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1
Gibson, Graeme, and n/a. "The Landcare and Environment Action Program for unemployed young people in the A.C.T. : enhancing self-concept, learning and teaching for the environment : an action research study." University of Canberra. Resource, Environmental & Heritage Sciences, 1996. http://erl.canberra.edu.au./public/adt-AUC20060711.163933.
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Youth unemployment and environmental degradation are two critical issues facing
Australia today. This action research study concerns learning and teaching with
participants in a government labour market program which was established to address
these two issues.
The study was based on three cycles of action research with six groups of participants.
The main objective of the research evolved to consider whether critical thinking and
action learning can enhance self-concept and environmental education for unemployed
young people. The research provides a positive response to this problem, although
certain limitations are noted. Conclusions are drawn in five areas. Three of these are
from the first cycle of action research. These relate to environmental attitudes,
knowledge and action; approaches to environmental education and learning; and the
impact of unemployment, peer pressure and mass culture. Two conclusions are drawn
from the second cycle of action research. These relate to the integration of action
learning and critical thinking strategies into the learning and teaching; and the
individual participants' life history and prior knowledge and experience of
environmental issues.
Recommendations are made concerning professional development and support for staff
working in the area, and the planning and implementation of programs. The major
recommendation is for the integration, where appropriate, of integrated critical thinking
and action learning strategies, through all aspects of the training and project work. This
recommendation draws on evidence from a number of areas where these approaches are
shown to be beneficial. These include the potential for emancipation and improved selfconcept,
and the contribution to environmental education.
2
Ravin, Amelia L. 1977. "Local action for the global environment : municipal government participation in a voluntary climate protection program." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/17710.
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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2004.Includes bibliographical references (p. 77-83).
The Cities for Climate ProtectionTM (CCP) campaign is a voluntary environmental program for municipalities, which is increasingly being applied around the world by local governments taking action on climate change. This thesis investigates the reasons for adoption, barriers and drivers of implementation, and potential outcomes of municipal CCP implementation, through case studies of six communities in New England and Eastern Canada, at different implementation levels of the CCP program. Three actors from each case were interviewed and their responses analyzed to identify patterns, common themes and any differences based on implementation level. Major findings include the importance of an internal champion for adoption and implementation, and the significance of education and issue framing for increased implementation. Interviewees mainly observed social outcomes, including increased awareness and climate change institutionalization within municipal government operations. Based on the study, recommendations for policy and program development are provided to more effectively engage municipalities in local climate action within the New England and Eastern Canadian region. Keywords: climate change, municipalities, local government, cities for climate protection, voluntary environmental program, New England, Eastern Canada.
by Amelia L. Ravin.
M.C.P.
3
Vatan, Korkmaz Sahika. "Application of participatory ergonomics principles into an educational environment improving a high school information technology program via interventions /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1198876936.
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Nordstrom, Karen Lynn. "Pedagogical Praxis Models in Sustainability Education: A Focus on Food Systems and Environment." ScholarWorks @ UVM, 2015. http://scholarworks.uvm.edu/graddis/390.
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As societies embrace notions of sustainability, there is an increasing interest in how to best educate students about these concepts. The field of sustainability education (SE) is an approach that has been developed to address this concern. SE frameworks seek to integrate into curricular contents and formats within campus learning environments, in order to systematically improve upon approaches and services developed to support student learning and development. My research offers insight into the relationships between the philosophical principles and praxes of sustainability education, with the aim to inform educators on how best to prepare students to address complex sustainability issues.
I used three cases of University of Vermont courses and programs to explore theoretical and practical factors related to sustainability education and food systems, as follows: 1) a comparative analysis of Education for Sustainability (EfS) together with Sustainable Agriculture and Food Systems Education, 2) an integration of High Impact Educational Practices (HIEP) with the field of agroecology education, and 3) an in-depth program analysis that examined the role of HIEP in engaged learning alongside the EfS framework.
I drew from two action research (AR) traditions that determine particular research methodologies for applied social research settings. The first is a systems approach to organizational learning, and the second is teacher research for curricular and program development. I also engaged in utilization-focused evaluation (UFE) with program stakeholders. Research methods included applied social and mixed methods associated with program evaluation. Three main research implications include: a) Agroecology education in experiential, immersion environments can serve as a primary vehicle for sustainability education; b) sequencing of food systems and sustainability curricula can lead to transformative learning; and c) AR and UFE can serve as tools for program development alongside sustainability education frameworks.
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Johnson, Brian. "Can Education Improve the Environment? Applying the Pressure-State-Response Environmental Indicator Framework to Environmental Education Program Outcomes." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1375367966.
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Toney, Mark. "Environmental action projects involving middle school students." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1046.
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Vadala, Carin Elizabeth. "The impact of an environmental education program on third graders' knowledge, attitudes and behavioral intentions." Thesis, Texas A&M University, 2003. http://hdl.handle.net/1969.1/247.
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The purpose of this study was to measure whether an after-school environmental education program based on modified Project Wild materials, positively impacted third graders environmental knowledge, attitudes and behavioral intentions. Eight lesson plans were developed, piloted and re-designed over a one year period and then delivered to third graders for a total of eight weeks in a fall semester. The lessons included units on water, air, land, recycling, insects, fish, amphibians, reptiles, birds and mammals. A pre-post test retrospective questionnaire was developed to determine changes in the participant's knowledge, attitudes and behavioral intentions as a result of participating in the program. Results indicate positive shifts in knowledge and changes in environmental attitudes and behavioral intentions. Recommendations were also made for future studies.
8
Daykin, Margot M. "Ecosystem management, the institutional challenge : an analysis of the Burrard Inlet Environmental Action Program (BIEAP)." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0027/MQ51329.pdf.
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Banaji, Darius. "Contracting methods and management systems of remedial action contracts within the U.S. Navy's installation restoration program." Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/10945/24136.
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Stotz, Melissa Rae. "Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP): Effective Tool for Biology?" Thesis, North Dakota State University, 2019. https://hdl.handle.net/10365/31715.
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The Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) method incorporates active learning pedagogies into space designed to facilitate effective active learning. Methods predominately used to demonstrate the effectiveness of active learning in STEM fields do not generally account for differences in student characteristics; furthermore, there is a lack of data sources that measure student-centered educational practices. This study examined the impact of SCALE-UP on student achievement in introductory biology, as evidenced by course grades. A regression framework was used to account for student characteristics. Course syllabi, classroom observation data, and an instructor interview were examined to gain deeper understanding of teaching practices across classes being compared. Findings indicate the SCALE-UP classroom did not directly impact biology course grades; however, it did impact the nature of active learning techniques used during the course. Implications for practice and future research were discussed.
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Vasconcellos, Ana Maria de Albuquerque. "A state-sponsored socio-environmental development programme in action : the ProAmbiente, Amazonia, Brazil." Thesis, Swansea University, 2008. https://cronfa.swan.ac.uk/Record/cronfa42639.
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The thesis seeks to demonstrate the space of interaction that has emerged between federal government and rural communities during the implementation of a state- sponsored socio-environmental development programme at community level in Brazilian Amazonia. This thesis seeks to show how demands from the grass-roots has scaled up to public policy, incorporated changes and has scaled down to local communities during the implementation process. Secondly, it investigates how a state-sponsored development programme - using a popular participation approach, carried out by federal government and intermediated by NGOs - interacts with, and impacts on, local communities. The research deals with: (1) the socio-political context that influenced the creation of a socio-environmental development programme for rural communities in Brazilian Amazonia; (2) the route of identification, incorporation and changes of rural communities' priorities within the programme; and (3) the impacts of the programme actions on rural communities. The ProAmbiente (a socio-environmental development programme for rural family-based production) was chosen for examination as a case study because it seeks to implement a new logic of production in rural Amazonia conceptualised by federal government as productive conservation. This concept seeks to provide a link between the growth of production in the rural economy and the conservation of the environment. Through a methodology involving three levels of qualitative analysis (macro-, intermediary- and local-level), the study reconstitutes the socio-political context that influenced the creation of the ProAmbiente, describes the mechanisms of interaction between the federal government and the rural communities, points to the factors that have facilitated and/or hampered the implementation of the ProAmbiente, reveals contradictions within the ProAmbiente implementation and shows the impacts of the programme on the rural communities. Using material from communities, the NGOs and the governmental sources, research was conducted in Brasilia (capital of Brazil), Belem (capital of Para state) and six rural communities (three communities located in the munidpio of Soure and three located in the municipio of Concordia do Para), within Para state. The research shows that the interaction between social movements, NGOs and political parties is an important mechanism to press federal government for the construction of a development programme. From this interaction it was possible to incorporate local people's voices and scale up rural communities' demands for the creation of a public space for interaction between local people and the federal government. However, the research reveals that once the state encompasses local people's demands and creates a development programme, the development model absorbs multi-actor interests that change local people's proposals. In the case of the ProAmbiente, the external pressure for conservation of the environment resulted in the creation of the concept of productive conservation to develop livelihoods that should be mediated by local people's culture and knowledge. However, the research shows that, although the ProAmbiente recognises local people's culture and knowledge, in practice these issues are not viewed as a priority in the programme's actions. The research concludes that the ProAmbiente and similar programmes that pay individual families for environmental protection should not be conducted in isolation but in conjunction with the complementary programmes that address local people's needs for educational, health and land titling services.
12
Klein, Charmain Phillida. "Participatory programme development at an environmental education centre through action research involving secondary school teachers." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003573.
