Browsing by Subject "Environmental Education"

Now showing 1 - 5 of 5
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    Open Access
    Adult conceptions of the environment: an analysis of a formal curriculum in Environmental Education
    (1996) Reddy, Shaada; Morphet, Tony; Winter, Kevin
    This research reports on an evaluation of conceptions of the environment held by a group of students at the University of Cape Town. This group of students were all registered for the degree of Bachelor of Education, and included in their curricula the elective in Environmental Education. The research attempts to describe the constructivist approach as implemented in the course in Environmental Education over a prescribed period, and to explore the impact of such an approach on student conceptions. The research was conducted primarily through the use of two questionnaires together with unstructured interviews. The results of the questionnaires and interviews were used to assess both qualitatively and quantitatively the development of student conceptions of the environment. The first questionnaire was administered early on in the course, while the second was administered towards the end of the course. In this way it was possible to make a comparative study of the responses. The results indicate that the course contributed to some shift in student conceptions of the environment, and that it contributed also towards the development of environmental attitudes, values and behaviour. The work concludes with suggestions for developing aspects of the course design, in the light of insights gained by this research.
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    An analysis of the education potential of sites in the Cape Peninsula for secondary school fieldwork in environmental studies
    (1977) Nightingale, Charles S; Fuggle, Richard Francis
    In South African secondary schools much less fieldwork is undertaken than in a number of other countries despite fieldwork being required by some school syllabuses and the fact that, in many areas, suitable sites are ready to hand. In an attempt to assess the nature of future demands for fieldwork sites, this study reviews developments in education which lead to increasing emphasis on teaching outside the classroom, and the reasons why so little fieldwork is being done are analyzed. A methodology is developed for selecting fieldwork sites taking into account educational priorities and practical constraints. This is worked out in practice by drawing up a fieldwork syllabus for a particular school, and selecting sites in the Cape Peninsula for field studies. Finally, the educational potential of a sample of these sites is indicated by means of exercises prepared for secondary school children.
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    Open Access
    Determining youths' level of understanding of environmental concepts in the sail training environment
    (2010) Kilian, Kay-Leigh; Winter, Kevin
    The aim of this study is to determine youths' level of understanding of selected environmental concepts measured by their verbal responses. With the hypothesis being that youth would be able to observe their environment and note differences and similarities, with a basic understanding of concepts, especially those in the school curriculum but unable to take this further by hypothesising on why differences occur which is more typical of youth of ages 15 years and above. Youth would especially struggle to hypothesise theoretical and abstract concepts as opposed to describing what they observe. It is expected that studies by Piaget will be informative with regards to the cognitive developmental stages in the youth as being categorised into either stages three ( concrete-operational) or four (formal-operational). The study involved nine youths from Christel House, Cape Town, who were selected and assessed on their understanding of four environmental concepts. The crew of the sail ship noted their responses during various lessons offered on board before proceeding with the next. The results indicated that the participating youth were able to compare two different observed scenarios as being either similar or different, but were unable to compare theoretical scenarios. Once differences or similarities were established, youth were unable to link factors to hypothesise about why these differences or similarities were occurring, even when prompted or given clues from a crewmember on board the ship. However, the participants were able to hypothesise about the effects of one variable on another when they could actively manipulate a concept to see what might happen under given conditions.
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    Open Access
    The simulation method : a teaching technique for environmental education in secondary schools
    (1991) Joyce, Jack Peter; Ballantyne, Roy
    The need to establish teaching techniques for Environmental Education in the South African secondary school context was perceived. The simulation method was identified as one such technique which became the focus of this study, because it was believed by the researcher to be compatible with the aims and objectives of Environmental Education. A simulation activity aimed at Standard 9 pupils was devised (based on a particular environmental issue i.e. nuclear vs coal-powered electricity generation). To demonstrate that this activity could affect pupils' environmental knowledge, concepts, attitudes and behavioural intentions, a series of 3 questionnaires was designed to capture the results of the simulation activity. A pilot test was conducted using both the simulation activity and the questionnaires. The results of the pilot test were then analysed after which appropriate changes were made, particularly concerning ambiguity and design problems in the questionnaires. The revised simulation activity and questionnaires were then implemented in 8 Cape Education Department English-speaking secondary schools with a sample population of some 206 pupils. Results analysed from the 3 questionnaires indicated that statistically significant changes had occurred among the pupils. This confirmed that the simulation activity could be utilised as a means of teaching various aspects of environmental education. However, the research also showed that the simulation activity is a teaching technique which needs to be used in conjunction with other supportive methodologies.
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    Towards an environmental education programme for the training of primary school teachers
    (1988) Clacherty, A J; Ballantyne, Roy
    This study involved the design, implementation and evaluation of an Environmental Education programme intended for teacher training. The programme was implemented over a twelve-week period with a group of nineteen final year students at the Johannesburg College of Education. The programme has two main aims: 1) the development of environmental literacy in students; the equipping of students to develop environmental literacy in their pupils