Insights into the integration of environmental education in the senior phase

Year 2020, , 1411 - 1425, 15.12.2020

Lettah Sikhosana , Awelani V Mudau , Sıkhulıle Bongınkosı Msezane

https://doi.org/10.17478/jegys.750519

Cited By: 2

Abstract

The aim of this paper was to explore how and why senior phase teachers are capable or incapable of integrating environmental education in teaching and learning process. From anecdotal evidence during the work integrated learning process, it was observed that teachers do not necessarily integrate environmental education, and this became the purpose of the study to find out why they do not. Consequently, a research method used was qualitative interpretative multiple case study design in one of the districts of the Mpumalanga province in South Africa. We selected three teachers who separately teach life orientation, natural sciences, and technology in grade 7 as participants from the schools. Data collection tools were interviews and observations. Teachers were interviewed in their schools and some of their lessons were observed. Data was analysed using a typology approach. We inferred from the results and findings of the paper that these teachers had problems with the integration of environmental education. The problems ranged from the lack of understanding of what is environmental education to misconceptions of the concepts of environment and environmental education. With these challenges it is not surprising that even the ones that could integrate were not aware that they did integrate environmental education. It is therefore suggested that it was not a lost cause at all as they had glimpses of how to integrate environmental education which argues well for the recommendation that the micro foundation of in-service interventions to capacitate teachers on how to integrate environmental education across all the subjects should be done. Further studies are recommended on the effectiveness of the in-service workshops that focuses on the integration of environmental education.

Keywords

Environmental education, , Environment, , Teacher knowledge, , Integration, Learning environment

Thanks

Advised by Prof Awelani V Mudau and Mr Sikhulile B Msezane. We also appreciate three participants (teachers) and the principal of the schools where this research was conducted. The author(s) declared no potential conflicts of interest concerning the research, authorship, or publication of this article.

References

• Adkins, C., & Simmons, B. (2002). Outdoor, experiential and environmental education: Converging or Diverging Approaches? ERIC Digest.
• Baruth, G.G. (2009). Grappling with large classes: Experiences of teachers, head of departments and principals in three rural schools in Kwazulu-Natal. (Master of Education, Unpublished thesis). The University of KwaZulu-Natal, South Africa.
• Bashir, M., Tanveer, A.M., & Azeem, M. (2008). Reliability and Validity of Qualitative and Operational Research Paradigm. Pakistan Journal of Statistics and Operation Research; 4(1). DOI: 10.18187/pjsor.v4i1.59
• Campbell. C., & Chittleborough, G. (2014). The new science specialist promoting and improving the teaching of science in primary schools. Teaching science, the journal of Australian Science Teachers Association 1(9-29).
• Department of Basic Education. (2011). Curriculum and Assessment Policy Statement. Pretoria. Department of Education.
• Department of Environmental Affairs and Tourism. (2004). Environmental management plans: Integrated environmental management, information series 12. Pretoria. Department of Environmental Affairs and Tourism.
• Downey, K. (2016). The importance of environmental education in America. Retrieved from https://www.lawstreetmedia.com/issues/education/environmental-education-america/
• Doyle, A. (2019). What is a semi-structured interview? Retrieved from: https://www.thebalancecareers.com/what-is-a-semi-structured-interviews-2061632
• Hatch, J.A. (2002). Doing qualitative research in educational settings. Albany: State University of New York Press.
• Korstjens, I., & Moser, A. (2018). Series: Practical guidance to qualitative research. Part 4: Trustworthiness and publishing. European Journal of General Practice, 24:1, 120-124, DOI: 10.1080/13814788.2017.1375092
• Legood, A., McGrath, M., Searle, R., & Lee, A. (2016). Exploring How Social Workers Experience and Cope with Public Perception of Their Profession. The British Journal of Social Work, 46(7), 1872-1889Future. ERIC publishers
• Lester, F. (2005). On the theoretical, conceptual, and philosophical foundations for research in Mathematics Education. ZDM, 37(6), 457-467.
• Mahimuang, S. (2020). Environmental education in basic education school: A case study of schools in Thailand. The 2020 International Academic Multidisciplines Research Conference in Cape Town
• Makokotlela, M.V. (2016). Determining the effectiveness of environmental education initiatives of selected government departments in South Africa. University of South Africa.
• Maxwell, J. (1996). Qualitative Research Design: An Integrative Approach. Thousand Oaks: SAGE publications Ltd.
• McCrea, E.J. (2006). The roots of Environmental Education: How the Past Supports the United Nations Educational, Scientific and Cultural Organization. Aichi-Nogoya Declaration on education for sustainable development. Paris: UNESCO. Retrieved from https://sustainabledevelopment.un.org/content/documents/5859Aichi-Nagoya_Declaration_EN.pdf
• McCrea, E.J. (2006). The roots of Environmental Education: How the Past Supports the Future. ERIC publishers
• McMillan, J.H, & Schumacher, S. (2014). Research in Education: Evidence-Based Inquiry. 7th Ed. Pearson Education.
• Nieuwenhuis, J. (2016c). Qualitative research designs and data gathering technique. In Maree, K. First steps in research. Pretoria: Van Schaik publishers.
• Noble, H., & Heale, R. (2019). Triangulation in research, with examples. Evid Based Nurs 10.1136/ebnurs-2019-103145
• Rahman, N.A., Halim, L., Ahmad, A.R., & Soh, T.M.T. (2018). Challenges of Environmental Education: Inculcating Behavioural Changes among Indigenous Students. Creative Education 9(43-55).
• Rouse, M. (2018). Integration. Retrieved from https://searchcustomerexperience.techtarget.com/definition/integration
• Ryan, G.W., & Bernard, H.R. (2003). Techniques to identifying themes. Field Methods. 15(1): 81-109. http://dx.doi.org/10.1177/1525822X02239569
• Simmons, D. (2012). Developing a framework for National Environmental Education Standards. In papers on the development of environmental education standards. Troy, OH: NAAEE.
• Suen, L.J., Huang, H.M & Lee, H.H. (2014). A comparison of convenience sampling and purposeful sampling. The journal of Nursing 61(3), 105-111. DOI: 10.6224/jn.61.3.105
• Sukma, E., Ramadhan, S., & Indriyani, V. (2020). Integration of environmental education in elementary schools. Journal of Physics: Conf. Series 1481 012136 doi:10.1088/1742-6596/1481/1/012136
• United Nations Educational, Scientific and Cultural Organization. (2014). Declaration on education for sustainable development. Aichi-Nogoya Paris: UNESCO.
• United Nations Educational, Scientific and Cultural Organization. (2018). Issues and trends in education for sustainable development. Paris: UNESCO. 26-27.
• United Nations. (2019). Report of the Secretary-General on Sustainable Development Goals. United Nation Publications
• Velempini, K.M. (2017). Infusion or Confusion: A meta-analysis of environmental education in the 21st century curriculum of Botswana. Africa Education Review (1-6).
• Ward, D., Grudnoff, L., Brooker, B., & Simpson, M. (2013). Teacher preparation to proficiency and beyond: Exploring the landscape. Asia Pacific Journal of Education, 33, 68-80. doi: 10.1080/0218879.2012.751896.
• World Environmental Education Congress. (2019). Retrieved from https://weec2019.org
• Zafar, S. (2018). Insights into environmental education. Retrieved from https://salmanzafar.me/environmental-education
• Zaini, M & Ita. (2020). Students’ attitudes toward preservation of the school environment through inquiry-based learning. Eco. Env. & Cons. 26(1), 61-68.