This study focused on using the environment as a resource for developing cross-curricular materials in outcome-based Educatlor. The South African Constitution protects the rights of every citizen to a healthy environment (Bill of Rights, 1996). The environment is a critical aspect in all levels of education and in all programs to create environmentally educated, mentally educated and active citizens. This first shows that the process of developing the materials is essential in the education of the winners.
RATIONALE FOR THE STUDY
This has challenged me enormously in conducting this research into using the environment as a resource for developing materials that are essential for results-oriented learning. During my involvement with the Technology 2005 Project in 1998, I conducted a study on the use of the environment as a tool for interdisciplinary materials development in outcome-based education. The first question will attempt to gauge teachers' views on using the environment as a tool for developing cross-curricular subjects.
THEORETICAL FRAMEWORK
The interpretive perspective involves constructivist theory of learning that emphasizes the importance of the knowledge, beliefs, and skills an individual brings to the experience of learning., It recognizes E. Individuals make choices about which new ideas to accept and how to fit them into their established view of the world (1\1arsh, 1995). All these goals are similar to the critical outcomes of the new education system in South Africa.
RESEARCH METHODOLOGY
The reason for the above selection was to include all f!rades from one of the three phases of primary education. Educators; one parent representative of the school board per school; A Natural Sciences subject advisor and a materials development coordinator were asked to complete questionnaires.
LIMITATIONS OF THE STUDY
The researcher is employed by the education department and is expected to work seven hours a day. Such circumstances led to the fact that the researcher had one option to request a limited number of days of unpaid leave to conduct the research. Along the way, the researcher had to call, apologize to the director and reschedule.
Literature Review 2.1. PREAMBLE
DEFINITION OF CONCEPTS 1. ENVIRONMENT
- MATERIALS DEVELOPMENT
- OUTCOMES-BASED EDUCATION
Outcome-based education involves an approach to education that is committed to the holistic development of the learner. The successes of Outcome-Based Education are dependent on outcomes that the learner should achieve in a particular phase. Outcome-based Education encourages and promotes practical practice on the part of the learner.
LITERATURE REVIEW
- THE EFFORTS OF ENGLISH LANGUAGE E[lUC)~l'IONAL TRUST (ELET) IN MATERIALS DEVELOPMENT
A similar study was carried out in the UK, but again focused on equipping teachers with the skills to develop teaching and learning resources using high-tech materials. A': If all schools are located in specific environments that create a coherent alinl< with existing knowledge, the environment should be considered as a starting point for students to understand any content that is provided. Using the environment as a resource to develop platereals could play an important role in the teaching and learning of our future citizens (students).
Issues such as negative environmental impacts such as pollution and uncontrolled waste can test both. Using the environment effectively as a resource can promote economic activity that maximizes employment (Environment Management Policy for Durban Metro Area, 1998). The National Environmental Education Program (NEEP) (2001) has developed an active learning approach that outlines how to explore any topic related to the environment.
Taking action for the environment (Action and Reporting) empowers one to make changes for a better world and to respond to local issues and risks. Therefore, the environment where the school is located serves as the primary place to obtain concrete !llat€!als that can be easily understood by learners and contribute to the improvement of their learning. Educators also use art, stories about issues such as HIV/AIDS or child abuse for discussions and therefore share some images. The posters, worksheets, activities and tests found in learning supplements add a lot to teaching and learning.
34;Using the environment as a resource for the development of cross-curricular materials;:nf' 41 . is committed to developing teachers with creative skills in teaching .. mathematics in an effective contextualized and results-based approach. Therefore, it is a challenge for teachers to have enough materials to help students in mathematics. "Using the environment as a resource for interdisciplinary material development" 42. This was the first Olympiad where mathematics was demonstrated live and in the context of real cases. "Using the environment as a resource for interdisciplinary material development" 43.
SCENE FOR NEXT CHAPTER
Research Methodoloc!X
- PREAMBLE
- SAMPLING
- DATA COLLECTION PROCEDURES 1. SEMI-STRUCTURED INTERVIEWS
- QUESTIONNAIRES
- OBSERVATIONS
- SCENE FOR NEXT CHAPTER The following chapter consists of
The researcher was confident that the ideas, views and suggestions shared by educators and department heads during the focus group interview. The researcher hoped that parents would share insights about the environment. The researcher chose semi-structured interviews for data collection because of their practicality, as they allow access to so many different groups of educators.
