Die effektiwiteit van omgewingsopvoedkundige komponente in onderwysersopleidingsprogramme aan Suid-Afrikaanse universiteite
- Authors: Beukes, Lukas Daniel
- Date: 2014-07-23
- Subjects: Environmental education - South Africa , Teachers - Training of - South Africa
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/388684 , uj:11754 , http://hdl.handle.net/10210/11480
- Description: D.Ed. (Environmental Education) , The urgency of the issues concerning man's relationship to the natural environment is confirmed by the large-scale publicity given these issues in the media. This has resulted in a general public awareness of environmental issues, which is presently reflected by numerous efforts to further stimulate positive interest in conservation, responsible utilisation of natural resources as well as sustainable living. Environmental education is the component of education that informs and makes people aware of their immediate environments. Although the principles and guidelines are set according to international standards, this issue should urgently and visibly be instilled in the South African society in order for it to become part of the life-style, value system, social system and education of South Africans in order to develop and promote environmentally literate individuals. During the past 12 years a process of transformation affected all spheres of South African society, including education and training. An outcomes-based curriculum (Curriculum 2005) has already seen many changes and at present a National Curriculum Statement is in place. It is important for learners to acquire environmental literacy (knowledge, skills, attitudes and values), as without concerted efforts at life-long learning for sustainability, South Africa will not be able to become a competitive power in the world, but will face problems regarding sustainable utilisation of natural resources. This in turn can be to the detriment of ensuring sustainability for future generations. It is generally accepted that the next generation of decision makers should be better equipped to not only face environmental issues and problems, but through the process of education, future generations should appreciate their environment and utilise and manage it responsibly in order to enable them to provide solutions with a systematic ecological view of sustainability. In order to ensure success in this regard, educators in all school phases will need to accept the responsibility of applying the principles of environmental education and aspects regarding the environment as indicated in the learning outcomes and assessment standards of the National Curriculum Statement. In order for this to be successfully implemented, student educators should be thoroughly trained to present environmental education in schools. This does not only imply a broadening of educators' knowledge base, but especially the establishment and improvement of their own level of environmental literacy. Only then will educators be in a position to realise the principles as indicated in the White Paper on environmental education. With the environment or aspects of the environment described in the learning outcomes and/or assessment standards of the National Curriculum Statement, it is clear that environmental education will re-emphasise classic educational principles aimed at encouraging positive learner attitudes towards the environment. These attitudes can be defined in terms such as responsibility, concern, inclination towards conservation and sustainability, and awareness and respect for creation. It is clear that some basic aspects of environmental literacy should be investigated in teacher training programmes. A cognitive component has long been accepted as a prerequisite for the existence of any particular attitude while a personal value system is also important...
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- Authors: Beukes, Lukas Daniel
- Date: 2014-07-23
- Subjects: Environmental education - South Africa , Teachers - Training of - South Africa
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/388684 , uj:11754 , http://hdl.handle.net/10210/11480
- Description: D.Ed. (Environmental Education) , The urgency of the issues concerning man's relationship to the natural environment is confirmed by the large-scale publicity given these issues in the media. This has resulted in a general public awareness of environmental issues, which is presently reflected by numerous efforts to further stimulate positive interest in conservation, responsible utilisation of natural resources as well as sustainable living. Environmental education is the component of education that informs and makes people aware of their immediate environments. Although the principles and guidelines are set according to international standards, this issue should urgently and visibly be instilled in the South African society in order for it to become part of the life-style, value system, social system and education of South Africans in order to develop and promote environmentally literate individuals. During the past 12 years a process of transformation affected all spheres of South African society, including education and training. An outcomes-based curriculum (Curriculum 2005) has already seen many changes and at present a National Curriculum Statement is in place. It is important for learners to acquire environmental literacy (knowledge, skills, attitudes and values), as without concerted efforts at life-long learning for sustainability, South Africa will not be able to become a competitive power in the world, but will face problems regarding sustainable utilisation of natural resources. This in turn can be to the detriment of ensuring sustainability for future generations. It is generally accepted that the next generation of decision makers should be better equipped to not only face environmental issues and problems, but through the process of education, future generations should appreciate their environment and utilise and manage it responsibly in order to enable them to provide solutions with a systematic ecological view of sustainability. In order to ensure success in this regard, educators in all school phases will need to accept the responsibility of applying the principles of environmental education and aspects regarding the environment as indicated in the learning outcomes and assessment standards of the National Curriculum Statement. In order for this to be successfully implemented, student educators should be thoroughly trained to present environmental education in schools. This does not only imply a broadening of educators' knowledge base, but especially the establishment and improvement of their own level of environmental literacy. Only then will educators be in a position to realise the principles as indicated in the White Paper on environmental education. With the environment or aspects of the environment described in the learning outcomes and/or assessment standards of the National Curriculum Statement, it is clear that environmental education will re-emphasise classic educational principles aimed at encouraging positive learner attitudes towards the environment. These attitudes can be defined in terms such as responsibility, concern, inclination towards conservation and sustainability, and awareness and respect for creation. It is clear that some basic aspects of environmental literacy should be investigated in teacher training programmes. A cognitive component has long been accepted as a prerequisite for the existence of any particular attitude while a personal value system is also important...
