EDA3046 - =ENVIRONMENTAL EDUCATION

Study Unit 1: Introduction to Environmental Education

- If we do not look after our environment, we can finally sit =with a situation where the
resources are used up and cannot be =replaced.
- Planet Earth is 4,600 million years old.
- Several =authors wrote all about the concept of " environment ", but their =definitions
depend usually on his or her views.
- The =space created by personalities influence perceptions, attitudes and =behaviour in
the area.
- Aggression, love, helpfulness, =and so influence people 's attitudes towards the en-
vironment =and to others.
- It is important that learners should be made aware =about environmental effects , both
directly and =indirectly.
=_________________________________________________________________________=_
- The roots of what we currently understand environmental education: =(2.3 HB)
1. Our current understanding of environmental education has its =roots in the 19th century
when the Industrial Revolution =unprecedented alienation of man from Nature and dis-
ruption =of the civilisation, formerly known as cultural millenium, causing =case.
2. The revolution in the production and manufacture of =consumable goods and the far in-
crease in wasting demand for =natural resources, quickly spread from Britain to Europe,
to =the United States and to parts of Asia and now has a global =dimension.
3. The emergence and growth of environmental worries and =environmental education was
a feedback of what was seen as =the excess of the Industrial Revolution : a world that
quick-
=ly became engulfed mass production, widespread filth, anxious health =conditions,
social
disease and environmental =destruction.
4. A great figure of the 19th century in terms of =actual practice of environmental education
was Patrick =Geddes.
5. He was dissatisfied with school and university learning =and teaching methods and was
established, distributed by =British neighbourhoods and dedicated itself both the
environment
= and to improve teaching.
6. Widely seen as the current father of =our present - day understanding of environmental
educa-
tion =Geddes his holistic view widely, and the importance and necessity of the =beauty
and func-
tionality of towns and cities included.
=7. In terms of teaching methodology, many of the best elements of the =current day
teaching
relieved because of the germ that =present Geddes
=thought._________________________________________________________________=_________
- International environmental education in the 20th century : (2.4 =HB)
1. In the years of the Second World War (1939-1945), who =unprecedented devastation and
human suffering produced, has =proven to be an important period for the expansion of
ideas
 =and plans to improve the world , and it was improved environmental =management.
2. Decades after the Second World War, the development =of the first international organiza-
tions regarding the =environment seen.
3. From a global environmental perspective, =UNESCO (United Nations Educational, Scientific

and Cultural =Organisation) was the best partnership and in the 1946 inception.
=4. UNESCO has become part of the environmental education process.
=5. A stumbling block in the development of environmental education on a =global scale,
the
hero in the 1972 United Nations Conference =on the Human Environment, which
Stockholm
held.
=_________________________________________________________________________=_
- Environmental education in the international arena : 1990-2002 (2.5 =in HB)
1. The 1992 Earth is focused on the role of environmental education, =as a teacher respon-
sibility to the environmental crisis =
2. Chapter 36 of Agenda 21 (UNCED, 1992), one of the main =documents required the con-
ference, stressed the need for a =wide scaled environmental education program in
various
begun =statement while "BioDiversityConvention" education and channel capacity
=buildings
include as many of the other international =meetings, seek to provide feedback on a wide

range of =environmental problems.