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This mini-thesis documents and analyses an action research project which I conducted with secohdary school teachers. The teachers wished to learn more about environmental education so that they could run their own programmes. I, on the other hand, wanted to improve environmental education programmes offered at the centre where I worked. I hoped that through encouraging teacher participation and involvement, I could begin a process through which the teachers themselves could contribute to, and be in greater control of, their own learning in environmental education. As an introduction to this mini-thesis, I provide some background information on the centre, and state the reasons for having embarked on this project. In addition, I outline the literature and various research findings pertinent to this study. For the purpose of this study, I have selected emancipatory action research as a mode of research, since I believe that emancipatory action research, which embodies processes of reflection and informed action, constitutes the possibility for authentic, emancipatory change in the practice of teachers. The bulk of this thesis, therefore, documents the first two cycles of the action research process and the experiences of those involved in the process. I also briefly comment on some of the claims of action research as a method for research. An important feature of this thesis is that it addresses the possibilities of and constraints to implementing education for the environment in the teachers' practices. The existence of the latter is acknowledged and discussed from my perspective and those of the participating teachers. The study, furthermore, documents teachers' understandings of environmental education, and how this determines the kind of environmental education activities in which they engage. In the final analysis, I argue that the education system we inherited from the apartheid regime has had the effect of producing passive, disempowered and highly demotivated teachers with extremely low levels of self confidence and assertiveness. Despite this fact, I have not only had the opportunity to wltness some positive attitudinal changes occurring in teachers as the study progressed; the project has also enhanced my own understanding of environmental education and the effect the apartheid education system had in shaping my own thoughts and life.
13
Junzuo, Zhang. "Villagers and the Chinese State in tree planting campaigns of the 1990s : a case study of a reforestation programme from the subtropical hilly region." Thesis, SOAS, University of London, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343566.
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Barrett, Maxwell Jude. "A regulatory critique of European social policy with special reference to the Third Action Programme on workplace safety, health and hygiene 1987-1992." Thesis, University of Salford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308115.
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Chase, Steve. "Activist Training in the Academy: Developing a Master's Program in Environmental Advocacy and Organizing at Antioch New England Graduate School." [Yellow Springs, Ohio] : Antioch University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1163790650.
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Thesis (Ph. D.)--Antioch University New England, 2006.Title from PDF t.p. (viewed Apr. 12, 2007). Advisor: Heidi Watts. "A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy [in] Environmental Studies at Antioch New England Graduate School 2006"--The title page. Keywords: environmental advocacy, activist training, social movements, curriculum action research, master's curriculum, environmental studies, popular education, critical pedagogy, education for citizenship. Includes bibliographical references (p. 345-357).
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Makapela, Nomawabo. "A Framework for Evaluating an Introductory Statistics Programme at the University of the Western Cape." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4379_1277744306.
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There have been calls both from the government and private sector for Higher Education institutions to introduce programmes that produce employable graduates whilst at the same time contributing to the growing economy of the country by addressing the skills shortage. Transformation and intervention committees have since been introduced to follow the extent to which the challenges are being addressed (DOE, 1996
1997
Luescher and Symes, 2003
Forbes, 2007). Amongst the list of issues that needed urgent address were the skills shortage and underperformance of students particularly university entering students (Daniels, 2007
De Klerk, 2006
Cooper, 2001). Research particularly in the South African context, has revealed that contributing to the underperformance of university entering students and shortage of skills are: the legacy of apartheid (forcing certain racial groups to focus on selected areas such as teaching and nursing), the schooling system (resulting in university entering students to struggle), the home language and academic language. Barrell (1998), places stress on language as a contributing factor towards the performance of students. Although not much research has been done on skills shortage, most of the areas with skills shortage require Mathematics, either on a minimum or comprehensive scale. Students who have a strong Mathematics background have proved to perform better compared to students who have a limited or no Mathematics background at all in Grade 12 (Hahn, 1988
Conners, McCown &
Roskos-Ewoldsen, 1998
Nolan, 2002).The department of Statistics offers an Introductory Statistics (IS) course at first year level. Resources available to enhance student learning include: a problem-solving component with web-based tutorials and students attending lectures three hours per week. The course material and all the necessary information regarding the course including teach yourself problems, useful web-sites and links students can make use of, are all stored under the Knowledge- Environment for Web-based learning (KEWL). Despite all the available information, the students were not performing well and they were not interested in the course. The department regards statistical numeracy as a life skill. The desire of the department is to break down the fear of Statistics and to bring about a perspective change in students&rsquo
mindsets. The study was part of a contribution to ensuring that the department has the best first year students in Statistics in the Western Cape achieving a success rate comparable to the national norm.
17
Joshi, Nandan. "Actor systems platform design and implementation of the actor paradigm in a distributed object-oriented environment." Master's thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-04272010-020116/.
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Swirczynski, Brenda J. "Portrait of Your Stream: Development and Assessment of a Stream Ecology Program for Middle-School Student." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2777/.
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Portrait of Your Stream (POYS) is a stream ecology and student action program designed for use with middle-school students. The program is correlated with learning cycle pedagogical methods emphasizing student-centered lessons and activities in both classroom and outdoor settings. Implementation of a pilot program in the Fall semester of 1999 was used to collect formal and informal responses and data from students and teachers. Data included changes in student knowledge, skills and attitudes and were analyzed for determination of the success of program objectives and modifications to the program. The final POYS program is currently distributed and administered by the Botanical Research Institute of Texas.
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James, Alison. "An investigation into what influences action competence-oriented teaching and learning processes in a school environmental club." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003501.
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This interpretive case study sought to determine what influenced action competence-oriented teaching and learning processes in a high school environmental club. The goals were to describe a year of activities, within the TALON environmental club at Hudson Park High School in East London, South Africa and to identify how pedagogical, contextual and relational factors influenced action competence processes amongst club members. I explored how action competence theory and praxis have helped in other school education settings with the aim of establishing better environmental practices. The IVAC model of pedagogy (Jensen & Schnack, 1997) was used as a framework to operationalise action competence processes within the TALON Club. This entailed carefully examining investigative, visioning, action and change processes unfolding through the four themes of the club: plants, animal welfare, waste issues and our community outreach programme at Bongulethu High School. Using questionnaires, interviews, observation and a journal as the main methods of data collection I was able to make five analytical statements that related to the influence of pedagogy, the influence of context and the influence of relational dynamics within the TALON Club. The pedagogical processes were affected by the TALON members wanting to avoid any activities that were ‘too much like school’. However this served to compromise the action and visioning phases within the club, resulting in superficial and poorly-informed action-taking. The influence of context served to both enable and constrain action competence processes. The club and school structures therefore shaped the form that fledgling actions took as the TALON members participated in the meetings and outings and fulfilling the traditional expectations of the school community. Relational dynamics and a desire for fun took precedence over the action competence processes. Although the Club members were motivated by a sense of moral responsibility they were unable to articulate this concept into the club activities. In addition there were the power gradients between the educators and members to consider as determinants of the extent of participatory, democratic interactions. This complex interplay of factors influenced the action competence processes in the club. Recommendations were made on how best to work with the concepts of participation and democracy towards improving the reflexivity and knowledge base of both the educators and learners. In this way action competence processes will be better supported within the club in future.
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Fivaz, Francina Magdalena. "Facilitating a co-constructed learning environment for caregivers in social gerontology : applying the 'Ripples on a pond' model / Magdel Fivaz." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4355.
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Amaral, Anelize Queiroz. "Educação ambiental e a dimensão política : um estudo de caso do programa de formação de educadores ambientais da usina hidroelétrica Itaipu Binacional /." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/152712.
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Fundação Araucária de Apoio ao Desenvolvimento Científico e Tecnológico do Paraná (FAADCT/PR)
O objetivo desta pesquisa foi analisar aspectos da dimensão política presentes no Programa de Educação Ambiental da Itaipu Binacional na Bacia do Paráná III (BP III), e particularmente, o Programa de Formação de Educadores Ambientais (FEA), bem como mobilizar, possíveis significados e sentidos sobre a temática ambiental e a Educação Ambiental. As análises foram realizadas considerando alguns documentos produzidos pelo programa FEA e de respostas aos questionários e entrevistas semiestruturadas, com participantes do programa. Sabe-se que discussões em torno da temática ambiental se fazem presentes em diversos setores da sociedade, emergindo como um problema significativo, em nível mundial, a partir das décadas de 1960 e 1970. No referido período, ocorreram várias conferências e encontros que geraram diversos documentos, apontando para uma crise que se delineava como uma crise civilizatória e/ou do pensamento, concernente à questão ambiental. Tais discussões provocaram, à época, a emergência de um ambientalismo que passou a se manifestar por meio de ações de organizações da sociedade civil e estatais. Justamente nesse contexto, identificamos empresas privadas, estatais e de economia mista colocando-se como importantes atores para o desenvolvimento de ações de Educação Ambiental. Mas, que indicadores da dimensão política podem ser mobilizados a partir da análise do Programa de Educação Ambiental, e particularmente no programa FEA em análise? Que sentidos sobre a temática ambiental e a dimensão política da Educação Ambiental podemos mobilizar a partir da análise do programa FEA e discursos dos participantes desse processo formativo? Que aspectos desses discursos mobilizados pelo programa FEA estão refletidos nos discursos dos participantes? O quanto desses discursos são refratados nos discursos desses participantes? Quais podem ser evidenciados por meio de Polêmicas Abertas (PA) e/ou Polêmicas Veladas (PV)? A partir desses sentidos mobilizados, que relação podemos estabelecer entre ação política conforme o proposto por Arendt (2014) e o processo educativo proposto nesse programa em análise? Para responder essas questões, a presente pesquisa está alicerçada na abordagem de pesquisa qualitativa, estudo de caso, e sua perspectiva teórico-metodológica está embasada na análise do discurso proposta por Bakhtin e o Círculo, buscando compreender significados e mobilizar sentidos passíveis de serem construídos em um processo dialógico com o contexto dessa região. Como principais resultados foi possível mobilizar sentidos que apontam aspectos da temática ambiental, suas causas e impactos, bem como perspectivas políticas da Educação Ambiental, apresentadas por esse programa na BP III. Podemos concluir que a ação política, conforme contribuições de Arendt, é sim possível nesse território que possui sujeitos políticos, efetivamente engajados em alguns dos municípios envolvidos. No entanto, verificamos o ocultamento do contexto histórico dessa região que foi fortemente marcado pela construção da Usina. Conflitos e injustiças socioambientais que estão sendo apaziguadas por meio de medidas mitigadoras que de certa maneira silencia os sujeitos desse território e não possibilita uma ação política, na qual os espaços públicos devem promover questionamentos acerca do atual modelo de sociedade-natureza.
