Locating the Position of Environmental Education in the South African School Curriculum: The Case of Grade R

Hebe, Headman

doi:10.29333/ejmste/108486

Cited by 9 publications

(6 citation statements)

References 22 publications

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“…Scientific studies which describe the experience of involving students in project activities in ecology using mathematical models and methods are of particular interest. H. Hebe [26] describes the integration of environmental and mathematical education in schools in the Republic of South Africa. Based on the analysis of numerous curricula, the author discovered a number of topics in mathematics that provide environmental education.…”

Section: Resultsmentioning

confidence: 99%

Using the project method in the mathematical education of students – future ecologists

Kalinin¹,

Toropova²

2020

P Sci Edu

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Использование метода проектов в математической подготовке студентов-будущих экологов Проблема и цель. В современных условиях действительности важность решения экологических проблем глобального и регионального характера делает актуальным поиск путей совершенствования процесса обучения математике будущих экологов, одним из направлений которого выступает проектная деятельность. Цель настоящей статьи-определение и теоретическое обоснование методических требований к эффективной реализации метода проектов в математической подготовке студентов-будущих экологов. Материалы и методы. Использованы теоретические методы исследования (анализ отечественных и зарубежных литературных источников, изучение и обобщение педагогического опыта), обсервационные методы (наблюдение за учебной и научно-исследовательской деятельностью по математике студентов экологических направлений подготовки Вятского государственного университета и самонаблюдение). Результаты. Представлена совокупность методических требований, обеспечивающих эффективное использование проектного подхода к процессу обучения математике будущих экологов. К числу важнейших из них относятся прикладная, проблемная и практическая направленность проектов, их исследовательский, комплексный и систематический характер, превалирование математической составляющей в проектной деятельности, междисциплинарная интеграция в процессе ее реализации. Заключение. Выполнение прикладных исследовательских проектов студентами-будущими экологами способствует овладению ими умениями по применению изученного теоретического материала к решению современных задач экологии. Подобная форма работы по освоению содержания математического образования наглядно демонстрирует возможность его использования в последующей профессиональной деятельности, обеспечивает формирование у студентов исследовательских навыков, создает мотивацию к самообразованию с целью изучения прикладных математических методов и построения новых математических моделей применительно к экологической проблематике. Ключевые слова: проектная деятельность, метод проектов, прикладной исследовательский проект, студенты-будущие экологи Перспективы Науки и Образования Международный электронный научный журнал

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Section: Resultsmentioning

confidence: 99%

Using the project method in the mathematical education of students – future ecologists

Kalinin¹,

Toropova²

2020

P Sci Edu

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“…Schoeman and Sanders (2019) examined the nature of environmental education using technological means. Hebe (2019) focused on the placement of environmental education in the South African School curriculum. While, Huang and Zheng (2022) investigated the relationship between teaching style and learning effectiveness.…”

Section: Empirical Reviewmentioning

confidence: 99%

“…It is the reason behind the South Africa's Curriculum Assessment Policy Statement (CAPS) integrating environmental education across all school subjects and grades. Even so, the curriculum itself continues to have its own limitations (Hebe, 2019). As teachers and school principals do not understand the policy objective of environmental education as stated in the CAPS document due to its obscurity (Damoah & Omodan, 2022).…”

Section: Introductionmentioning

confidence: 99%

Clarifying the significance of instructional methodologies for environmental education integration

Sikhosana

2022

IJRBS

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This paper was aimed at clarifying the significance of instructional methodologies used by senior-phase teachers to integrate environmental education. The researcher’s empirical evidence evoked interest in this paper; the researcher noted that senior-phase teachers would barely integrate environmental education and if they did, they would only rely on an outdoor teaching method. This observation piqued the paper's attention. A qualitative interpretive multiple case study method was used. This paper was conducted in three senior phase schools in the Nkangala district in the Mpumalanga province of South Africa. Three teachers who taught natural science, technology, and life orientation subjects were sampled purposefully. Data were obtained through semi-structured interviews and pre- and post-lesson observations, and a typology approach was used to analyze data. The main research findings were that these teachers had confusion about which instructional methodologies to use when integrating environmental education. Furthermore, this paper revealed that the use of instructional methodologies such as narrative, lecture, project, jigsaw, textbook, and student team accomplishment division methods hampered environmental education integration inadequately. Nonetheless, instructional methodologies such as the interactive method, the outdoor learning method, the question-and-answer method, and the discussion method allowed some of these teachers to integrate environmental education effectively. Therefore, to ensure that there is an education for sustainable development and that teaching and learning are responsive to the Sustainable Development Goals. It is recommended that the curriculum implementers and teachers establish ongoing environmental education programs consistent with South Africa’s Curriculum Assessment Policy Statement to enable adequate integration of environmental education through various instructional methodologies.

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“…Kidman et al (2019) also emphasise the importance of inquiry-based practices, and suggest that progressive pedagogies in the form of inquiry -based teaching are foundational in developing learners' environmental literacy. South Africa's failure to develop environmental literacy in schools is attributed to the absence of CAPS in enabling guidelines in teaching EE content, and a lack of significant teacher training (Loubser et al, 2001;Hebe, 2019).…”

Section: Empirical Studiesmentioning

confidence: 99%

Exploring environmental literacy components in promoting sustainable behaviour: a case study of rural primary schools

Masemene¹,

Msezane

2021

Journal for the Education of Gifted Young Scientists

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This study explored environmental literacy level of both teachers and learners in rural primary schools, with the focus on knowledge, attitude and skills components. The study further examined how the components promote sustainable behavioural change in rural schools. A qualitative multiple case study design, guided by the interpretivist paradigm was employed where three rural primary schools, from Sekhukhune District in Limpopo Province of South Africa were conveniently sampled. Data were collected through observations, document analysis, semi structured and focus group interviews. Three Grade 7 teachers each teaching Social Science, Natural Science and Technology, and 18 learners were purposively sampled to participate in semi structured and focus group interviews. Data were deductively and inductively analysed using content analysis. The findings revealed both nominal and functional environmental literacy levels of both teachers and learners, with limited contribution to sustainable behavioural change. The findings are attributed to teacher's lack of expertise in Environmental Education (EE) content; the limitations of a curricular framework in equally addressing the knowledge, attitude and skills components; and absence of policies and framework guiding sustainable behaviour. The study recommended reorienting and aligning the EE content curriculum with teachers' preservice training; ongoing in-service development and support; and the inclusion of polices that guide lifestyle and practices guiding sustainable behavioural change. This research provided insight into the progress of developing environmental literacy in rural primary schools.

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Locating the Position of Environmental Education in the South African School Curriculum: The Case of Grade R

Cited by 9 publications

References 22 publications

Using the project method in the mathematical education of students – future ecologists

Using the project method in the mathematical education of students – future ecologists

Clarifying the significance of instructional methodologies for environmental education integration

Exploring environmental literacy components in promoting sustainable behaviour: a case study of rural primary schools

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