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

Year 2021, Volume 9, Issue 3, 233 - 249, 30.09.2021
https://doi.org/10.17478/jegys.980968

Abstract

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

References

  • Almarshad, S.O., (2017). Adopting Sustainable Behaviour in Institutions of Higher Education: A Case Study on Intentions of Decision Makers in the NEMA Region.
  • Arent, E., Sumarmi, Utomo, D.H., & Ruja, I.N. (2020). Improving students’ environmental care character through Positive Character Camp (PCC) program. Journal for the Education of Gifted Young Scientists, 8(4), 1329-1343. DOI: http://dx.doi.org/10.17478/jegys.771681
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioural change. Psychological review, 84(2), 191.
  • Baxter, P. and Jack, S., (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The qualitative report, 13(4), 544-559.
  • Berg, S., (2004). Snowball sampling—I. Encyclopedia of statistical sciences, 12.
  • Bopape, J., Mudau A. V., Msezane & S. B. (2021). Greening the school for sustainable development: Tshwane North District case. Department of Science and Technology Education, University of South Africa.
  • Creswell, JW (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. Thousand Oaks, CA: Sage. English Language Teaching, 12(5), 40.
  • Demirci, S., & Teksöz, G. (2017). Self-Efficacy Beliefs on Integrating Sustainability into Profession and Daily Life: In the Words of University Students. International Electronic Journal of Environmental Education, 7(2), 116-133.
  • Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of qualitative research. sage.
  • Department of Basic Education (DBE). (2011c.) National curriculum statement (NSC) Curriculum and assessment policy statement (CAPS) Senior Phase grade 7 Pretoria: Government Printer.
  • Dhull, P., & Verma, G. (2017). Environmental education in teacher education and challenges. Environmental education, 2(5).
  • Erdoğan, M., Kostova, Z. and Marcinkowski, T., (2009). Components of Environmental Literacy in Elementary Science Education Curriculum in Bulgaria and Turkey.
  • Ever, T. (2012). Wisconsin’s plan to advance education for environmental literacy and sustainability in PK-12 schools. Wisconsin Department of Public Instruction, Retrieved, 8 (2018), 12-50.
  • Forbes, C. T., & Zint, M. (2010). Elementary teachers’ beliefs about, perceived competencies for, and reported use of scientific inquiry to promote student learning about and for the environment. The Journal of Environmental Education, 42(1), 30- 42.
  • Fundisa for Change Programmes (2013). Introductory core text: Environmental learning research center: Rodes University.
  • Gbadamosi, T. V. (2012). Effect of service learning and educational trips instructional strategies on primary school pupils’ environmental literacy in Social studies in Oyo State, Nigeria. A dissertation in the Department of Teacher Education, Faculty of Education, University of Ibadan, Ibadan.
  • Gentles, J., Charles, C. and McKibbon, A., (2015). Sampling in qualitative research: Insight from an overview of methods literature.
  • Grant, C., & Osanloo, A. (2014). Understanding, selecting, and integrating a theoretical framework in dissertation research: Developing a “blueprint” for your house. Administrative Issues Journal Education Practice and Research, 4(2), 12–26.
  • Grbich, C., (2012). Qualitative data analysis: An introduction. Sage.
  • Hebe, H., (2019). Locating the Position of EE in the South African School Curriculum: The Case of Grade R. EURASIA: Journal of Mathematics, Science and Technology Education, 15(9).
  • Hollweg, K. S., Taylor, J. R., Bybee, R. W., Marcinkowski, T. J., McBeth, W. C., & Zoido, P. (2011). Developing a framework for assessing environmental literacy. Washington, DC: North American Association for Environmental Education.
  • Hungerford, H. R., & Volk, T. L. (1990). Changing learner behavior through environmental education. The journal of environmental education, 21(3), 8-21.
