The availability and accessibility of disposable items has contributed immensely to our littering behaviour as humans. People discard plastic containers, paper wrappers and other items by throwing them onto the ground, thus aggravating the problem of littering. This study aims to assist the relevant stakeholders in integrating environmental awareness activities into the school curriculum, to drastically reduce littering in communities. Underpinned by developmental action theory and applied participatory paradigms, the study purports to assess the success of environmental action research campaigns aimed at combatting littering. Fourteen learners from seven classes served as co-researchers, having been randomly selected as participants in this study. Participants' observations and pictures were used to collect data, before resorting to coding and analysis. The results of the study show an improvement in learners' awareness of littering, allowing the authors to conclude that action research, if employed in environmental education, can raise learners' awareness pertaining to littering. A lack of environmental programmes in schools is also to blame for the fact that children often unwittingly litter or pollute their environment.

The aim of this article is to report the findings on the gaps that were identified in the teaching of technology by Grade 8 and 9 teachers at Mankweng Circuit of Limpopo Province. This was done so that appropriate action research-based intervention strategies could be embarked upon to fill these gaps. A reconnaissance or preliminary study as the first cycle stage of action research was instrumental in identifying these gaps. Observation, interviews and a questionnaire were employed in gathering data from the teachers from five sampled secondary schools. The findings revealed issues that have to do with technology teachers' ability and capacity (knowledge on lesson planning, assessment, interpretation of curriculum policy and its implementation, resources) and those beyond teacher' control (teaching experience, level of internal and external support, resources, tea cher-learner ratio). Identifying these ga ps will help inform technology tea cher pra ctice about a spects of incapac ity and intervention to be considered.

No abstract

The

This study is about the adaptation of the Attitude Behavioural Scale (ABS) section of a Pupils' Attitudes Towards Technology (PATT) instrument for the Omani context. This study is a mixed methods research design and it consists of three phases. Phase 1 of the study is reported in this article. Phase 1 started with the selection of the PATT-USA as a model to adapt, design and validate the Technology Attitude Bilingual Scale-Arabic/English (TABS) (see Annexure 1). Particular individuals we selected to critique the TABS by using a purposive sampling technique because these individuals belonged to a particular group of competent professionals. The panel of experts' aim was to establish trustworthiness of the instrument. Their evaluation was on the appropriateness of both languages, particularly that the TABS did not contain any cultural and linguistic errors that could offend the Arab culture. This panel consisted of 4 bilingual and Arab culture experts. The ABS was adapted and translated from English to Arabic. The TABS instrument consisted of an open-ended question (qualitative), demographic information, technology attitudes and language choice. The validation process was replicated from similar studies. Results show that 38 items were corrected. 27 items were classified as minor corrections, namely one to two words were corrected. 11 items were classified as major corrections, namely three to six words were corrected. These corrections are described in Annexure 2. The panel of experts' final judgement reported that the TABS was a reliable instrument to reveal Omani students' attitudes towards technology.