Assessing the Implementation of Environmental Education in Selected Vosloorus Township Schools

Neo Tsotetsi

doi:doi:10.11648/j.edu.20221105.18

| Peer-Reviewed

Assessing the Implementation of Environmental Education in Selected Vosloorus Township Schools

Neo Tsotetsi

Published in Education Journal (Volume 11, Issue 5)

Received: 12 August 2022 Accepted: 13 September 2022 Published: 28 September 2022

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

The aim of the study was to assess how teachers from selected primary schools in the Vosloorus township, implement Environmental Education. The study was conducted to improve the implementation of EE to combat environmental problems, and was therefore applied in the Vosloorus township where the study was conducted. Data were collected by means of face-to-face interviews, focus group interviews, and observation. Three primary schools in Vosloorus were sampled. One experienced teacher who specialises in Social and Natural Sciences was selected purposively from each school, along with a group of six to eight learners. In the process of analysing the data, predefined themes and categories that emerged from the content analysis, were used. The findings emerging from the study indicated that the methods most frequently employed in teaching the content of Environmental Education, were lecturing and question-and-answer. Due to the demanding curriculum, teachers were unable to mitigate environmental problems outside of the classroom; they had divergent perceptions and understandings of the concept of EE; they met with their learners’ parents once a year to discuss environmental problems and some even conducted annual clean-up campaigns; and most teachers attended workshops related to those Environmental Education components which are incorporated in the Natural and Social sciences.

Published in	Education Journal (Volume 11, Issue 5)
DOI	10.11648/j.edu.20221105.18
Page(s)	261-267
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Environment, Environmental Education, Land Pollution, Sustainability, Sustainable Development

References

[1]	Balmer, M. (2017). Household coal use in an urban township in South Africa. Journal of Energy in Southern Africa, 18 (3), 27–32.
[2]	Bronfenbrenner, U. (1979). Who needs parent education? In H. Jenson (Ed.), Families and communities as educators (pp. 199–221). Teachers’ College Press.
[3]	Cohen, L., Manion, L., & Morrison, K. (2007). Observation. Research Methods in Education, 6, 396–412.
[4]	Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed-methods approaches. Sage.
[5]	Dick, B. (2010). Action research theses. Thesis resource paper: You want to do an action research thesis? http://www.scu.edu.au/schools/gcm/ar/art/athesis.html
[6]	Dillon, J., Rickinson, M., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2006). The value of outdoor learning: Evidence from research in the UK and elsewhere. School Science Review, 87 (320), 107.
[7]	Dobrinski, L., & Upitis, R. (2008). Views of environmental educators on teaching Environmental Education. https://www.collectionscanada.gc.ca/obj/thesescanada/vol2/OKQ/TC-OKQ-1594.pdf
[8]	Dreyer, J. M., & Loubser, C. P. (2014). Environmental Education and education for sustainability: Some South African perspectives. Van Schaik.
[9]	Flogaitis, E., & Agelidou, E. (2003). Kindergarten teachers’ conceptions about nature and the environment. Environmental Education Research, 9 (4), 461–478.
[10]	Gordon, A. (2009). Restructuring teacher education. Issues in Education Policy, 6. CEPD.
[11]	Harmse, T. (2008). Sustainable energy. Discourse, 36 (1), 28–34.
[12]	Hewitt, P. (1997). Games in instruction leading to environmentally responsible behavior. Journal of Environmental Education, 28 (3), 35–37.
[13]	Ko, A. C. C., & Lee, J. C. K. (2003). Teachers’ perceptions of teaching environmental issues within the Science curriculum: A Hong Kong perspective. Journal of Science Education and Technology, 12 (3), 187–204.
[14]	Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
[15]	Lavrakas, P. J. (2008). Encyclopedia of survey research methods. Sage.
[16]	Lee, J. C. K., & Williams, M. (2001). Researching Environmental Education in the school curriculum: An introduction for students and teacher researchers. International Research in Geographical and Environmental Education, 10, 218–244.
[17]	Loh, J. (2013). Inquiry into issues of trustworthiness and quality in narrative studies: A perspective. Qualitative Report, 18 (65), 1–15.
[18]	Loubser, C. P. (2008). Whole school development through Environmental Education [Study guide]. University of South Africa, Pretoria.
[19]	McMillan, J. H., & Schumacher, S. (2014). Research in education: Evidence-based inquiry (7^th international edition). Pearson.
[20]	McCarty, J., Ford, V., & Ludes, J. (2018). Growing experiential learning for the future: Real school gardens. Childhood Education, 94 (2), 47–55.
[21]	Mertler, C. A. (2016). Action research: Improving schools and empowering educators. Sage.
[22]	Mudaly, R., & Ismail, R. (2016). Professional development in Environmental and Sustainability Education: Voices, practices and reflections of Science teachers. Southern African Journal of Environmental Education, 32, 66–86.
[23]	O’Donoghue, R. B., & Janse van Rensburg, E. (1995). Environmental methods. Share-net.
[24]	Palmberg, I. E., & Kuru, J. (2000). Outdoor activities as a basis for environmental responsibility. Journal of Environmental Education, 31 (4), 32–36.
[25]	Parker, A., & Tritter, J. (2006). Focus group method and methodology: Current practice and recent debate. International Journal of Research and Method in Education, 29, 23–37. https://www.doi.org/10.1080/01406720500537304
[26]	Paul, G., & Volk, T. L. (2002). Ten years of teacher workshops in an environmental problem-solving model: Teacher implementation and perceptions. Journal of Environmental Education, 33 (3), 10–20.
[27]	Pulkkinen, K. (2006). Teacher thinking and practice in Environmental Education. In S. Tani (Ed.), Sustainable development through education (pp. 143–154). Proceedings of the International Conference on Environmental Education, Helsinki, 14 June.
[28]	Republic of South Africa (RSA) (1996a). Constitution of the Republic of South Africa, Act 108 of 1996. Government Printers.
[29]	Uzzell, D. (1999). Education for environmental action in the community: New roles and relationships. Cambridge Journal of Education, 29 (3), 397–413.
[30]	Villegas-Reimers, E. (2003). Teacher professional development: An international review of the literature. International Institute for Educational Planning (IIEP).