  • Huston, A. (2016). The Impact of Environmental Education on Environmental Literacy and Motivation in Urban Communities.
  • Kaya, V. H., & Elster, D. (2019). A critical consideration of environmental literacy: Concepts, contexts, and competencies. Sustainability, 11(6), 1581.
  • Kidman, G. & Casinader, N., (2019). Developing Teachers’ Environmental Literacy through Inquiry-based Practices. Eurasia Journal of Mathematics, Science and Technology Education, 15(6), 1687.
  • Kostadinova, V. V., (2015). EL and self-efficacy: Influence on managerial practice in small and medium hotels: Copenhagen Business School.
  • Krnel, D., & Naglic, S. (2009). Environmental literacy comparison between eco-schools and ordinary schools in Slovenia. Science Education International, 20, 5 - 24.
  • Leicht, A., Combes, B., Byun, W. J., & Agbedahin, A. V. (2018). From Agenda 21 to Target 4.7: The development of education for sustainable development. Issues and Trends in Education for Sustainable Development, 25.
  • Loubser, C. P., Swanepoel, C. H., & Chacko, C. P. C. (2001). Concept formulation for environmental literacy. South African Journal of Education, 21(4), 317- 323.
  • Mbatha, S. (2015). The relationship between self-efficacy, motivation, and academic performance among students from various gender and generational groups (Doctoral dissertation, University of the Free State).
  • McMillan, J.H. and Schumacher, S., (2010). Research in Education: Evidence-Based Inquiry, My Education Lab Series. Pearson.
  • Msezane, S. B. (2017). An analysis of the policy coverage and examination of environmental-impact topics. Southern African Journal of Environmental Education, 33, 39 - 51.
  • Ngulube, P. (2015). Qualitative data analysis and interpretation: systematic search for meaning. Addressing research challenges: making headway for developing researchers, 131-156.
  • Rosenberg, E., Ramsarup, P., Burt, J., Ellery, K., & Raven, G. (2009). Higher education and the environmental sector in South Africa. Rhodes University Environmental Learning Research Centre, Grahamstown.
  • Roth, C. E., (1992). Environmental literacy: its roots, evolution and directions in the 1990s. ERIC. CSMEE Publications, ED, 348, 235.
  • Saiti, A., Kyle Jr, W.C., Sinnes, A.T., Nampota, D. & Kazima, M. (2014). Developing relevant environmental education in a rural community in Malawi. Revista Brasileira de Pesquisa em Educação em Ciências, 14(2), 185 - 198.
  • Sharma, M., & Rani, L. (2016). Social Learning Tools for Environmentally Sustainable Consumption Behavior in Primary Schools. European Journal of Sustainable Development, 5(4), 187. https://doi.org/10.14207/ejsd.2016.v5n4p187.
  • Shenton, A.K., (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for information, 22(2), 63-75.
  • Songquaru, Z., (2009). Supporting environment and sustainability knowledge in the grade 10 life science curriculum and assessment policy: A case study for Fundisa for Change Teacher Education Development Program Pilot Project: Rodes University
  • Tsakeni, M., (2017). The promotion of sustainable environmental education by the Zimbabwe Ordinary level science syllabi. Perspectives in Education, 35(1), 81- 97. UNESCO, (2018). Issues and trends in education for sustainable development.
  • Vaismoradi, M., Turunen, H. & Bondas, T., (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & health sciences, 15(3), 398 - 405.
  • Wong, C. A., Afandi, S. H. M., Ramachandran, S., & Kunasekaran, P. (2018). Conceptualizing Environmental Literacy And Factors Affecting Pro-Environmental Behaviour. International Journal of Business & Society, 19.
  • Yin, R.K., (2009). Case study research: Design and methods fourth edition. Los Angeles and London: SAGE.
  • Zach, L., (2006). Using a multiple-case studies design to investigate the information-seeking behaviour of arts administrators. Library trends, 55(1), 4-21.