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Die houding van onderwysers in Transvaal teenoor die omgewing en omgewingsopvoeding
- Authors: Raath, Schalk Petrus
- Date: 2014-07-23
- Subjects: Teachers - South Africa - Transvaal - Attitudes , Environmental education - South Africa , Teachers - Rating of - South Africa
- Type: Thesis
- Identifier: uj:11758 , http://hdl.handle.net/10210/11485
- Description: D. Phil. (Education) , Please refer to full text to view abstract
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- Authors: Raath, Schalk Petrus
- Date: 2014-07-23
- Subjects: Teachers - South Africa - Transvaal - Attitudes , Environmental education - South Africa , Teachers - Rating of - South Africa
- Type: Thesis
- Identifier: uj:11758 , http://hdl.handle.net/10210/11485
- Description: D. Phil. (Education) , Please refer to full text to view abstract
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The environmental literacy level of pre-service teacher trainees at selected campuses of Vista University
- Authors: Swanepoel, Andri
- Date: 2012-08-17
- Subjects: Community development - South Africa , Vista University , Environmental education - South Africa , Student teachers - South Africa - Rating of
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/369852 , uj:2636 , http://hdl.handle.net/10210/6082
- Description: M.Ed. , Because of the current curriculum developments, it is important that universities begin assessing their status regarding environmental education. This study will therefore aim at determining the current level of environmental awareness of third year pre-service teacher trainees at Vista University in order to make recommendations as to what an environmental education course should contain for the pre-service teacher trainees of this institution. Vista University consists of seven campuses, each accessible to the areas they serve. The different campuses are: Bloemfontein Campus outside Bloemfontein, East Rand Campus near Daveyton on the East Rand, Mamelodi Campus near Silverton in Pretoria East, Port Elizabeth Campus outside Port Elizabeth, Sebokeng Campus near Vereeniging, Soweto Campus in Soweto, and Welkom Campus outside Welkom. Vista University also provides Distance Education, the campus of which is situated in Pretoria. The university's Head Office is situated in Pretoria. This study will limit itself to two campuses within Gauteng, namely East Rand Campus, and Mamelodi Campus, AIMS OF THE STUDY As already mentioned, this survey will be conducted amongst the third year education students on each of the above-mentioned campuses. In order to assess the current status of environmental literacy at Vista University, this study will aim at the following: • to set up a questionnaire to measure the four stages of environmental literacy as set out by Roth (1992: 18 - 19); to undertake the survey amongst the third year education students of the East Rand and Mamelodi Campuses; to analyse and evaluate the data in order to determine the level of environmental awareness of the target group; to generalise the result of the sample to the population; to make suggestions as to what information needs to be included in an environmental education course for pre-service teacher trainees at Vista University
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- Authors: Swanepoel, Andri
- Date: 2012-08-17
- Subjects: Community development - South Africa , Vista University , Environmental education - South Africa , Student teachers - South Africa - Rating of
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/369852 , uj:2636 , http://hdl.handle.net/10210/6082
- Description: M.Ed. , Because of the current curriculum developments, it is important that universities begin assessing their status regarding environmental education. This study will therefore aim at determining the current level of environmental awareness of third year pre-service teacher trainees at Vista University in order to make recommendations as to what an environmental education course should contain for the pre-service teacher trainees of this institution. Vista University consists of seven campuses, each accessible to the areas they serve. The different campuses are: Bloemfontein Campus outside Bloemfontein, East Rand Campus near Daveyton on the East Rand, Mamelodi Campus near Silverton in Pretoria East, Port Elizabeth Campus outside Port Elizabeth, Sebokeng Campus near Vereeniging, Soweto Campus in Soweto, and Welkom Campus