Implementation of Environmental Education in senior phase: a survey of cluster schools

The objective of this study was to investigate if educators in the Senior Phase implemented the (EE) in their learning areas. The study had to find out why some environmental themes were more interesting to teach as compared to others. The teaching methods used by educators in teaching environmental education were to be identified. The study was conducted amongst six (6) primary schools and two (2) high schools in one cluster. There were thirty (30) educators involved in the study. The constructed objectives of the research study lead to the formulation of the following research hypotheses: (a) The frequency with which identified environmental themes are taught differs with respect to different learning areas; (b) Some identified environmental themes are more interesting to teach as compared to others; and (c) Educators use a variety of teaching methods when teaching environmental education in the senior phase. A questionnaire was used to collect data. It followed eight (8) environmental themes to be used by the participants. The collected data was then analysed through the use of a computer programme called Statistical Packages for Social Sciences (SPSS). In the analysis of results it was discovered that educators did implement environmental education in their learning areas, but to a limited extent. This seemed to agree with the hypothesis that educators do implement cross-curricular teaching of EE. It was discovered that some learning areas like Economic and Management Science (EMS), Natural Science (NS) and Social Science (SS) were more flexible in teaching environmental education as opposed to Arts and Culture (A & C) and Life Orientation (LO). The analysis of results showed that some environmental themes were more interesting to teach, like Population and Human Health as compared to others like Deforestation and Waste and pesticides. It was discovered that educators used mainly the question and answer, discussion and narrative methods as opposed to projects, research and fieldwork. This finding is discussed in the light of the literature reviewed, some recommendations aiming at action that could be taken and further research is made.

Author dc:creator

• Makhoba, Angeline Jabulile

Advisor dc:contributor.advisor

• Dlamini, E.T.

• Teaching environmental education

Licence

• https://devspace.unizulu.ac.za/bitstreams/57228d3a-2399-46e1-9e79-2155ef028ae4/download