The Southern African Journal of Environmental Education最新文献_第10页

Transformative Processes in Environmental Education: A Case Study 环境教育的变革过程:个案研究

The Southern African Journal of Environmental Education Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V31I1.137680

H. Fox, Tally Palmer, R. O’Donoghue

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引用次数: 1

Think Piece: Food Gardening and Intergenerational Learning in Times of Uncertainty 思考篇:不确定时期的食物园艺和代际学习

The Southern African Journal of Environmental Education Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V34I0.172214

N. Jørgensen

引用次数: 0

Think Piece: Action Competence through Ethno-Geography 思考篇:通过民族地理学的行动能力

The Southern African Journal of Environmental Education Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V34I0.172216

S. Clausen

引用次数: 0

Environmental Concerns in the Geography Curriculum: Perceptions of South African High School Teachers 地理课程中的环境问题:南非高中教师的看法

The Southern African Journal of Environmental Education Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V30I0.121972

C. Dubé

{"title":"Environmental Concerns in the Geography Curriculum: Perceptions of South African High School Teachers","authors":"C. Dubé","doi":"10.4314/SAJEE.V30I0.121972","DOIUrl":"https://doi.org/10.4314/SAJEE.V30I0.121972","url":null,"abstract":"As the United Nations Decade of Education for Sustainable Development (DESD) (2005 to 2014) ends, a lot of progress has been made at policy level in re-orienting geography education at Further Education and Training (FET) (Gr 10–12) level in South Africa, towards the teaching of environmental education (EE) and education for sustainable development (ESD). However, there is limited research on conceptual issues facing geography teachers, regarding the meaning of EE and ESD. This paper, based on my PhD research, seeks to address this gap. The PhD project focused on how geography teachers from diverse contexts in Western Cape secondary schools are implementing EE and ESD through the geography curriculum at FET level. In this paper, I use the qualitative data generated from my PhD study to show how three of the geography teachers grapple with the meaning of environmental education, sustainable development and education for sustainable development. The data reveals that the three teachers have conceptual difficulties regarding these terms. I argue that unless these conceptual difficulties are addressed through pre-service teacher training and in-service professional development programmes, the implementation of EE and ESD through the geography curriculum is not likely to be effective.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129525874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

A record of the development of an environmental education theme at a pre-primary school 一所幼稚园环境教育主题的发展记录

The Southern African Journal of Environmental Education Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V1I0.136772

A. Curror

引用次数: 3

Environmental education in teacher education: a viewpoint exploring options in South Africa 教师教育中的环境教育:一个探索南非选择的观点

The Southern African Journal of Environmental Education Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V.33I1.9

C. Reddy

{"title":"Environmental education in teacher education: a viewpoint exploring options in South Africa","authors":"C. Reddy","doi":"10.4314/SAJEE.V.33I1.9","DOIUrl":"https://doi.org/10.4314/SAJEE.V.33I1.9","url":null,"abstract":"Environmental knowledge is often regarded as difficult to define and position in education in general and in teacher education in particular. This presents challenges for both knowledge production and for curriculum development for teacher education programmes. While many ‘traditional’ disciplines have well-defined knowledge bases developed over time, environmental education does not, and is also less easy to integrate into teacher education programmes. In this paper, the policy framework for teacher education in South Africa is explored so as to develop ideas for knowledge selection and inclusion in environmental education for professional (teacher) education in South Africa. The works of Short (2002) on mission/practical knowledge and of Ball, Sleep, Boerst and Bass (2009) on high-leverage practices in teacher education curricula are used as ways of doing in order to enable environmental education. It is contended that these processes can provide ideas to exploit the generative spaces that exist in national policy for inclusion of contextualised, issue-based knowledge for curriculum organisation and of practice-based processes in order that environmental issues and sustainability goals may be included in teacher education curricula in South Africa.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133406683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Towards an Authentic Indian Environmentalism 走向真正的印度环保主义

The Southern African Journal of Environmental Education Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V21I0.122684

M. G. Jackson

引用次数: 5

Contextualising Formal Education for Improved Relevance: A case from the Rufiji wetlands, Tanzania 情境化正规教育以提高相关性:来自坦桑尼亚鲁斐奇湿地的案例

The Southern African Journal of Environmental Education Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V25I0.122762

R. Hogan

{"title":"Contextualising Formal Education for Improved Relevance: A case from the Rufiji wetlands, Tanzania","authors":"R. Hogan","doi":"10.4314/SAJEE.V25I0.122762","DOIUrl":"https://doi.org/10.4314/SAJEE.V25I0.122762","url":null,"abstract":"The aim of this action research case study was to engage a community of villagers, teachers, students and district officers in a participatory process to adapt a module of a school curriculum to the local context, and teach it in order to describe one way in which contextualisation, using local and indigenous knowledge and active discovery teaching-learning processes, can be done. The major research question was: Does integrating local environmental cultural knowledge into formal schooling contribute to curriculum relevance? If so, in what way? This paper summarises the background and context of the research, the motivation and the theoretical basis for the work, the methodology and methods, and the action research process itself. The results are interpreted and discussed in light of current theoretical perspectives on education and environmental education. The main findings within the case are that contextualisation improved relevance of education and thus its quality by: • Breaking through traditional frames/barriers between teachers and students, students and elders and community and teachers. • Allowing formal education to take place outside of the school. • Necessitating a change in pedagogy to more learner-centred discovery methods. • Allowing indigenous knowledge to come into the classroom. • Stimulating creativity and increased confidence. • Bringing local socio-political environmental issues into the classroom.","PeriodicalId":272843,"journal":{"name":"The Southern African Journal of Environmental Education","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134010489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 14

Learners’ Experiences of Peer Tutoring in the Context of Outdoor Learning: The Case of a Primary School 户外学习情境下学习者同伴辅导的体验:以某小学为例

The Southern African Journal of Environmental Education Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V29I0.122271

T. Mokuku, L. Ramakhula, M. Jobo

引用次数: 2

Environmental Knowledge, Attitudes and Practices of Secondary and High School Teachers in Swaziland 斯威士兰中小学教师的环境知识、态度和实践

The Southern African Journal of Environmental Education Pub Date : 1900-01-01 DOI: 10.4314/SAJEE.V22I0.122705

M. Mlipha, D. Manyatsi

引用次数: 13