The objective of this research was to analyze aspects of the political dimension present in the Environmental Education Program of Itaipu Binacional in the Parana III Basin (BP III), and particularly the Environmental Educators Training Program (FEA), as well as to mobilize, possible meanings and senses about the environmental themes and Environmental Education. The analyzes were made considering some documents produced by the FEA program and answers to the questionnaires and semi-structured interviews, with program participants. It is known that discussions around the environmental theme are present in several sectors of society, emerging as a significant problem on a global level, starting in the 1960s and 1970s. In the referred period, several conferences and meetings ocurred that generated diverse documents, pointing to a crisis that was outlined as a crisis of civilization and / or thinking, concerning the environmental issue. Such discussions provoked, at the time, the emergence of environmentalism that began to manifest itself through the actions of civil society and state organizations. Precisely in that context that we identify private, state and mixed-economy companies by becoming important contributors to the development of Environmental Education actions. But, what indicators of the political dimension can be mobilized from the analysis of the Environmental Education Program, and particularly the FEA program under review? What ways about the environmental theme and the political dimension of Environmental Education can we mobilize from the analysis of the FEA program and the participants' discourses of that formative process? What aspects of those discourses mobilized by the FEA program are reflected in the participants' discourses? How much of those discourses are refracted in the speeches of those participants? Which can be evidenced by “Open Polemics” (OP) and / or “Veiled Polemics”(VP)? From those mobilized senses, what relationship can we establish between political action as proposed by Arendt (2014) and the educational process proposed in that program under analysis? To answer these questions, the present research is based on the qualitative research approach, study o f case, and its theoretical-methodological perspective is based on the analysis of the discourse proposed by Bakhtin and the Circle, seeking to understand meanings and mobilize senses that can be constructed in a dialogical process with the context of that region. As main results it was possible to mobilize ways that indicate aspects of the environmental theme, its causes and impacts, as well as the political perspectives of Environmental Education presented by this program in BP III. We can conclude that political action, according to Arendt's contributions, is possible in that territory that has political subjects, effectively engaged in some of the cities involved. Nevertheless, we verified the concealment of the historical context of that region that was strongly marked by the construction of the Plant. Social-environmental conflicts and injustices that are being appeased through mitigating measures that in a way silences the subjects of that territory and does not allow political action, in which public spaces must promote questionings about the current model of society-nature.
FAADCT/PR: 18/2015.
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Simasiku, Frederick. "An investigation of how enquiry-based fieldwork develops action competence in Grade 12 Geography: a Namibian case study." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003511.
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The goal of the study was twofold: firstly to investigate and describe how senior secondary school geography teachers were implementing enquiry-based learning through fieldwork. Secondly, to investigate and document how enquiry-based learning through fieldwork facilitated the development of action competence amongst learners in a geography classroom. In order to address the first goal, a survey questionnaire was utilised to generate descriptive data from a sample of seven geography teachers in the Hardap region of Namibia. Although teachers engaged learners with enquiry-based fieldwork learning activities it is suggested, based on the findings of data of this goal, that teachers face severe limitations in terms of integrating environmental learning into the geography curriculum. The main limitations of the teachers include: limited practical knowledge of and training in how to teach fieldwork skills; a lack of teaching resource materials; time constraints; heavy personal loads; and lack of school support for environmental education. In addressing the second goal an enquiry-based fieldwork learning unit was planned and implemented in the researcher’s classroom. Observation, focus group interviews, and audio records of learning interactions, were used as data generation methods for this cycle of the study. An indicator framework for identifying action competence in learners was constructed as a data analysis tool. In terms of the findings of goal two it is evident that enquiry-based learning through fieldwork facilitated the development of action competence amongst learners. Six overarching benefits of this type of learning were identified in this study, namely: - It empowered learners to develop contextual knowledge and understanding of issues that they investigated. - It facilitated commitment thus motivated learners to take indirect action. - It promoted social interaction and group cohesion amongst learners thus enhanced their decision-making ability for problem-solving and action taking. - It elicited emotional responses and a greater understanding of learners’ own and others’ attitudes and values towards issues. - It fostered critical thinking thus permitted learners to envisage a future based on their learning experiences. - It enabled learners to plan and take indirect action during the learning process. Based on the research findings, some lessons learned are presented in an attempt to contribute to the effective implementation of enquiry-based fieldwork at the classroom level.
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Pappianne, Paige. "Voices of Bangladeshi Environmental Youth Leaders: A Narrative Study." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1557169195419225.
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Jacobs, Nicola Clara. "Investigating quality in Education through the use of an active learning framework : the case of an intervention in the Namibian Environmental Studies curriculum." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1019803.
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The study was conducted to explore the relationship between active learning processes emerging from the use of O’Donoghue’s (2001) active learning framework and a series of education quality indicators proposed by Nikel and Lowe (2010). To achieve this aim a professional educational intervention was conducted encouraging the use of this active learning framework in the Namibian Environmental Studies Curriculum, in order to strengthen educational quality within the Environmental Studies Curriculum. The research was conducted in the Windhoek region at the school where I am currently teaching. Four teachers took part in this study, including myself in the role of a participantobserver. The active learning framework was used to guide us in the planning and presentations of environmental learning lessons. The study was conducted within the interpretive paradigm and was qualitative in nature as well as focusing on a quantitative aspect to analyse some of the data (learners’ written work). Qualitative data were generated through individual interviews, focus-group discussions, lesson observations and document analysis. The key findings of the study were that: a) prior to the intervention with the active learning framework the teachers who took part in the study did not ask learners to explore environmental issues in the environment or to respond to particular environmental issues; b) active learning processes have the potential to facilitate the exploration of environmental issues in the environment, and responses to particular environmental issues. Active learning also have the potential to strengthen all aspects of education quality indicated in Nikel and Lowe’s (2010) quality model, namely effectiveness, efficiency, equity, relevance, responsiveness, reflexivity and sustainability; c) the active learning framework encouraged teachers to use a variety of situated learning approaches, such as the collaborative method, the cooperative method, the problem-solving method and the enquiry method, in order to strengthen the educational quality in Environmental Studies classrooms; and d) teachers find the active learning framework useful as a tool for planning and presenting environmental learning lessons. The findings of the study have the potential to inform curriculum developers, materials developers and educators with an interest in improving education quality through environmental learning processes within the Environmental Studies Curriculum in Namibia. Furthermore, Nikel and Lowe’s education quality indicators provided an informative and comprehensive understanding of education quality and provided a useful tool in evaluating and reflecting on education quality as well as my own work as a teacher.
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Silo, Nthalivi. "Exploring opportunities for action competence development through learners' participation in waste management activities in selected primary schools in Botswana." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003423.