Year 2021, Volume 9, Issue 3, 233 - 249, 30.09.2021
https://doi.org/10.17478/jegys.980968

Abstract

References

  • Almarshad, S.O., (2017). Adopting Sustainable Behaviour in Institutions of Higher Education: A Case Study on Intentions of Decision Makers in the NEMA Region.
  • Arent, E., Sumarmi, Utomo, D.H., & Ruja, I.N. (2020). Improving students’ environmental care character through Positive Character Camp (PCC) program. Journal for the Education of Gifted Young Scientists, 8(4), 1329-1343. DOI: http://dx.doi.org/10.17478/jegys.771681
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioural change. Psychological review, 84(2), 191.
  • Baxter, P. and Jack, S., (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The qualitative report, 13(4), 544-559.
  • Berg, S., (2004). Snowball sampling—I. Encyclopedia of statistical sciences, 12.
  • Bopape, J., Mudau A. V., Msezane & S. B. (2021). Greening the school for sustainable development: Tshwane North District case. Department of Science and Technology Education, University of South Africa.
  • Creswell, JW (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. Thousand Oaks, CA: Sage. English Language Teaching, 12(5), 40.
  • Demirci, S., & Teksöz, G. (2017). Self-Efficacy Beliefs on Integrating Sustainability into Profession and Daily Life: In the Words of University Students. International Electronic Journal of Environmental Education, 7(2), 116-133.
  • Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). The Sage handbook of qualitative research. sage.
  • Department of Basic Education (DBE). (2011c.) National curriculum statement (NSC) Curriculum and assessment policy statement (CAPS) Senior Phase grade 7 Pretoria: Government Printer.
  • Dhull, P., & Verma, G. (2017). Environmental education in teacher education and challenges. Environmental education, 2(5).
  • Erdoğan, M., Kostova, Z. and Marcinkowski, T., (2009). Components of Environmental Literacy in Elementary Science Education Curriculum in Bulgaria and Turkey.
  • Ever, T. (2012). Wisconsin’s plan to advance education for environmental literacy and sustainability in PK-12 schools. Wisconsin Department of Public Instruction, Retrieved, 8 (2018), 12-50.
  • Forbes, C. T., & Zint, M. (2010). Elementary teachers’ beliefs about, perceived competencies for, and reported use of scientific inquiry to promote student learning about and for the environment. The Journal of Environmental Education, 42(1), 30- 42.
  • Fundisa for Change Programmes (2013). Introductory core text: Environmental learning research center: Rodes University.
  • Gbadamosi, T. V. (2012). Effect of service learning and educational trips instructional strategies on primary school pupils’ environmental literacy in Social studies in Oyo State, Nigeria. A dissertation in the Department of Teacher Education, Faculty of Education, University of Ibadan, Ibadan.
  • Gentles, J., Charles, C. and McKibbon, A., (2015). Sampling in qualitative research: Insight from an overview of methods literature.
  • Grant, C., & Osanloo, A. (2014). Understanding, selecting, and integrating a theoretical framework in dissertation research: Developing a “blueprint” for your house. Administrative Issues Journal Education Practice and Research, 4(2), 12–26.
  • Grbich, C., (2012). Qualitative data analysis: An introduction. Sage.
  • Hebe, H., (2019). Locating the Position of EE in the South African School Curriculum: The Case of Grade R. EURASIA: Journal of Mathematics, Science and Technology Education, 15(9).
  • Hollweg, K. S., Taylor, J. R., Bybee, R. W., Marcinkowski, T. J., McBeth, W. C., & Zoido, P. (2011). Developing a framework for assessing environmental literacy. Washington, DC: North American Association for Environmental Education.
  • Hungerford, H. R., & Volk, T. L. (1990). Changing learner behavior through environmental education. The journal of environmental education, 21(3), 8-21.
