The purpose of the research was to determine how teachers integrate environmental education into the curriculum. To what extent does the resource context influence the ways in which teachers integrate environmental education into the curriculum. This research aims to examine the ways in which teachers integrate environmental education into the curriculum.
Rationale for the research
Sienificance of this study This research would inform
The sample chosen for the research consisted of primary school teachers from the Durban area of KwaZulu-Natal, one of the provinces of South Africa. Of the four selected teachers, two were from a school with moderate resources and two from a school with good resources. The information from the questionnaires and the prior knowledge of the schools helped in the selection of the two schools.
Preview of chapters to follow
Chapter three gives a detailed description of the methodology and data collection procedures used in my research. The questionnaires, observation schedules and transcripts of interviews were used to present the cases of the four teachers. This chapter set out to outline the critical research questions and to elaborate on the purpose of the study.
Introduction
It seems that the government of that time has identified environmental education as one of its priorities. Disinger, Roth & Charles (1992) stated that the goal of environmental education is to create environmental literacy. NAAEE (North American Association for Environmental Education) is responsible for developing standards for environmental education materials.
Limitations of formal curricula: Science an example
In the context of South Africa, environmental education has not been formally included in the curriculum. One of the most important reasons for introducing environmental education into the curriculum is the development of students' environmental literacy. There are a number of factors that hinder the inclusion of environmental education in the formal curriculum.
Theoretical framework
Facilities at the school
To use the classroom space more effectively as there are 40 pupils in the class and the teacher needs a mat area where stories are told. The teacher struggled a lot to keep the learners' attention and get them to do what she wanted them to do. The teacher used the board to draw and name the four weather conditions.
Most of the time they were engaged in responding to questions asked by the teacher. To ensure this is the case, the teacher has identified one student in each group whom she instructs to show or explain to the rest of the group. The teacher used class discussions, storytelling followed by drawing to bring it into the lesson.
The teacher chose the Life Skills program and the organizer of the Environment phase, but she herself chose the context. It gives the teacher the opportunity to choose a context that suits the developmental level of the students. The teacher chose a very broad topic that led to a discussion about clouds and cloud formation.
When this discussion on the carpet was over, they were asked to return to their seats and draw on the board the four weather conditions that the teacher was drawing.
Case study 2
Integrating environmental education into the curriculum In response to the questions in the questionnaire (Appendix G)
She regularly uses recycling programs, field trips, poster making, guest speakers, lectures and showing videos. She sometimes does the water audit, projects, uses magazines and newspapers and does pupil surveys. She also agreed that teaching about the environment is not a waste of time, that it is a cultural subject and that it should not only raise awareness.
Teachine strateeies
Support
Classroom observations First Observation
It would be impossible to arrange the classroom otherwise, as there are 43 desks and a teacher's desk. The teacher tried to prevent problems in advance instead of giving students the opportunity to anticipate some problems. The teacher gives students feedback on correct and incorrect answers in a way that encourages further effort.
The teacher linked health aspects to water, water conservation and water use. The students had the opportunity to show what they knew by answering some questions from the teacher. The subject is prescribed by the syllabus and is covered at a level that matches the development level of the students.
Second Observation Grade
The lesson excerpt, later in the chapter, from the lesson illustrates this. The lesson was interactive, with the teacher asking many questions and the class participating in class discussions. The teacher used the blackboard and, if necessary, used a globe to illustrate.
The lesson mainly takes the format of the teacher speaking, asking questions resulting in some class discussion. The teacher discussed the fact that the earth was made up of different continents and that they could all join together to form a whole. This resulted in different answers from the students such as: "So that we have many places." The teacher volunteered and reinforced what the student had said by saying that it meant different cultures and different people.
The teacher does ask a variety of questions that probe understanding and make pupils think about their actions. In this extract, 'T' will refer to the answers of the teacher, while 'P' will refer to the questions and answers of pupils. It was clear that the teacher made a point to include an environmental issue in the pupils' learning experience.
At the end of the lesson, each student should have made a water filter and recycled water.