Full textAbstract:
The broader aim of this study is to probe participation of learners in waste management activities in selected primary schools in Botswana and through these activities, explore opportunities for action competence development. The study starts by tracing and outlining the socio-ecological challenges that confront children and the historical background of learner-centred education which gave rise to an emphasis on learner participation in Botswana education policy. It then maps out the development of children's participation in the global, regional and Botswana contexts by tracing the development of environmental education from early ecological and issue resolution goals of environmental education to sustainable development discourses. The focus is on policy issues and how learner participation has been represented and implemented in environmental education. The study then probes the rhetorical and normalised emphases on participation, and seeks further insight into how learners can be engaged in participatory learning processes that are meaningful, purposeful and that broaden their action competence and civic agency. The study uses the Cultural Historical Activity Theory (CHAT) methodology to build a picture of waste management activity systems in primary schools and to bring to the surface contradictions and tensions in learner participation in these activity systems. These contradictions are used to open up expansive learning participatory processes with learners using the Danish action competence framework. The expansive learning process uses action competence models that provide potential for transformative participation with learners, and new and different opportunities for learner participation. Case study research was used and conducted in the south eastern region of Botswana in three primary schools in three contexts, namely urban, peri-urban and rural. The data was largely generated through focus group interviews during workshops with children and observations of waste management activities. These two methods formed the main data generation methods. They were complemented by semi-structured interviews with teachers, and other actors in the waste management activities, learners' activities and work, learners' notes, photographs and children's drawings as well as show-and-tell explanations by learners. Content analysis and the abductive mode of inference were used to analyse data in all three case studies. Findings from the first phase of the study reveal that participation of learners in waste management activities was largely teacher-directed. This resulted in a mis-match between teachers views of what practices are necessary and important, and children's views of what practices are necessary and important in and for environmental education. Due to culturally and historically formed views of environmental education, the study reveals that teachers wanted children to pick up litter, and this was their primary environmental education concern. Learners on the other hand, identified sanitation management in the school toilets as their primary waste management concern. Teachers had not considered this an environmental education concern. Using the action competence expansive learning approach, the second phase of the study addressed this tension by opening up dialogue between teachers and learners and amongst the learners themselves through an expansive learning process supporting children's participation and action competence development. Through this teacher-learner dialogical engagement, a broader range of possibilities became available and ideas around participation were radically changed. The study further reveals that the achievement of this open dialogue provided for a better relationship within the school community. And with improved communication came better ideas to solve waste management issues that the community still face on a daily basis, such as too much litter. Newly devised solutions were practical and had a broader impact than the initial ones that teachers had always focussed on. They included mobilising the maintenance of toilets, landscaping the school premises and even re-contextualising the litter management that had always caused tensions between learners and teachers. Children seemed to be developing not only a better understanding of the environment, but also developing the ability to resolve conflict amongst themselves and with their elders. By engaging in dialogue with children, they became co-catalysts for change in the school community. This study shows that if children's participation is taken seriously, and if opportunities for dialogue exist between teachers and children, positive changes for a healthier environment can be created in schools. It reveals that children also appeared to be feeling more confident and more equipped to consider changes in their environment outside of the school community. The study further shows that participation in environmental education involves more than cognitive changes as proposed in earlier constructivist literature; it includes in-depth engagement with socio-cultural dynamics and histories in the school context, such as the cultural histories of teachers, schooling and authority structures in the cultural community of the school. The study recommends that there is need to strengthen Teacher Education programmes to develop teaching practices and support for teachers to identify ways of engaging learners' views on issues in the school in open, dialogical ways. Such Teacher Education programmes should deepen teachers' understandings of learners' zone of proximal development (ZPD), demonstrating how dialogue and scaffolding are part of a teacher's role in supporting learning. This is shown in the three case studies that form part of this study. Finally, the study also deepens insights of using the Cultural Historical Activity theory (CHAT) to shed light on issues surrounding learner participation within the socio-cultural and historical environmental education contexts of the schools. The action competence models used in the study provide a tool for revealing forms of learner participation. This tool can be used for critical reflections and monitoring of teaching practices in schools.
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Webber, Susan Marion. "An investigation into knowledge and change in a Grade 9 environmental research project." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003479.
Full textAbstract:
This study considers a Grade 9 Integrated Environmental Research Project which was implemented as a vehicle to induce knowledge-based change in learners. It was noted that change did not occur as hoped, and this study was undertaken to review the Grade 9 Project in order to improve it and to probe the apparent gap between knowledge and action. The study generated evidence on the learning processes within the project. This revealed a number of contradictions and tensions which limit change initiatives within the local environment. Notable here was a contradictory mandate between undertaking a research-based change project and responding to the rubric of assessment which was not linked to the research done. It was found that faced with this dual mandate, learners chose to focus on the assessment-laden mandate as this was the ultimate agenda that would reap the reward within the traditional school environment. The study examines the gap between knowledge and practice to probe ways in which to close this gap in the context of an environmental research assignment. The outcome is a recommendation that we as the project designers review the evidence of tensions and contradictions revealed in the study to reflect on the underlying purpose of the project and reshape it in light of recent literature on the challenges of social learning and change.
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Schudel, Ingrid Joan. "Examining emergent active learning processes as transformative praxis : the case of the schools and sustainability professional development programme." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006079.
Full textAbstract:
This is a study on the nature of learning, particularly the emergence of active learning processes in the case of an environmental education teacher professional development programme – the Eastern Cape Border-Kei cohort of the 2008 Schools and Sustainability Course. This was a part-time, one-year course supporting teachers to qualify, strengthen and deepen opportunities for environmental learning in the South African curriculum. An active learning framework (O’Donoghue, 2001) promoting teaching and learning with information, enquiry, action and reporting/reflection dimensions was integrated into the Schools and Sustainability course design to support these environmental learning opportunities. In this study, the notion of active learning is elaborated as a situated, action-oriented, deliberative and co-engaged approach to teaching and learning, and related to Bhaskar’s (1993) notion of transformative praxis. The study used a nested case study design, considering the case of six Foundation Phase teachers in six primary schools within the Border-Kei Schools and Sustainability cohort. Interviews, observations (of workshops and lesson plan implementation in classrooms) and document review of teacher portfolios (detailing course activities, lesson plans, learners’ work and learning and teaching support materials) were used to generate the bulk of the data. A critical realist theory underpinning the methodology enables a view of agency as emergent from social structures and mechanisms as elaborated in Archer’s (1998b) model of morphogenesis and Bhaskar’s (1993) model of four-planar being. The critical realist methodology also enables a view of emergent active learning processes as open-ended, responsive to particular potential, but dependent on contingencies (such as learning and teaching support materials, tools and methodologies). The analysis of emergent active learning processes focuses particularly on Bhaskar’s (1993) ontological-axiological chain (MELD schema) as a tool for analysing change. The MELD schema highlights1M ontological questions of what is (with emphasis on structures and generative mechanisms) and what could be (real, but non-actualised possibilities). It enables reflection on what mediating and interactive agential processes either reproduce what is or have the potential to transform what is to what could be (2E). Thirdly, the MELD schema enables reflection on what should be – this is the 3L “axiological moment” (Bhaskar, 1993: 9) where questions of values and ethics in relation to the holistic whole are raised. Finally, the schema raises questions (4D) of what can be, with ontologically grounded, context-sensitive and expressively veracious considerations. The study describes the agency of course tutors, teachers and learners involved in the Schools and Sustainability course, as emergent from a social-ecological context of poverty and inequality, and from an education system with a dual transformative and progressive intent (Taylor, 1999). It uses a spiral approach to cluster-based teacher professional development (Janse van Rensburg & Mhoney, 2000) focusing on the development of autonomous (Bernstein, 1990) and reflexive teachers. With teachers well-disposed and qualified to fill a variety of roles in the classroom, these generative structures and mechanisms had the power to drive active learning processes with potential for manifestation as transformative praxis. Through the analysis of the active learning processes emergent from this context, the study shows that the manifestation of transformative praxis was contingent on relational situated learning, value-based reflexive deliberations, and an action-orientation with an emphasis on an iterative relationship between learning and doing. These findings enable a reframing of an interest in action in response to environmental issue and risk, to an interest in the processes that led up to that action. This provides a nuanced vision of active learning that does not judge an educational process by its outcome. Instead, it can be judged by the depth of the insights into absences (2E), the ability to guide moral deliberations on totality (3L), and by the degree of reality congruence (1M) in the lead up to the development of transformative agency (4D). The study also has a methodological interest. It contributes to educational and social science research in that it applies dialectical critical realist philosophy to a concrete context of active learning enquiry in environmental education. It reports on the value of the onto-axiolgical chain in describing a diachronic, emergent and open-ended process; in providing ontological grounding for analysis (1M); in understanding relationality in situated learing processes (2E); in focusing on value-based reflexive learning (3L) and in understanding transformative learning as “tensed socio-spatialising process” (Bhaskar, 1993: 160) where society is emergent from a stratified ontology, and agency and change are open-ended and flexible processes not wholly determined by the social structures from which they emerge (4D). Considering the knowledge interests defined in the 2011 South African Minimum Requirements for Teacher Education (South Africa. Department of Higher Education and Training, 2011) and the Curriculum Assessment Policy Statements (CAPS) which were implemented in South Africa from 2012 (in a phased approach), the study concludes with recommendations for exploring environmental learning in the CAPS. The study proposes working with a knowledge-focused curriculum focusing on the exploration and deepening of foundational environmental concepts, developing relational situated learning processes for meaningful local application of knowledge, supporting transformative praxis through the “unity of theory and practice in practice” (Bhaskar, 1993: 9), and implementing a spiral approach to cluster-based teacher professional development.
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Silva, Paulo Lopes da. "ANÁLISE DA ÁGUA DE POÇOS PROFUNDOS E RASOS EM GOIÂNIA E APARECIDA DE GOIÂNIA: SUBSÍDIOS A PROGRAMAS AMBIENTAIS E DE SAÚDE PÚBLICA." Pontifícia Universidade Católica de Goiás, 2006. http://localhost:8080/tede/handle/tede/3056.
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Previous issue date: 2006-08-16The increasing quality lost of underground water all over the world, due to intensified antropic action during many decades, may make impracticable the future use of this natural resource. The modernity including its promise of adventure, power, joy, growth, interior change and change of the things around it (...) is at the same time the threat to all we have, all we know, all we are (Berman, 1988). According to this idea, the environment issue claims the problematicals consequences of the modernity and capitalist dynamics. Many are the environment problems, such as the freatic water pollution. These resources already supply more than 50% of the world population with water. The way today we face the environment problem and the way we understand them, its instruments, its politics such as all the dynamic brought in the search of its confrontation, are part of the big questions of this century. The freatic water environment problems occurs whenever more people demand higher life style standard with cheaper technologies, even if the involuntary sub products include the soil degradation, the toxic polluter, the animal species´ extinction or the climate changes. The environment is the totality of physiographic factors (soil), water, forest, relief, geology, landscape, meteorological factors and climate factors added to psycho-socials inherent to human nature (such as behavior, well-being, mind spirit, job, health, food) added to sociological factors such as culture, civility, sociability, respect and peace. So the planet Earth should be considered as a unique system. As we expand our understanding about the system which controls the environment and its never-ending interconnections, potential solutions will consolidate. The study of freatic water systems capacity/potentiality and natural geosystems as support to human needs will be a way of consolidating the scientific knowledge. It will do the necessary inter-relation between the natural environment and human potentiality. This way, an increasing consciousness related to environment issue appears as the possibility of the union between human and nature, both can t be analyzed as excludents poles. In the next pages, Goiânia and Aparecida de Goiânia cities are explore about yours underground water.