  • Huston, A. (2016). The Impact of Environmental Education on Environmental Literacy and Motivation in Urban Communities.
  • Kaya, V. H., & Elster, D. (2019). A critical consideration of environmental literacy: Concepts, contexts, and competencies. Sustainability, 11(6), 1581.
  • Kidman, G. & Casinader, N., (2019). Developing Teachers’ Environmental Literacy through Inquiry-based Practices. Eurasia Journal of Mathematics, Science and Technology Education, 15(6), 1687.
  • Kostadinova, V. V., (2015). EL and self-efficacy: Influence on managerial practice in small and medium hotels: Copenhagen Business School.
  • Krnel, D., & Naglic, S. (2009). Environmental literacy comparison between eco-schools and ordinary schools in Slovenia. Science Education International, 20, 5 - 24.
  • Leicht, A., Combes, B., Byun, W. J., & Agbedahin, A. V. (2018). From Agenda 21 to Target 4.7: The development of education for sustainable development. Issues and Trends in Education for Sustainable Development, 25.
  • Loubser, C. P., Swanepoel, C. H., & Chacko, C. P. C. (2001). Concept formulation for environmental literacy. South African Journal of Education, 21(4), 317- 323.
  • Mbatha, S. (2015). The relationship between self-efficacy, motivation, and academic performance among students from various gender and generational groups (Doctoral dissertation, University of the Free State).
  • McMillan, J.H. and Schumacher, S., (2010). Research in Education: Evidence-Based Inquiry, My Education Lab Series. Pearson.
  • Msezane, S. B. (2017). An analysis of the policy coverage and examination of environmental-impact topics. Southern African Journal of Environmental Education, 33, 39 - 51.
  • Ngulube, P. (2015). Qualitative data analysis and interpretation: systematic search for meaning. Addressing research challenges: making headway for developing researchers, 131-156.
  • Rosenberg, E., Ramsarup, P., Burt, J., Ellery, K., & Raven, G. (2009). Higher education and the environmental sector in South Africa. Rhodes University Environmental Learning Research Centre, Grahamstown.
  • Roth, C. E., (1992). Environmental literacy: its roots, evolution and directions in the 1990s. ERIC. CSMEE Publications, ED, 348, 235.
  • Saiti, A., Kyle Jr, W.C., Sinnes, A.T., Nampota, D. & Kazima, M. (2014). Developing relevant environmental education in a rural community in Malawi. Revista Brasileira de Pesquisa em Educação em Ciências, 14(2), 185 - 198.
  • Sharma, M., & Rani, L. (2016). Social Learning Tools for Environmentally Sustainable Consumption Behavior in Primary Schools. European Journal of Sustainable Development, 5(4), 187. https://doi.org/10.14207/ejsd.2016.v5n4p187.
  • Shenton, A.K., (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for information, 22(2), 63-75.
  • Songquaru, Z., (2009). Supporting environment and sustainability knowledge in the grade 10 life science curriculum and assessment policy: A case study for Fundisa for Change Teacher Education Development Program Pilot Project: Rodes University
  • Tsakeni, M., (2017). The promotion of sustainable environmental education by the Zimbabwe Ordinary level science syllabi. Perspectives in Education, 35(1), 81- 97. UNESCO, (2018). Issues and trends in education for sustainable development.
  • Vaismoradi, M., Turunen, H. & Bondas, T., (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & health sciences, 15(3), 398 - 405.
  • Wong, C. A., Afandi, S. H. M., Ramachandran, S., & Kunasekaran, P. (2018). Conceptualizing Environmental Literacy And Factors Affecting Pro-Environmental Behaviour. International Journal of Business & Society, 19.
  • Yin, R.K., (2009). Case study research: Design and methods fourth edition. Los Angeles and London: SAGE.
  • Zach, L., (2006). Using a multiple-case studies design to investigate the information-seeking behaviour of arts administrators. Library trends, 55(1), 4-21.