3. Agenda 21 environmental training process =defined as a process by which teachers and
learners
involved =to support development as part of marketing and the channel capasity of =the
people
in the area and to address development problems =far clearly a close link between the
changes
in the field of =environmental education and the common bond of the nation by
supporting =
development at the Rio Earth Peak.
4. From 1992 the =field of environmental education widely influenced by the nation of
=support
development, where many teachers advocate that =environmental education's prime
focus
should be to achieve =goals of supporting development.
_________________________________________________________________________=_
- Pre- 1994 developments in South Africa : (2.7 HB)
1. Contemporary forms of environmental education for the first =selection in SOUTH AFRICA
occurred mid-1970s, and was =stimulated by Belgrade Charter of 1975 and the 1977
Tbilisi
=Principles.
2 . It was mainly focused on education about erosion =and was a line period to the late
1970s
"protective =education".
3. Protective education tend to focus on protecting the =wise use of natural resources and a
 basic interpretation of =ecology and ecological processes.
4. Sometimes they worry =themselves about political, social or built things.
5. =Environmental education was never southern Africa only considered in =terms of a post-
naturally environment, but from the beginning =it was described by his physician and
certificate
in a =holistic way.
6. With the momentum of political changes that began =from February 1990 opened several
opportunities for the =development of environmental education.
_________________________________________________________________________=
- Post- 1994 developments in South Africa : (2.8 HB)
1. After an early battle regarding the lack of widespread =participation in the 1987 White
Paper Environmental Education =and a realization that the teaching curriculum policy no
=tightly to develop within the formal education area, the Environmental =Education
Policy
Initiative ( OBI ), state community policy =-making agreement began, which was
developed
in 1992.
2. =The results of the process of a Policy and Procedure surveyor =coordinator EEASA in
1992, in
response to a call from members =to play more proactive in voting role in education
transfor-
=mation.
3. One of the earliest trends associated with the =initiative, the style of policy development;
some members of =the EEPI (open - process state community initiative) was not
comfortable =
with neat and efficient management changes to policy =development, while others have
a
more neat approach in a =widespread and open-end approach
=indeed.__________________________________________________________________=________
- Inclusion of environmental education in formal education in South =Africa (2.8 in
HB)
1. Environmental Education Processes are now in all subjects in the =formal curriculum each
learning area to a specific =environmental focus.
2 . It is held together by the principles of =the National Curriculum Statement recognize the
rela-
tionship =between human rights, inclusion, healthy environment and social =justice.
3. The Principles was extended to a further Education and =Training band, where a strong
coastal
environmental justice =in all subjects upgrade.
4. At the higher education level, the =South African Qualifications Authority development to
a
=number of standard Generated granted with bodies and qualification =developed with
an envir-
onmental focus within the National =Qualifications Framework, which aim to to transform
edu-
=cation and training system.
5. Qualifications for environmental =education practitioners have recently turned SAQA
=well.____________________________________________________________________=_______
- Environmental education as education FOR the environment.
- =Environmental Studies as environmental studies OVER.
- In =environmental studies, environmental aspects such as geography, biology, =natural
conser-
vation, physics, chemistry, and so on as study =fields.
=_________________________________________________________________________=__
- The concept of " environmental education " :
1. However, environmental education to do with education, it is the =creation of positive atti-
tudes toward the environment.
=2. It has to do with the actions taken or skills that can be learned to =prevent
environmental
problems.
3. However, it cannot be =separated from environmental studies, as it is essential to
influence =
individuals' attitudes towards the environment.
4. =Environmental education also aims to citizens concerns of consciousness =biophysical
environ-
ment and its specific problems to produce =and to raise awareness of how to help others
solve
problems =and keep motivated to help to their solution.
5. Environmental =education is that teaching that man developed recognizable for it=s far-
respon-
sibilities and the environment continue to be =assured good to be alive and well to live -
an
environment of =beauty which man life harmony. The first part of environmental
education =deals
with then development of attitudes, a conservative =ethics.
6. Environmental education is the process during values =discovered and concepts far
Clearly, in
order =to keep skills and contributions as an appreciation of the relationship =between
men, his
culture and his biophysical =environment.
7. Environmental education also includes decision - =making and the formulation of a
personal code
of conduct on =matters that affect the quality of the community. Some people say that
=values lead
to observable behaviour while =others believe that values synthetically, metamorphose
and =
symbolic pictures of our
=world.___________________________________________________________________=_______
- Values are :
1. internalized standards and criteria that can be used for acts =establish and develop
attitudes to
maintain and moral =decision.
2. highly integrated sets of attitudes.
3. a =collection of views about abstract things, often classified as good or =bad and
indicative of pre-
ferred norms and standards of =conduct.
4. that an individual would want to be.
5. broad =motivational factors in people's lives
=________________________________________________________________________=__
- Values can also be qualified that follow according =the following categories :
1. Intrinsic, unchanging values necessary for human =existence, universal values (e.g.
responsible
=behaviour towards the environment)
2. Derivative, relative, =instrumental, special, extrinsic transient values
3. universal =values
4. specific values
5. group values
6. personal =values
_________________________________________________________________________=_
- Name three environmental rules that can serve as guidelines for =possible
universal values :
1. Ethical rules - we need to consider why environmental problems =exist. The core of the
matter
is that there are usually some =people whose destructive actions others ruin lives. List of
ethical =
rules :
* We should always act on the environment =in such a way that our own needs satisfied.
* We should =always against the environment to act in such a way that the needs of
=others met.
* In dealing with the environment, we always put =the needs of the near futures
generations
to =consider.
* We should always act on the environment in such a =way that the needs of other
species if you
are satisfied. =
* Adequate nutrition, hygiene, safe habitat, shelter and =basic medical care requirements
for
satisfying needs. =
* Satisfaction of the needs of other species, populations and =ecosystems belong to the
satisfac-
tion of basic human =needs to intervene .
2. Ecological - It's a combination of ethical =rules and knowledge of the characteristics of the
envir-
=onment can help us to work out a set of ecological rules. They are: =
* The use of exhaustible resources should be totally stopped. =
* We should not take more agricultural products and other =products of an ecosystem
harvest
the ecosystem can =produce.
* We should not ecosystems that naturally processed =waste products (e.g. the sea)
outside
their ability to =charge.
* The production of waste products detrimental to =life, such as nuclear waste, should far