A crescente perda da qualidade das águas subterrâneas em todo o mundo, devido à ação antrópica intensificada ao longo de muitas décadas, pode inviabilizar a utilização futura desse recurso natural. A modernidade dentro de sua promessa de aventura, poder, alegria, crescimento, autotransformação e transformação das coisas ao seu redor (...) é ao mesmo tempo ameaça a tudo que temos, tudo o que sabemos, tudo o que somos . Nesse sentido a questão ambiental evoca as conseqüências problemáticas da modernidade e da dinâmica capitalista. Vários são os problemas ambientais, entre eles a poluição dos lençóis freáticos, que já abastecem mais de 50% da população mundial, a maneira que hoje enfrentamos, a circunstância como se dá esse entendimento, de seus instrumentos, de suas políticas, assim como toda a dinâmica na busca de seu enfrentamento fazem parte das grandes questões do nosso século. Os problemas ambientais com os lençóis freáticos surgem porque cada vez mais pessoas exigem padrões de vida mais altos com tecnologias mais baratas, mesmo que os subprodutos involuntários incluam a degradação dos solos, os poluentes tóxicos, a extinção de espécies animais ou alterações climáticas. Assim o meio ambiente sadio, ou seja, a totalidade dos fatores fisiográficos tais como o solo, a água, a floresta, o relevo, a geologia, a paisagem, fatores meteoros-climáticos mais os fatores psicossociais inerentes á natureza humana (comportamento, bem-estar, estado de espírito, trabalho, saúde, alimentação, etc.) somados aos fatores sociológicos como cultura, civilidade, convivência, o respeito, a paz etc. é que iluminará a sobrevivência humana. Dessa forma, planeta Terra deve ser visto como um único sistema e na medida em que expandirmos nossa compreensão sobre o sistema que controla o meio ambiente, das suas infinitas interligações, soluções potenciais se consolidarão. O estudo da capacidade/potencialidade dos sistemas freáticos e geossistemas naturais, como suporte às necessidades humanas, é ou será uma forma de consolidar o conhecimento cientifico e que dará a inter-relação necessária entre o meio natural e as potencialidades humanas. Desse modo, uma crescente conscientização acerca da questão ambiental, surge como a possibilidade de união entre o HOMEM e a NATUREZA, que não podem ser tomados como pólos excludentes. Nas páginas seguintes, exploram-se as condições ambientais, especialmente o lençol freático subterrâneo das cidades de Goiânia e Aparecida de Goiânia.
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Lee, Yen-Hui, and 李延慧. "The Effectiveness of a Communication Training Program in a Web-based Action Ward Environment on the Enhancement of Communication Ability Among Undergraduate Nursing Students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/95970046923787920726.
Full textAbstract:
碩士國立臺北護理健康大學
醫護教育研究所
101
Good communication skill is a critical foundation for the nursing profession. Nurses not only need to utilize professional knowledge and practical experience for the delivery of appropriate care, but also need to attend to patients’ feelings and stress the importance of communication and listening. Therefore, it is critical to emphasize cultivation of communication skills for the purpose of professional role development. Purpose: To examine the effectiveness of action-ward communication training protocol and factors that impact the effectiveness. Methods: A quasi experimental pre- and post-test repeated measure research design was used. 160 junior nursing students from two universities in south Taiwan were recruited. The participants were assigned to the experimental and comparison groups with the experimental group (n=98) receiving the “action-ward communication training” and the comparison group (n=62) receiving traditional classroom teaching. Both groups were evaluated on the communication skills four times: before and after the training, and one week and eight weeks after completion of practicum's. A communication inventory, developed by the researcher (content and construct validity established, Cronbach's alpha: .92) , was used for the evaluation. Results: There was no significant difference on communication ability between the two groups before implementation of the “action ward communication training. AR1 of GEE model was used to evaluate the effectiveness of “action ward communication training program”. The results revealed a significant improvement after implementation of the training program. Nursing students were satisfied with the intervention (X= 8.41~9.14). The satisfaction regarding “case scenarios”, “feedback from standard patients and researcher” and “confidence level of facing patient’s family members” showed moderate correlation with “improving community ability”(r= .40 ~ .66, p< .05). Conclusion: The action ward communication training program” effectively improved the communication skills for nursing students, and bridged the gap between theory and practice.
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Ya-Fen, Lai, and 賴雅芬. "A participant action research of promoting environmental education in elementary school homeland study program." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/09783793960959065614.
Full textAbstract:
碩士國立臺灣師範大學
環境教育研究所
86
The elementary school in Taipei began to inserted to carry out the homeland study program in the 1996 academic year, and each country and school had been authorized to compile auxiliary teaching material according to local character. This was a huge challenge for schools and teachers. In order to resolve this problem, this research adopted participant action research to develop curricula to explore how the primary school teacher use the contents and teaching methods of environmental education to design, develop, and implement the empty curriculum of homeland study program by collaboration. The main concern of this research is : (1) How did the elementary school teachers collaborate to design and implement environmental education curriculum in the chance of the homeland study program? (2) How did the elementary school teachers keep on reflecting and correcting in the process of teaching in order to future personal instruction innovation and professional development? (3) How did teachers guide students to form more mature thinking model and to promote the ability of resolving environmental problem? The research adopted participant action research in order to resolve practical problem rather than to generalize the result. In order to further the understanding of the feasibility of promoting environmental education in the period of homeland study program and of the teachers'''''''' professional development in the process of participant action research, the research employed in-depth interview, participant observation, and document collection as data collection techniques ; checked and analyzed the data from different time and different sources, then displayed the whole research process.In the process of this research, the work group consisted of two elementary school teachers and one researcher went through four stages : problem finding, curriculum development, curriculum implement, ending and reflection, to proceed the cycle of curriculum design, implement, reflection, correction, and reimplement. The findings of this research were that the homeland study program was the new chance to promote elementary school environmental education, and using the outdoor teaching and environmental problem solving model could achieve skill, affective, and cognitive domain objectives of environmental education and homeland study program. The lack of teachers'''''''' ability to carry out environmental education could use participant action research on the school/teacher-based, focus on teachers in the campus to achieve the collaborated and practical further education, and emphasized teachers'''''''' reflection and colleague'''''''' group collaboration in the process to co-constructed teachers'''''''' professional contents. After a semester''''''''s cooperation, the work group had designed and implemented nine times curricula. Students began to concern and pay attention to the surrounding, formed the ability of thinking and expression, enhanced the active learning and cooperation, and developed problem-solving skills. Teachers had more understanding of their school and students, found themselves'''''''' ability, could see things from more perspective, restructured the relationship between teachers and students, and admitted the in-service teacher''''''''s training of group discussion and experience sharing. Most of the colleagues and parents also gave upright support and feedback. According to the research result, discussion, and some finding difficulties and restrictions, the researcher brought up some suggestions on the curriculum, teachers, school and the authorities related to education, and some views about future researches and development to providing some interested units or persons to refer.
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"Perceptions of affirmative action and the potential unintended consequences thereof in the work environment : a study of the designated and non-designated groups in South Africa." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2697.
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Thesis (MA (Industrial Psychology))--University of Stellenbosch, 2009.ENGLISH ABSTRACT: Affirmative action is arguably one of the more controversial topics in the South African society today. Implemented in response to many years of apartheid which marginalised the Black population of South Africa specifically, this form of redress is aimed at reversing the wrongs of the past and at levelling the playing field in terms of access to scarce resources. Unfortunately, massive social structural changes such as these are hardly ever implemented without encountering resistance and unintended consequences. This is why the aim of this study was to explore the relationship between knowledge of affirmative action and attitudes towards affirmative action, as well as the relationship between attitudes towards affirmative action and the different forms of (dysfunctional) consequences this could have in the South African work environment for both the Designated-(Blacks, Indians, Coloured and White female employees) and Non-designated groups (White male employees) respectively. A non-experimental (ex-post facto) research design were utilised for these purposes. The constructs were defined as follows: knowledge of affirmative action as the respondents’ actual knowledge of South Africa’s Employment Equity Act, (1998) and attitudes towards affirmative action as the respondents’ stance (in terms of negativity or sensitivity) towards 5 affirmative action-related debates. These include attitude towards merit, - quotas, -reverse discrimination, - drop in standards, and – tokenism (Charlton & Van Niekerk, 1994; Human, Bluen, & Davies, 1999; Lynch, 1989; Qunta, 1995). For the Non-designated group (White males), Adams’ equity theory (1965) was used to explain how perceived inequity in the work environment could lead to certain forms of dysfunctional work behaviour, namely exit, voice, loyalty, stealing and silence (Hirschman, 1970; Pinder, 1998). For the Designated groups, relational demography theory (Riordian, 2000; Williams & O’Reilly, 1998) was used to argue how possible “out-group” status of affirmative action candidates could lead to lower levels of job satisfaction, group cohesion and organisational commitment, as well as to higher levels of conflict and role ambiguity. An availability sample of one-hundred-and-eighty respondents was drawn from the databases of several leading recruitment agencies in the Western Cape. Several scales were utilised, of which all were added into one composite questionnaire.