Cite This Article

Plain Text BibTeX RIS

APA Style

Neo Tsotetsi. (2022). Assessing the Implementation of Environmental Education in Selected Vosloorus Township Schools. Education Journal, 11(5), 261-267. https://doi.org/10.11648/j.edu.20221105.18

Copy | Download

ACS Style

Neo Tsotetsi. Assessing the Implementation of Environmental Education in Selected Vosloorus Township Schools. Educ. J. 2022, 11(5), 261-267. doi: 10.11648/j.edu.20221105.18

Copy | Download

AMA Style

Neo Tsotetsi. Assessing the Implementation of Environmental Education in Selected Vosloorus Township Schools. Educ J. 2022;11(5):261-267. doi: 10.11648/j.edu.20221105.18

Copy | Download

@article{10.11648/j.edu.20221105.18,
  author = {Neo Tsotetsi},
  title = {Assessing the Implementation of Environmental Education in Selected Vosloorus Township Schools},
  journal = {Education Journal},
  volume = {11},
  number = {5},
  pages = {261-267},
  doi = {10.11648/j.edu.20221105.18},
  url = {https://doi.org/10.11648/j.edu.20221105.18},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20221105.18},
  abstract = {The aim of the study was to assess how teachers from selected primary schools in the Vosloorus township, implement Environmental Education. The study was conducted to improve the implementation of EE to combat environmental problems, and was therefore applied in the Vosloorus township where the study was conducted. Data were collected by means of face-to-face interviews, focus group interviews, and observation. Three primary schools in Vosloorus were sampled. One experienced teacher who specialises in Social and Natural Sciences was selected purposively from each school, along with a group of six to eight learners. In the process of analysing the data, predefined themes and categories that emerged from the content analysis, were used. The findings emerging from the study indicated that the methods most frequently employed in teaching the content of Environmental Education, were lecturing and question-and-answer. Due to the demanding curriculum, teachers were unable to mitigate environmental problems outside of the classroom; they had divergent perceptions and understandings of the concept of EE; they met with their learners’ parents once a year to discuss environmental problems and some even conducted annual clean-up campaigns; and most teachers attended workshops related to those Environmental Education components which are incorporated in the Natural and Social sciences.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Assessing the Implementation of Environmental Education in Selected Vosloorus Township Schools
AU  - Neo Tsotetsi
Y1  - 2022/09/28
PY  - 2022
N1  - https://doi.org/10.11648/j.edu.20221105.18
DO  - 10.11648/j.edu.20221105.18
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 261
EP  - 267
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20221105.18
AB  - The aim of the study was to assess how teachers from selected primary schools in the Vosloorus township, implement Environmental Education. The study was conducted to improve the implementation of EE to combat environmental problems, and was therefore applied in the Vosloorus township where the study was conducted. Data were collected by means of face-to-face interviews, focus group interviews, and observation. Three primary schools in Vosloorus were sampled. One experienced teacher who specialises in Social and Natural Sciences was selected purposively from each school, along with a group of six to eight learners. In the process of analysing the data, predefined themes and categories that emerged from the content analysis, were used. The findings emerging from the study indicated that the methods most frequently employed in teaching the content of Environmental Education, were lecturing and question-and-answer. Due to the demanding curriculum, teachers were unable to mitigate environmental problems outside of the classroom; they had divergent perceptions and understandings of the concept of EE; they met with their learners’ parents once a year to discuss environmental problems and some even conducted annual clean-up campaigns; and most teachers attended workshops related to those Environmental Education components which are incorporated in the Natural and Social sciences.
VL  - 11
IS  - 5
ER  -