Details

Primary Language English
Subjects Education and Educational Research
Published Date September 2021
Journal Section Differentiated Instruction
Authors

Kgaogelo Johanna MASEMENE This is me
Tshwane South Technical and Vocational Education Training (TVET) College in Pretoria
South Africa


Sıkhulıle Bongınkosı MSEZANE (Primary Author)
University of South Africa
0000-0002-0608-8301
South Africa

Publication Date September 30, 2021
Published in Issue Year 2021, Volume 9, Issue 3

Cite

Bibtex @research article { jegys980968, journal = {Journal for the Education of Gifted Young Scientists}, issn = {}, eissn = {2149-360X}, address = {editorjegys@gmail.com}, publisher = {Genç Bilge Yayıncılık}, year = {2021}, volume = {9}, pages = {233 - 249}, doi = {10.17478/jegys.980968}, title = {Exploring environmental literacy components in promoting sustainable behaviour: a case study of rural primary schools}, key = {cite}, author = {Masemene, Kgaogelo Johanna and Msezane, Sıkhulıle Bongınkosı} }
APA Masemene, K. J. & Msezane, S. B. (2021). Exploring environmental literacy components in promoting sustainable behaviour: a case study of rural primary schools . Journal for the Education of Gifted Young Scientists , 9 (3) , 233-249 . DOI: 10.17478/jegys.980968
MLA Masemene, K. J. , Msezane, S. B. "Exploring environmental literacy components in promoting sustainable behaviour: a case study of rural primary schools" . Journal for the Education of Gifted Young Scientists 9 (2021 ): 233-249 <https://dergipark.org.tr/en/pub/jegys/issue/64497/980968>
Chicago Masemene, K. J. , Msezane, S. B. "Exploring environmental literacy components in promoting sustainable behaviour: a case study of rural primary schools". Journal for the Education of Gifted Young Scientists 9 (2021 ): 233-249
RIS TY - JOUR T1 - Exploring environmental literacy components in promoting sustainable behaviour: a case study of rural primary schools AU - Kgaogelo Johanna Masemene , Sıkhulıle Bongınkosı Msezane Y1 - 2021 PY - 2021 N1 - doi: 10.17478/jegys.980968 DO - 10.17478/jegys.980968 T2 - Journal for the Education of Gifted Young Scientists JF - Journal JO - JOR SP - 233 EP - 249 VL - 9 IS - 3 SN - -2149-360X M3 - doi: 10.17478/jegys.980968 UR - https://doi.org/10.17478/jegys.980968 Y2 - 2021 ER -
EndNote %0 Journal for the Education of Gifted Young Scientists Exploring environmental literacy components in promoting sustainable behaviour: a case study of rural primary schools %A Kgaogelo Johanna Masemene , Sıkhulıle Bongınkosı Msezane %T Exploring environmental literacy components in promoting sustainable behaviour: a case study of rural primary schools %D 2021 %J Journal for the Education of Gifted Young Scientists %P -2149-360X %V 9 %N 3 %R doi: 10.17478/jegys.980968 %U 10.17478/jegys.980968
ISNAD Masemene, Kgaogelo Johanna , Msezane, Sıkhulıle Bongınkosı . "Exploring environmental literacy components in promoting sustainable behaviour: a case study of rural primary schools". Journal for the Education of Gifted Young Scientists 9 / 3 (September 2021): 233-249 . https://doi.org/10.17478/jegys.980968
AMA Masemene K. J. , Msezane S. B. Exploring environmental literacy components in promoting sustainable behaviour: a case study of rural primary schools. JEGYS. 2021; 9(3): 233-249.
Vancouver Masemene K. J. , Msezane S. B. Exploring environmental literacy components in promoting sustainable behaviour: a case study of rural primary schools. Journal for the Education of Gifted Young Scientists. 2021; 9(3): 233-249.
IEEE K. J. Masemene and S. B. Msezane , "Exploring environmental literacy components in promoting sustainable behaviour: a case study of rural primary schools", Journal for the Education of Gifted Young Scientists, vol. 9, no. 3, pp. 233-249, Sep. 2021, doi:10.17478/jegys.980968

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