AFRIKAANSE OPSOMMING: Daar kan argumenteer word dat regstellende aksie waarskynlik vandag een van die mees kontroversie le temas is in die Suid-Afrikaanse samelewing. Regstellende aksie is g implimenteer in reaksie op baie jare van apartheid waarin veral die Swart Suid-Afrikaanse populasie ontsien is van baie geleenthede, en stel dus ten doel ‘n ommeswaai in die verkeerde praktyke van die verlede sowel as die gelykmaking van die speelveld in terme van toegang tot skaars hulpbronne te bring. Ongelukkig is dit so dat massiewe sosiale strukturele veranderinge soos hierdie byna nooit g implimenteer word sonder weerstand en nie-vooraf verwagte gevolge nie. Die doel van hierdie studie was daarom om die verhouding tussen kennis van regstellende aksie en houdings teenoor regstellende aksie, sowel as die verhoudings tussen houdings teenoor regstellende aksie en verskillende disfunksionele gevolge in die Suid-Afrikaanse werksplek as gevolg hiervan, vir beide die Aangewese (Swart, Indi r, Gekleurde en Wit vroulike werknemers) en Nie-aangewese (Blanke manlike werknemers) groepe onderskeidelik, te ondersoek. A nie- eksperimentele (ex-post facto) navorsingsontwerp was gebruik om hierdie doel te bereik. Die belangrike konstrukte was gedefinie r as volg: kennis van regstellende aksie as die respondente se werklike kennis van Suid-Afrika se Wet op Gelyke Indiensneming (1998) en houdings teenoor regstellende aksie as die respondente se standpunt (in terme van negatiwiteit of sensitiwiteit) teenoor vyf regstellende aksie-verwante debatte. Hierdie debatte sluit in houding teenoor meriete, - kwotas, - omgekeerde diskriminasie, - verlaging van standaarde en -“tokenism” (Charlton & Van Niekerk, 1994; Human, Bluen, & Davies, 1999; Lynch, 1989; Qunta, 1995). Vir die Nie- aangewese groep (Wit mans), is Adams se billikheidsteorie (1965) gebruik om te verduidelik hoe die persepsie van onbillikheid in die werksplek kan lei tot sekere vorms van disfunksionele werksgedrag, naamlik “exit, voice, loyalty, stealing” en “silence” (Hirschman, 1970; Pinder, 1998). Vir die Aangewese groepe was “relational demography” teorie (Riordian, 2000; Williams & O’Reilly, 1998) gebruik om te beskryf hoe moontlike “uit-groep” status van regstellende aksie kandidate kan lei tot laer vlakke van werksatisfaksie, groep kohesie en organisatoriese betrokkenheid, en tot ho r vlakke van konflik en rol dubbelsinnigheid.
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Pan, Hung Lun, and 潘宏倫. "An Action Research Applying Hilda Taba Teaching Strategies Program on Environmental Protection Issues for Elementary Gifted Students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/31490238516784952761.
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碩士國立臺中教育大學
特殊教育學系碩士班
101
The main purpose of this study was threefold: (1) to explore the effects of Hilda Taba teaching strategies on environmental protection issues for gifted students; (2) to inspire gifted students developing creative solutions of environmental protection; (3) to promote the researcher’s professional development through the process of action research. Subjects were 7 sixth-grade gifted students in the researcher’s classroom. A six-week Hilda Taba Teaching Strategies Program on environmental protection issues were developed with for the subjects. The data collection instruments in this study were Learner Interview Records, Teacher Observation Records, and Teacher Reflection Journals. The main findings of this study were as follows: 1. Concept Development strategies effectively enhance gifted students’ abilities of organization, classification, and generalization. 2. Data Interpretation strategies promoted gifted students’ abilities of causal reasoning and prediction for future trends. 3. Generalization Application strategies help to inspire gifted students’ abilities of adapting experiences and transferring into novel situations. 4. Conflict Resolution Strategies were effective in fostering gifted students’ abilities of value judgment and decision making based on comprehension of real situations. 5. The real situation familiar with learners effectively stimulated gifted students’ motivation to explore the solutions to protect their environment. 6. Teachers’ techniques on questioning and discussion summarization were promoted after the application of Hilda Taba Teaching Strategies. Finally, several recommendations for gifted education educators and further research were submitted.
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Chan, Wei-Ling, and 詹瑋羚. "An Action Research of Integrating Multiple-text Reading with Discussion into Environmental Literacy Curriculum of Civic-action Approach：Taking the Development of “Sustainable global village”Program as an example." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/tffy92.
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碩士淡江大學
課程與教學研究所碩士班
106
The purpose of this study is to explore the changes in the course of the development of the “Citizens of Sustainable Global Villages,” the development course, the adjustment of practice sites, and the discussion of student-centered reading in the context of multi-text reading and discussion on the integration of citizen action-oriented environmental literacy courses; Later, in the context of environmental literacy, the changes in the three aspects of cognition, affectiveness and action; discussion of students'' understanding of textbook changes through the curriculum; and finally the exploration of teachers’ teaching, administrative reflection and growth in the implementation of teaching programs. . In this study, action research was conducted. Three classmates of freshwater primary school students in the freshwater area of the New Taipei City in the New Taipei City were used for the study and 20 lessons were conducted. In the spirit of the civic action-oriented curriculum design model, the researchers use the three levels of awareness and concern, inquiry and empowerment, and civic action to teach students to use multi-text reading to discuss the content of social textbooks. Through the practice of citizen action, we will implement the actions of the sustainable global village in our lives. In this study, self-made environmental literacy questionnaires, observation records, student interview data, document data, and teaching logs were collected. research shows: I. Designing the sixth-year social class “Permanent Global Village” teaching program with the citizen action-oriented model. Through multi-text discussion, it is practical. 2. After the implementation of the curriculum plan, the school children have made progress in learning effectiveness in the three aspects of cognition, affection and action in environmental literacy. 3. After the implementation of the curriculum plan, the students’ learning initiative gradually improves with the implementation of the curriculum. Fourth, teachers in the curriculum development, know more teaching resources, improve the ability of curriculum design. V. Researchers have been given reflection and growth in the implementation of the curriculum, which helps to improve the ability to know and promote teaching and administration. Based on the above findings, the implementation of the civic action-oriented environmental literacy curriculum “in a sustainable global village” can enhance the students'' ability to read and discuss in multiple texts, and realize that being a primary school student can also be a concrete action for the environment. A heart and mind to achieve the combination of knowledge and action teaching goals.
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Xulu, Phillip James. "The implementation of active learning within fieldwork in environmental education in primary schools." Thesis, 2009. http://hdl.handle.net/10210/2196.
Full textAbstract:
M.Ed.Environmental Education fieldwork is any educational activity that takes place outside the classroom. It may take place on the school grounds or in a local park, or in fact anywhere where practical outdoor classroom activities are possible. As such Environmental Education fieldwork is regarded by most Environmental Education teachers as central to teaching and learning activities, because of its nature in engaging learners through direct experiences in the environment. Therefore, this cannot happen in rigidly planned classroom activities where the teacher and the text book are the only source of information. Teaching and learning methods employed in Environmental Education fieldwork involves learners in diverse encounter, dialogue and foster greater awareness and meaningful change in learner’s insight and attitudes towards the environment. This study investigates the implementation of active learning within Environmental Education fieldwork in primary schools. Literature review on active learning, fieldwork and Environmental Education and the curriculum was undertaken to establish the extent to which active learning within fieldwork in Environmental Education is implemented in primary schools. One hundred questionnaires were distributed to primary school teachers to complete. Interviews were conducted with held with teachers and focus group interviews were also conducted with learners from primary school in the Nongoma district. The main findings of the study were the following: • The major finding of this study was that teachers were not knowledgeable about the implementation of active learning within fieldwork in Environmental Education. Problems identified as hindrances to the undertaking of Environmental Education fieldwork clearly shows that very few if any of the teachers undertook Environmental Education fieldwork in their learning programmes. • The need to state clear objectives for the undertaking of Environmental Education fieldwork became evident in this study. Clear objectives determine meaningful learning tasks for the learners to engage in during the undertaking of Environmental Education fieldwork. Teachers failed to develop meaningful learning activities that are pertinent to Environmental Education fieldwork. • The study further revealed that teachers had very little knowledge of the procedures for the undertaking of Environmental Education fieldwork. From this study it is evident that active participatory learning within Environmental Education fieldwork was not implemented effectively in primary schools.
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Oakley-Smith, John Lucien. "Exploring the motivation, goals and contradictions faced by employment equity and transformation practitioners in the South African corporate environment." Thesis, 2016. http://hdl.handle.net/10539/21952.
Full textAbstract:
Dissertation submitted in fulfilment of the requirements for the Degree:
Masters in Psychology by Research,
University of the Witwatersrand, Faculty of HumanitiesThis study explored the personal goals and motivation behind employment equity implementers working within this field and one or more of three broad areas namely: 1) Transformation, 2) Empowerment, and 3) Diversity. The study aimed to explore what it is (ultimately) that these individuals are working for and towards in their day to day lives and professional roles. Were they working towards bigger goals than just compliance with the Employment Equity Act and if so- what were these? Further, the study looked to explore the results of operating in an environment where there are very often competing goals and visions of success, with a final view to understanding what personal tactics and methods implementers deploy to cope and succeed in this context- should an environment of conflicting, competing or contradictory goals exist. The research methodology was a content analysis of in depth semi structured individual interviews. The analysis highlighted the varied views, end goals and conceptual understandings on part of implementers. In every case however a sense of duty or calling emerged which seemed to serve as the key motivator and source of resilience in trying and complex situations. The role constructions that participants undertook also varied and seemed to be linked to the initiatives they busied themselves with as well as their personal motivations in terms of their work. All interviewees experienced some degree of dissonance and or tension between their ultimate goals and views of the subject area from the organisations in which they worked, with different personal responses manifesting
MT2017
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江添富. "Action Research for Visual Art Education: Take the Community Environmental Art Program of Taipei Municipal Cheng Zheng Junior High School for Example." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/u9pbf9.