outside Welkom. Vista University also provides Distance Education, the campus of which is situated in Pretoria. The university's Head Office is situated in Pretoria. This study will limit itself to two campuses within Gauteng, namely East Rand Campus, and Mamelodi Campus, AIMS OF THE STUDY As already mentioned, this survey will be conducted amongst the third year education students on each of the above-mentioned campuses. In order to assess the current status of environmental literacy at Vista University, this study will aim at the following: • to set up a questionnaire to measure the four stages of environmental literacy as set out by Roth (1992: 18 - 19); to undertake the survey amongst the third year education students of the East Rand and Mamelodi Campuses; to analyse and evaluate the data in order to determine the level of environmental awareness of the target group; to generalise the result of the sample to the population; to make suggestions as to what information needs to be included in an environmental education course for pre-service teacher trainees at Vista University
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Die kennisstand van aspirant Biologie-onderwysers ten opsigte van enkele omgewingsprobleme
- Authors: Murphy, Leonard
- Date: 2014-03-12
- Subjects: Student teachers - South Africa - Transvaal - Attitudes , Environmental education - South Africa , Science teachers - Training of - South Africa
- Type: Thesis
- Identifier: uj:4301 , http://hdl.handle.net/10210/9654
- Description: M.Ed. (Subject Didactics) , The awareness of the necessity to protect our natural environment is increasing, which is indeed promising. Despite this encouraging fact, it is tragically evident that mere awareness is not sufficient, as our world is going from bad to worse. It is therefore imperative to try and save our world: environmental education is one of the most efficient ways being used to save our earth. 'Die Witskrif vir Omgewingsopvoeding in Suid-Afrika' was published in 1989 by the South African government stating their acceptance of Environmental Education as essential for South Africa. Thus, Environmental Education needs to be implemented successfully into the formal, educational system of government schools in South Africa. Before the succesful implementation of Environmental Education, the teacher has to be thoroughly trained and prepared for this challenging task. This research takes a look at the level of knowledge and attitudes towards the natural, biophysical environment. This study is directed at three acute environmental problems namely: population explosion, the greenhouse effect and the depletion of the ozone layer. The sample tested comprised of fifty-eight students from three Afrikaans universities in Transvaal, preparing themselves to teach Biology in the near future.
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- Authors: Murphy, Leonard
- Date: 2014-03-12
- Subjects: Student teachers - South Africa - Transvaal - Attitudes , Environmental education - South Africa , Science teachers - Training of - South Africa
- Type: Thesis
- Identifier: uj:4301 , http://hdl.handle.net/10210/9654
- Description: M.Ed. (Subject Didactics) , The awareness of the necessity to protect our natural environment is increasing, which is indeed promising. Despite this encouraging fact, it is tragically evident that mere awareness is not sufficient, as our world is going from bad to worse. It is therefore imperative to try and save our world: environmental education is one of the most efficient ways being used to save our earth. 'Die Witskrif vir Omgewingsopvoeding in Suid-Afrika' was published in 1989 by the South African government stating their acceptance of Environmental Education as essential for South Africa. Thus, Environmental Education needs to be implemented successfully into the formal, educational system of government schools in South Africa. Before the succesful implementation of Environmental Education, the teacher has to be thoroughly trained and prepared for this challenging task. This research takes a look at the level of knowledge and attitudes towards the natural, biophysical environment. This study is directed at three acute environmental problems namely: population explosion, the greenhouse effect and the depletion of the ozone layer. The sample tested comprised of fifty-eight students from three Afrikaans universities in Transvaal, preparing themselves to teach Biology in the near future.
