced both to share what educators around the world have learnt and to give them a platform to tell their stories.
Download or read book Identifying Barriers to Field Based Environmental Education in K 8 Public Elementary Schools in Arizona written by Virginia A. Coco and published by . This book was released on 2019 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this case study was to explore the barriers, or constraints, to the integration of field-based environmental education (EE) programs in K-8 public elementary schools in Phoenix, Arizona. Research continues to show that field based EE programs improve student outcomes (Bartosh, Tudor, Ferguson, & Taylor, 2006; Cole, 2007; James and Williams, 2017). Despite the empirical evidence, there appear to be obstacles to integrating field based EE into school curriculum. This study used Hierarchical Leisure Constraints Theory (HLCT) to identify and understand these constraints. There were 22 focus group participants and 13 interviewees from ten different schools and five school districts within the Phoenix area. Looking at the constraints identified by all participants, funding and the availability of transportation play a major role barring the use of field based EE programming. However, when applying HLCT, both of these barriers are structural in nature. This means these are constraints beyond the control of the individual but are negotiable. According to HLCT, you must first understand intrapersonal and interpersonal constraints and the effect they have on overcoming barriers. This study found that perception and prior knowledge emerged as the root of most constraints. In other words, while structural constraints are named as the primary issue in integrating field based EE in public schools, this study concludes from the findings that human nature and human values influence whether teachers and administrators participate in field based programming with their students.