Full textAbstract:
碩士國立臺灣師範大學
美術學系在職進修碩士班
101
The goal of the action research was to explore how to advance the environmental arts by the visual arts teaching. To achieve the goal, the researcher explored the development and the current situation of the visual arts education in Taiwan first, mixed the teaching research of the environmental arts by the guidelines of the community, and let the students create by groups according to the corporative learning. With the help of the rich experience on this topic about the visual arts teaching and beautifying the community for many years, the researcher can provide the related suggestions for the art teachers and the administrative organization according to the result of the research. Furthermore, it can help the application and the improvement of the art teachers’ teaching and the educational organization. The research method was the action research. The subject was the environmental arts of the community in CZJH in Nangang. The participants were the students of 901-906, six classes, in CZJH. The lesson was designed and applied according to the unit “Beautiful New CZJH--- Let’s Art”. The students were divided into six groups each class. The result of the teaching effectiveness came from the creative learning of the students of the 36 groups in total. There were 3 purposes in this research: 1. Analyze the connotations of the visual arts teaching and environmental arts. 2. Explore the implementation strategies and effectiveness of the visual arts creative teaching to advance the environmental arts of the community and the school life. 3. Provide the suggestions of the practical plan and application to advance the visual arts teaching and the environmental arts between the school and the community in the future according to the result of the research. It can achieve more than 80% effectiveness of the teaching goal by analyzing and measuring the feedback sheets from the students. Finally, from many data analysis and statistics by the researcher in many ways, the conclusion was as followed: 1. The result is great by the visual arts teaching to advance the environmental arts to beautify the community. 2. It can combine the cultures of the community to achieve the effectiveness of the diverse learning. 3. By the visual arts teaching and the procedure to integrate the environmental arts of the school and the community into the life culture, it can advance the students’ participation and identity to beautify the school and the environmental arts of the community.
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Macridis, Soultana. "CHILDREN’S ACTIVE TRANSPORTATION TO SCHOOL: THE ROLE OF PARENTAL PERCEPTIONS, SOCIAL CONNECTIONS, AND THE NEIGHBOURHOOD ENVIRONMENT IN THE SUCCESS OF A WALKING SCHOOL BUS PROGRAM." Thesis, 2011. http://hdl.handle.net/1974/6607.
Full textAbstract:
During the 2010-11 school year, KFL&A Public Health partnered with Lancaster Drive Public School (LDPS) to develop and implement a Walking School Bus Program (WSBP). This study was designed as a pre-test post-test study to explore parental concerns and attitudes towards their children’s use of active transportation and the WSBP, perceptions of the social and built environment, and how these may be associated with parental willingness to allow their children to participate in the WSBP. However, a low response rate did not allow comparisons of pre- and post-test results. Therefore, this thesis uses the pre-test data as a pilot study to evaluate the methods, tools, and feasibility of a future, multi-school pre-and post-test study.
As part of the pilot study, a questionnaire was developed and administered to 298 households. Parental willingness was assessed using one item rated on a 10-point scale. Concerns and attitudes were assessed from similar scales developed for this study. Social environment perceptions were measured using a neighbourhood collective efficacy scale and a name generator/interpreter social network instrument. Multinomial logistic regression analyses were conducted to assess the association of parental willingness with the aforementioned variables.
Fifty parents participated, which may have contributed to low power to detect associations. However, even with low power, attitudes of parents whose children had already used active transportation to school were found to be significantly associated with willingness when contrasting high and low levels (OR: 1.61, 95%CI: 1.02-2.54). This association did not appear in parents of children who used inactive transportation. Significant correlations were seen between parental willingness and compositional aspects of parental social network ties, i.e., having ties to individuals of diverse ages (τ=0.271) and having ties to individuals with children of the same age as their own (τ=0.267). Qualitative analyses of concerns revealed sub-themes related to the traffic, the need to cross a street, and the need for a suitable place to walk and bicycle, as well as concerns about the WSBP. KFL&A Public Health, LDPS, and Kingston’s City Traffic Engineers can use these results to address barriers to the WSBP and to advocate for improvements in the community infrastructure.Thesis (Master, Kinesiology & Health Studies) -- Queen's University, 2011-07-20 17:17:15.828
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Zíbrt, Daniel. "Právní režim chráněných území a ochranných pásem v ochraně vod." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-344673.
Full textAbstract:
84 ABSTRACT This thesis is concerned on the topic "Legal regime of protected areas and protective zones by the water protection." Water like environmental compartment has a key role to the existence of life on Earth. That is the reason for its protection. For achieving this protection could not be protected only this environmental compartment, but it is necessary to focus on other ones, which are related to this protection. The main aim of this thesis is to analyse the situation and the ways of ensuring the territorial water protection, to point out the basic types of them and their similar and different characteristics and provide a comprehensive explication of territorial water protection. For these reasons, the thesis is divided into two parts. The first is dealing with systematization of water protection and water protection relationship as a whole and territorial water protection as one of its important elements. This part is necessary for the orientation and the issue of inclusion territorial water protection to the entire system of water protection. The second part of this thesis at first reflects on the ways of promulgation of types of the territorial water protection and then is directly focused on them. The first type of territorial water protection represents the protected area of natural water...
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Chang, Lee-Ching, and 張麗卿. "The Implementation and Effects of the Civic-Action Approach Curriculum on Environmental Literacy from a Global Perspective: An exemplary program of 'Dialogues with Wetlands"." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/93763250053161063725.
Full textAbstract:
碩士臺北市立教育大學
課程與教學研究所課程與教學碩士學位在職進修專班
98
The objective of this research is to understand the effects of learning on the mid-level elementary students putting into practice of the civic action approach of “Dialogues with Wetlands” curriculum, and later on discusses how the students feel and their feedbacks in accordance with this lesson. According to references, records have been drawn as the key foundation for this objective to analyze the designing models of civic action approach. Also the global education environmental issues and the domestic wetlands preservation are discussed, and with the subject of wetlands preservation as the intension in education, designed mainly and suitable for mid-level elementary students in the course, with the teaching progress lasting for four months, were the results analysis being conducted. This study adopts the nonequivalent- groups pretest- posttest design of quasi-experimental designs, with the target of three classes of fourth graders from a Taipei County elementary school. Two out of the three classes are the Experimental Groups, with the third class as the Comparison Group. Experimental Group 1 progresses in the course of the civic action approach of “Dialogues with Wetlands”; Experimental Group 2 proceeds in the same course contents, but via general class lectures only; for the Comparison Group, no experiments are being tested. The implements for this study are “civic action towards environmental preservation chart” and “civic action towards knowledge quiz,” individually tested on the three groups of students before and after fifteen periods of lessons. Then using the acquired database by using the following three means to analyze the learning efficiency of the three samples: descriptive statistics, analysis of covariance, and Paired-Samples t Test. Furthermore, there are additional such as self-made “Students’ Feedbacks Survey ” , teacher’s retrospection and reflection notes, students worksheets, video-taping observations, etc. Conclusions are drawn as follows: 1. Putting “Dialogues with Wetlands” into practice can improve students’ abilities on “awareness and care”, “investigation and empowerment”, and “civic action.” 2. Putting “Dialogues with Wetlands” into practice can improve students’ abilities on “environmental cognition”, “environmental affection”, and “environmental action.” 3. After carrying out the lesson “Dialogues with Wetlands,” a high percentage of students enjoy this course. 4. After carrying out this course, students all have a more broadened view of this global village, and are active in caring for this environment. Besides that, students altered to a more positive attitude on the level of civic action. 5.“Global view, locally active” environmental course can make up for the loss of the insufficient education of the wetlands. Therefore students need long term training on investigating ability, and also need the tutoring help from teachers, but most important of all need the support from school administration and parents. Combining all the conclusions as the above has shown, students can be promoted to a more worldwide view via the course “Dialogues with Wetlands” learning. Besides realizing the importance of the wetlands environment to the humans, we can also take further steps in investigating interesting environmental issues, therefore bringing about a series of civic action.
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Roca, Lorna. "An investigation of students' and graduates' perspectives on experiential learning in undergraduate environmental programs." 2016. http://hdl.handle.net/1993/31541.
Full textAbstract:
The central argument underlying this research is that experiential learning (EL) can strengthen environmental university programs. Its goal is to demonstrate the benefits of EL from students' and graduates' perspectives and to provide recommendations for its effective implementation into a program. The research utilized a qualitative case study (Environmental Sciences/Studies (ESS) programs at the University of Manitoba, Canada) through focus groups and individual interviews with students and graduates. The results indicate that EL helps develop an understanding of environmental complexities; motivates students to engage at all levels of their ability; is decisive in skill development; engages students in environmental issues with diverse stakeholders; is important in obtaining employment; and it is imperative to connect EL activities to concepts taught in class. The data however, did not show EL to be a significant factor in fostering pro-environmental behaviours in post-secondary environmental students. Overall, the research shows that provided effective implementation, EL can play a significant role in enhancing ESS curriculum and that ESS students place a great value on EL in their education.October 2016
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Yang, Wei Rong, and 楊薇蓉. "The Action Research of Staff’s Capacity Building on Executing Programs for Special Needs in Environmental Learning Centers –An Example of Guandu Nature Park." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/96255030361641214084.