The researcher spent three days piloting the questions on teachers from other schools who were not participating in the study. The researcher was confident that ideas, insights and suggestions; that will share all these resources could provide a picture of how the environment can be used as a tool for the cross-curricular development of materials in outcome-based education. Observations provide the opportunity to obtain a vague picture of reality to such an extent that through observation the researcher can gain some evidence as to how widely the environment is used as a tool for developing cross-curricular material essential for integrated learning. provide a first-hand view of the data required for the specific study.
It requires the researcher to spend several hours on site to gain the depth of data being collected. The Schedule of Observations attached (Appendix Number Four) shows exactly what the researcher observed!~. Observations in natural settings also allow the researcher to consider important contextual factors that may affect the interpretation and application of results (Ackroyd and Hughes, 1994).
Field notes are detailed written descriptions of what was observed, as well as the researcher's interpretations.
Data Analysis 4.1. PREAMBLE
CRITICAL QUESTIONS AND DATA ANALYSIS
- HOW WIDELY IS THE ENVIRONMENT USED IN 0 EVELOPING CROSS- CURRICULAR MATERIALS?
Collaboration between educators, parents, materials development coordinators and subject advisors can help educators and learners develop required materials for teaching and learning. "Use the environment as a resource for cross-curricular material development" 65. Educators of the same grade should work together to develop material and to share it to reduce the burden. "Use the environment as a resource for cross-curricular material development" 66. The mentioned components of the environment highlight the most examples, which are often used in the teaching-learning situations.
Therefore, the use of such materials portrays the picture of the use of the environment as a resource for the development of teaching material3. Some educators believe that improvising with concrete materials obtained in the environment serves the purpose of using the environment as a resource for developing learning materials. Low-tech materials found in the environment can greatly assist students in developing technological skills.
Educators' perceptions about the use of the environment as a resource emphasized the utilization of waste, newspapers, magazines and natural resources obtainable from the environment. There is no doubt that homes, community and school environment form part of the environment. Participants agreed that the environment could be used as the resource for the development of cross-curricular material.
Among the examples participants mentioned for using the environment as a resource were rivers and playgrounds. The pedagogue showed the creative potential of using stones collected in the environment as learning resources. The students' presentations challenged the researcher's intellect to see the depth of using the environment as a resource for developing materials essential to learning.
SCENE FOR NEXT CHAPTER The next chapter consists of
PREAMBLE
SUMMARY OF THE STUDY
What are educators' perceptions of using the environment as a resource for cross-curricular material development in Outcomes-Based Education. How widely is the setting used for the development of cross-curricular material in Outcomes-Based Education. The findings and data analysis were done qualitatively and therefore the study is a qualitative one.
CONCLUSIONS AND RECOMMENDATIONS
- HOW CAN AN ENVIRONMENT BE USED AS A RESOURCE FOR DEVELOPING CROSS-CURRICULAR MATEI~IAL.S·~
- HOW WIDELY IS THE ENVIROMENT USED AS IRESOURCE IN DEVELOPING CROSS-CURRICULAR MATERIALS?
Schools should often invite material specialists and sub, ect advisors to lend their support and share some expertise with educators and students. Educators should put more effort into their technological skills by moving from using only low-tech materials obtained from the environment to using more technology-enhanced materials for teaching and learning. It is essential to recommend that schools fully adopt a community-based approach as encouraged by the Department of Education (Asmal, 1998).
HOW CAN AN ENVIRONMENT BE USED AS A RESOURCE FOR DEVELOPING CROSS-CURRICULAR MATERIAL.S·~ DEVELOPMENT OF CROSS-CURRICULAR MATERIAL.S·~. Clusters of schools should organize an exhibition of materials developed using waste for teachers and students to share. It is recommended that schools include crafts and woodworking in the curriculum activities.
Schools should celebrate events such as environment week, water week and Arbor Day in the form of academic festivals. The materials (such as kites, different colors, composed stories, poems, student songs) developed during the observations led the researcher to conclude that the environment is a necessity for the development of learning materials. Educators should design learning activities that would create more technological skills to develop advanced materials using the environment as a resource.
Educators should motivate learners to compose poems and write stories using the environment as a resource.
RECOMMENDATIONS FOR FURTHER STUDIES
According to your experience, what relationship can you mention between the environment and outcome-based education. What examples can you suggest that can be developed using the environment as a resource. What suggestions can you make for how educators can use the environment as a resource to develop interdisciplinary materials in OBE.
QUESTIONNAIRE SCHEDULE
Do you think that an environment can be used as a resource to develop interdisciplinary materials. What examples can you suggest of using the environment as a resource for the development of interdisciplinary materials.