Copy | Download

Author Information

Neo Tsotetsi

Department of Science and Technology, University of South Africa, Pretoria, South Africa

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Neo Tsotetsi. (2022). Assessing the Implementation of Environmental Education in Selected Vosloorus Township Schools. Education Journal, 11(5), 261-267. https://doi.org/10.11648/j.edu.20221105.18

Copy | Download

ACS Style

Neo Tsotetsi. Assessing the Implementation of Environmental Education in Selected Vosloorus Township Schools. Educ. J. 2022, 11(5), 261-267. doi: 10.11648/j.edu.20221105.18

Copy | Download

AMA Style

Neo Tsotetsi. Assessing the Implementation of Environmental Education in Selected Vosloorus Township Schools. Educ J. 2022;11(5):261-267. doi: 10.11648/j.edu.20221105.18

Copy | Download

@article{10.11648/j.edu.20221105.18,
  author = {Neo Tsotetsi},
  title = {Assessing the Implementation of Environmental Education in Selected Vosloorus Township Schools},
  journal = {Education Journal},
  volume = {11},
  number = {5},
  pages = {261-267},
  doi = {10.11648/j.edu.20221105.18},
  url = {https://doi.org/10.11648/j.edu.20221105.18},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20221105.18},
  abstract = {The aim of the study was to assess how teachers from selected primary schools in the Vosloorus township, implement Environmental Education. The study was conducted to improve the implementation of EE to combat environmental problems, and was therefore applied in the Vosloorus township where the study was conducted. Data were collected by means of face-to-face interviews, focus group interviews, and observation. Three primary schools in Vosloorus were sampled. One experienced teacher who specialises in Social and Natural Sciences was selected purposively from each school, along with a group of six to eight learners. In the process of analysing the data, predefined themes and categories that emerged from the content analysis, were used. The findings emerging from the study indicated that the methods most frequently employed in teaching the content of Environmental Education, were lecturing and question-and-answer. Due to the demanding curriculum, teachers were unable to mitigate environmental problems outside of the classroom; they had divergent perceptions and understandings of the concept of EE; they met with their learners’ parents once a year to discuss environmental problems and some even conducted annual clean-up campaigns; and most teachers attended workshops related to those Environmental Education components which are incorporated in the Natural and Social sciences.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Assessing the Implementation of Environmental Education in Selected Vosloorus Township Schools
AU  - Neo Tsotetsi
Y1  - 2022/09/28
PY  - 2022
N1  - https://doi.org/10.11648/j.edu.20221105.18
DO  - 10.11648/j.edu.20221105.18
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 261
EP  - 267
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20221105.18
AB  - The aim of the study was to assess how teachers from selected primary schools in the Vosloorus township, implement Environmental Education. The study was conducted to improve the implementation of EE to combat environmental problems, and was therefore applied in the Vosloorus township where the study was conducted. Data were collected by means of face-to-face interviews, focus group interviews, and observation. Three primary schools in Vosloorus were sampled. One experienced teacher who specialises in Social and Natural Sciences was selected purposively from each school, along with a group of six to eight learners. In the process of analysing the data, predefined themes and categories that emerged from the content analysis, were used. The findings emerging from the study indicated that the methods most frequently employed in teaching the content of Environmental Education, were lecturing and question-and-answer. Due to the demanding curriculum, teachers were unable to mitigate environmental problems outside of the classroom; they had divergent perceptions and understandings of the concept of EE; they met with their learners’ parents once a year to discuss environmental problems and some even conducted annual clean-up campaigns; and most teachers attended workshops related to those Environmental Education components which are incorporated in the Natural and Social sciences.
VL  - 11
IS  - 5
ER  -

Copy | Download