Type of school
Facilities at the school
Door checker - who checks the photo in the ID book with the person's face. However, most students understood the procedure as it was explained to them on more than one occasion. The students had ample opportunity to demonstrate what they had learned, either orally or when passing through each of the polling stations.
She always makes use of the water audit, waste management, tree planting day, recycling programs, projects, magazines, trips and pupil examinations. She regularly uses the water quality test, ecology studies, newspapers, role playing, poster making and showing videos. She had a display of various fruits and vegetables on a table in front of the class.
During this class, all students sat in front of the screen on the carpet. However, it cannot be ignored that the context of the school and the students it serves will influence classroom activities and thus the extent to which environmental education is integrated into the curriculum. This has certain consequences for the management of the school and consequently for the implementation of the curriculum.
She emphasizes that it is not only the finances of the school, but those of the community that they serve.
Pupil profile
- Strate2ies identified in the questionnaire
As a result, if teachers want to take their students on field trips, they rely on the support of parents to pay for their child. In the case of two teachers teaching first grade students, they engage in a new outcome-based education (Curriculum 2005). Some of the topics covered include toxins in the home, proper use of pesticides, global warming, water, acid rain, and recycling. from school A sometimes includes environmental education in her teaching, but as stated in the interview with her, she did not invest enough time and effort.
Another contributing factor to why environmental education is not always included is class size and the difficult nature of the pupils. Making posters and showing videos were high on the lists of the two senior primary teachers. From there it just flowed into the actual part of the lesson that she wanted them to understand, namely the different weather conditions.
Both schools were compared by looking at profiles of schools, teachers and students. The reasons for this may vary, but in the case of the water quality test, teachers mentioned that a lack of resources prevented them from doing it. The most obvious reason given by the junior teachers was that it would depend mainly on the interests of the pupils.
Also, aspects such as the importance and level of development of students are taken into account.
Recommendations
This study aims to find answers to the research question: how do teachers integrate. environmental education in the curriculum. The limitations faced by teachers in implementation are a major concern and their lack. the coherence with which it is integrated in schools is another major concern.
PERSONAL INFORMATION SUBJECTS
Mark the appropriate box with an X. Teacher D HOD D Deputy Head D Head of School D Phase Head D RESOURCES WITHIN THE SCHOOL. INDICATE WHICH OF THE FOLLOWING YOU HAVE ACCESS TO IN YOUR SCHOOL AND IN WHAT CONDITION ARE THESE RESOURCES. INDICATE WMCH OF THE FOLLOWING RESOURCES YOU USE IN THE CLASSROOM AND INDICATE IN WHAT CONDITION THEY ARE.
How often do you offer learners the opportunity to demonstrate what they have learned?.
DO YOU GET SUPPORT WHEN INTEGRATING EE INTO YOUR CURRICULUM FROM
I YES I NO I
TYPE OF SCHOOL
FACILITIES AT THE SCHOOL
School A is a combined school in the Northern District of the province of KwaZulu-Natal, South Africa. In connection with the transcription, R refers to the questions asked by the researcher and T refers to the answers given by the teacher. T We first discussed the weather conditions for the day, the weather conditions for the previous day.
Well, then we just connected them all and they just flowed until I got to the actual part of the lesson that I wanted them to understand. I can already see that they are very conscious about littering and we have started with that aspect of being aware of the environment and taking care of it. For the purpose of the transcript, R refers to the questions posed by the researcher and T refers to the answers provided by the teacher.
R But if you were to say being in senior primary where you have specific subjects, it is not too difficult to bring in themes at that time of the year as you may not be doing water then. Because of the environment we are teaching in the socio-economic climate, it is not good at all. So it is difficult for them to give anything and if they are asked to give, maybe 5% or even less of the class will actually make a concerted effort.
T Yes, and then the thing is that our children are of the mindset to look after the environment, look after animals.
Frequencies
Frequency Table
EE SHOULD NOT JUST ·INFORM LEARNERS BUT LEAD TO ACTION Valid Cumulative Frequency Percent , Percent Percent. CONDITION TEACHERS TEACHERS AVAILABLE CONDITION AVAILABLE OF GLUE CUPBOARD CUPBOARD Y OF DESKS OF DESKS Y OF CHAIRS.