Full textAbstract:
碩士國立臺灣師範大學
環境教育研究所
100
The rise of environmental learning center （ELC） plays an essential role in nonformal environmental education. According to the core objectives offered by the ELC, “nature” provides students with experiences, which are close to nature, and enhances their interaction with people and environment. For children with special needs, experiencing nature can help them grow initiative and self-guiding ability. The teaching strategy of special education places great emphasis on concrete and real learning experience. The learning in the ELC can make up for the defect of school education, allowing them to learn through sensory experience in real environment. To protect the right to education of everyone, the ELC should offer appropriate services and programs, and the staff should be equipped with relating knowledge and skills. As a result, they can plan and execute the proper program for special needs. The study will take Guandu Nature Park for instance. By action research, the study tries to gain a deep understanding about the problems and challenges faced by staff when implementing these programs. The issues include the understanding of special needs, teaching strategies, resources integration, and partnership building. And professional development can help the ELC achieve capacity building. Simultaneously, it would be served as a reference for other ELCs when developing program for special needs.
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Matsekoleng, Tsebo Kgoto. "Learners' environmental awareness, effects on home and school practices towards littering : an action research case." Diss., 2017. http://hdl.handle.net/10500/24934.
Full textAbstract:
The presence of pre-packed items contributes toward littering in schools and at home milieu. Most people particularly, and learners’ discard packages of pre-packed wrappers on the ground, thus contribute to littering. This study is intended to help all relevant stakeholders to plan activities that could reduce littering. The study is grounded within the critical theory and living paradigm exploring the effect of household and school practices on learners’ environmental awareness (EA) towards littering. This case study employed action research as a methodology to unpack the problem. Fourteen learners, who are referred to as co-researchers in this study, were selected randomly from seven classes and their parents were inevitably included in the study. Three cycles were conducted with the co-researchers. Five data collection methods are used to collect data. Tables, score total percentages and coding used to analyse data. The results of the study show that environmental activities could be useful within home and school setup and continued practice of environmental activities will in the end conscientise learners towards littering if approached through action research.Science and Technology Education
M. Ed. (Environmental Education)
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Grigore, Vlad. "What results from a program designed to facilitate the reduction of the environmental footprint of the employees of an oil and gas company in Calgary, Alberta?" 2010. http://hdl.handle.net/10170/376.
Full textAbstract:
Employees at Statoil Canada participated in an action research, cooperative inquiry-based program that was designed to facilitate the reduction of their office environmental footprint. The program was designed using a combination of techniques that have been shown in previous studies to produce pro-environmental change. Almost 90% of participants that were offered the program opted to take part. During a 4-month period, participants set up individualized programs to reduce their environmental footprint in a manner of their own choosing. Results were collected both formally, through self-report data from a web-based Action Tracker, through 1 on 1 interviews and through a facilitated discussion and informally, through impromptu conversations, emails and observation. The data suggests that the program was effective in reducing environmental footprint, although it remains to be seen if the changes will be long lasting.
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Benyam, Addisalem. "Evaluating the UNDP-GEF small grants programme funding in Ethiopia: sustainable livelihoods and poverty alleviation in action." 2011. http://hdl.handle.net/1993/4936.
Full textAbstract:
This research is focused on evaluating the UNDP—GEF Small Grants Programme support in Ethiopia. It involves SWOT strategic analysis of outcomes in projects addressing three of the GEF focal areas mainly biodiversity conservation, abatement of climate change and prevention of land degradation. To this end, the study evaluated how the grant presented to the beneficiary communities short-term and long-term opportunities to undertake nature-based sustainable livelihood activities, alleviate poverty as well as impact national policies pertaining to rural economies and the protection of natural resources. In general, the study highlights that the crucial factor for the success of SGP’s service delivery is not only the provision of the support and the subsequent completion of the projects. Most importantly, how local communities equitably benefit from project outputs and maintain sustainability of developments after project completion were identified to be foundational to the developmental causes the grants have been provided.
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Martin, Phiona Gambiza. "The experiences of women in male-dominated professions and environments in South Africa." Diss., 2013. http://hdl.handle.net/10500/8594.
Full textAbstract:
Women working in male-dominated professions and environments face experiences that are unique to their counterparts in more gender-balanced and female-dominated professions. The nature of these experiences affects women’s integration and potential success in male- dominated professions. To enhance employment equity in historically male-dominated professions and environments, an understanding of women’s experiences in such environments is beneficial.
The purpose of this research was to explore the challenges and coping strategies of women working within male-dominated professions and environments. This was an exploratory qualitative study conducted within the interpretive research paradigm. A purposive sample consisting of five women working in identified male-dominated professions and environments was utilised. In-depth interviews were conducted and data was analysed using grounded theory. The main findings indicate that the central theme pertinent to women working in male-dominated professions and environments pertains to the types of challenges inherent in their work settings. The main challenges found were as follows: discrimination and bias; physical and health-related difficulties experienced; negative emotions resulting from working in male-dominated environments; lack of real transformation; and work/life balance. This study provides current insight into the plight of women working in male-dominated professions and environments in South Africa.Industrial & Organisational Psychology
M.A. (Industrial and Organisational Psychology)
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Oosthuizen, Rika. "An evaluation of the PIE classification system in psychiatric social work." Thesis, 2012. http://hdl.handle.net/10210/6162.
Full textAbstract:
M.A.This study is born from the motivation to empower psychiatric social workers in South Africa with a classification system that compares well to classification systems used by other disciplines in the psychiatric setting. The classification system in question is the Person-in-Environment Classification System (PIE) and therefore this study sets out to investigate and report on the value the PIE might have for psychiatric social work in South Africa. Another objective then is to highlight what problems were experienced in using the PIE which will form the foundation for recommendations on further research and possible adaptations. The first part of this dissertation sets out the motivation and objectives of this study, where the second part gives a thorough description of psychiatric social work, the ecological approach in psychiatric social work, classification systems and the PIE itself. The research process is described whereafter the results of the data are explained. The results are discussed within the framework of three evaluative factors, namely image, applicability and structure which gives an indication of the value the PIE has for psychiatric social work. The conclusion can be drawn from this study that the PIE has definite value in all three evaluative factors. It can be concluded that the PIE can serve as an empowering tool in establishing and defining psychiatric social work's unique contribution to South African psychiatry.
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Von, Maravic Marie Caroline. "Water consciousness in South Africa: a survey conducted with 10-13 year old learners in Kliptown, Soweto." Thesis, 2016. http://hdl.handle.net/10539/21825.
Full textAbstract:
A report on a research study presented to
The Department of Social Work
School of Human and Community Development
Faculty of Humanities
University of the Witwatersrand
In partial fulfillment of the requirements
for the degree Master of Arts in Social Work
March, 2016The annual Conference of Parties (COP) held on the 7th-8th of December 2015 made it obvious; the environment is changing and urgent action is needed globally. Globally for the reason that damage done to the environment in one region, may have impacts in other regions. In regards to Africa and in specific South Africa, water as a finite resource is no more available as it was decades ago. This fact needs to be addressed with urgency, as human survival heavily depends on water – especially in Africa (UN Water, 2006). A part of the literature review will be dedicated to challenges related to water and its consequences for the African continent. The core of this study will be to highlight the importance of water for human beings and what can be done to raise awareness. Further, a quantitative study in Kliptown (a suburb area in Soweto suffering from water scarcity); by means of a survey was undertaken to understand more about children’s behavior in regards to water. The purpose of the research was to raise the knowledge of 10-13 year old learners and members of the Kliptown Youth Program (KYP) on the value of water and to assess their awareness on environmental friendliness as well as their daily water management. The intervention took place at Kliptown, with members of the KYP; a nongovernmental organization supporting in lifting children out of poverty. A pre and a post questionnaire was conducted as well as short video clips shown to KYP members, explaining water scarcity and climate change; supported by some recommendations on how to save water in their current environment. Random sampling has been applied to 24 members out of the population of 119 grade 5-7 members, ranging between 10-13 years of age. Respondents were of mixed genders. Data collection of the survey was cross-sectional and has been performed by means of pen-andpaper. The whole intervention with the filling out of the questionnaires, including the video clips and short presentation took about 90 minutes. Data has been interpreted by using descriptive statistics. The outcome provided information on the environmental friendliness of KYP members aged 10-13, their knowledge on the importance of water as well as their pro activeness in regards to the environment and water. Further the study tried to find out whether there is a difference of responses in regards to gender. The outcome of the study will be shared with the Director of KYP to be informed and probably implement recommendations of the study. The outcome of the study revealed that children do not know much about water, however, are interested in knowing and doing more to get acquainted to the topic.
MT2017
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Kusková, Lenka. "Výukové projekty zaměřené na oblast Milíčovského lesa a rybníků." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-312569.
Full textAbstract:
Title: Educational projects focused on the area of Milíčov forest and ponds. This graduation thesis deals with project education in the field of natural monument Milíčov forest and ponds. It directly borders with southern city housing estate. Result of this work is a collection of materials focusing on environmental education and upbringing pupils on 2nd stage of basic schools, which are located near this monument. These are mainly a methodology for teachers, manual to the project education, worksheets for pupils and creative solution of worksheets for teachers. The starting point for creating projects has been a partial study, questionnaire and open discussion with students. Teoretical part at its beginning describes general conservation and special nature protection, to place issues in a boarder context. The historical aspect is also mentioned. In the thesis are also defined Milíčov forests and ponds characteristics, taking into account their rarities. It is mainly dealt with occurring of important species and specially protected species in this area. In my work is also given the emphasis on the General educational program, environmental education, analysis of schoolbooks and organizational forms of teaching. I bear on didactic theory of which I issued in projects creating. Keywords: General...