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The impact of the learning for sustainablity project on teachers and curriculum 2005, with reference to teachers in the Alrapark cluster
- Authors: Pillay, Ranjini
- Date: 2012-08-27
- Subjects: Environmental education - South Africa , Competency based education , Curriculum planning - South Africa , Teaching - Methodology
- Type: Mini-Dissertation
- Identifier: uj:3190 , http://hdl.handle.net/10210/6604
- Description: M.Ed. , This study focuses on the impact of the pilot project called Learning for Sustainability (LfS) on teacher participation and Curriculum 2005. The aims of the study were firstly, to show that environmental education does not form part of the current interim syllabi at schools. Secondly, to show that if environmental education were introduced in schools, it would create an awareness of local environmental issues. Thirdly, to show that when projects are initiated at schools, both teachers and learners benefit. An extensive literature review was undertaken to examine core areas of environmental education and the current interim syllabus to establish where the emphasis of environmental education lay. The literature study also focused on outcomes based education and the implementation of Curriculum 2005. The theoretical framework constructed from the review concluded with the premise that the issue of environmental education is of major concern, and that the teachers had benefited immensely from the pilot project of Learning for Sustainability. The investigation included data collection from teachers who were participants in a cluster of the pilot project. The data was consolidated, reduced and clustered, culminating in empirical findings, which were confirmed by using different methods and sources. The main emergent patterns indicated that the pilot project had a significant impact on the knowledge acquisition of teachers, who experienced fewer problems as a result of implementing new methods in their classrooms; learners enjoyed being involved in environmental issues; and teachers realized that learners could do their own research. The study recommends changes for teacher education and the curriculum and concludes with recommendations for the implementation of Outcomes-based Education (OBE) and Curriculum 2005.
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- Authors: Pillay, Ranjini
- Date: 2012-08-27
- Subjects: Environmental education - South Africa , Competency based education , Curriculum planning - South Africa , Teaching - Methodology
- Type: Mini-Dissertation
- Identifier: uj:3190 , http://hdl.handle.net/10210/6604
- Description: M.Ed. , This study focuses on the impact of the pilot project called Learning for Sustainability (LfS) on teacher participation and Curriculum 2005. The aims of the study were firstly, to show that environmental education does not form part of the current interim syllabi at schools. Secondly, to show that if environmental education were introduced in schools, it would create an awareness of local environmental issues. Thirdly, to show that when projects are initiated at schools, both teachers and learners benefit. An extensive literature review was undertaken to examine core areas of environmental education and the current interim syllabus to establish where the emphasis of environmental education lay. The literature study also focused on outcomes based education and the implementation of Curriculum 2005. The theoretical framework constructed from the review concluded with the premise that the issue of environmental education is of major concern, and that the teachers had benefited immensely from the pilot project of Learning for Sustainability. The investigation included data collection from teachers who were participants in a cluster of the pilot project. The data was consolidated, reduced and clustered, culminating in empirical findings, which were confirmed by using different methods and sources. The main emergent patterns indicated that the pilot project had a significant impact on the knowledge acquisition of teachers, who experienced fewer problems as a result of implementing new methods in their classrooms; learners enjoyed being involved in environmental issues; and teachers realized that learners could do their own research. The study recommends changes for teacher education and the curriculum and concludes with recommendations for the implementation of Outcomes-based Education (OBE) and Curriculum 2005.
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The relationship between environmental literacy and perceptions with regard to eco-tourism by vhaVendas in the Eastern Soutpansberg region
- Authors: Van Zyl, André Willem
- Date: 2014-11-20
- Subjects: Life skills - Study and teaching - South Africa , Venda (African people) - Social life and customs , Ecotourism , Environmental education - South Africa
- Type: Thesis
- Identifier: uj:13028 , http://hdl.handle.net/10210/12911
- Description: M.Ed. (Environmental Education) , Please refer to full text to view abstract
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- Authors: Van Zyl, André Willem
- Date: 2014-11-20
- Subjects: Life skills - Study and teaching - South Africa , Venda (African people) - Social life and customs , Ecotourism , Environmental education - South Africa
- Type: Thesis
- Identifier: uj:13028 , http://hdl.handle.net/10210/12911
- Description: M.Ed. (Environmental Education) , Please refer to full text to view abstract
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