presented.
= * Industrial activities should not be allowed in places when doing =human needs
interfere. If a
factory next to an informal =settlement rendered, for example, it will cause pollution
that
= will be detrimental to people in the settlement.
* =Belongs to preserve as many organisms, but not artificially.
=* Our technological systems should carefully manage and they only =replace we serve
another
system that is more economical =in terms of materials, energy and space. When a new
coal
=mine, for example, planned, material planned to reduce pollution =simultaneously.
* Ecosystems should be constantly monitored. =
* Population growth should be limited.
3. Social rules - =It 's a combination of political, economic, cultural and ecological
=considerations
represented. They are:
* Economic =policy should provide guidelines for the preservation of the quality of =the
environ-
ment.
* The per capita consumption =of resources should be reduced.
* Prices should reflect to =economic realities (e.g. environmental friendly products should
be
= more expensive than environmentally friendly products).
= * The use of private vehicles in urban areas should be limited.
= * Cars should be designed to consume less energy.
* =People should not buy products in disposable packaging.
* =People should not dump garbage in open areas.
* People should =be forbidden to have more than two children per family.
_________________________________________________________________________=_
- Marsh defines concepts as group specific things with certain =characteristics.
- Slabbert define concepts as the classification =of facts in categories that distributions
relationships
between =these categories can help us to make general statements. Educators must
=understand
what concept formation, as concepts important for =communication and assistance to the
complex
world we live in =more significant full.
- Concepts also promote cognitive =development of the learners and their
=language.________________________________________________________________=_________
- The following five steps can be used when concepts taught :
1. Introduce the concept.
2. Define the concept.
3. =Identify distinguishing characteristics.
4. Provide examples.
=5. Practice identification and application of the concept.
=_________________________________________________________________________=_
- 10 concepts in environmental education :
1. Concept 1 - The earth as a closed system : the concept of ="ecosystem".
The factors sunlight, room temperature, wind, =energy, soil, plants, animals and fungi.
 Everything is =mutually connected.
Renewable and non - renewable resources. =
The factors presented here are consistent with the main =components of the
environment.
2. Concept 2 - Human interaction =with the environment : each action (however small) an
effect on
= the environment.
Factors : Personal awareness of the impact, =the effect of consumer and market
conditions, people
needed =to maintain the current living standards of people in.
3. Concept 3 =- Cycles. These include natural cycles : water, minerals, life - death, =growth
decompo-
sition, carbon, oxygen, and so on.
=Relationship between cycles.
Circulation of consumer =products, manufacturing, and so on.
Competition, adaptation =and succession as natural relationships.
When first the =energy is lost, energy flows more cyclical.
4. Draft 4 - Managing =the environment and resources for long-term sustainability efficient
use =of
resources :
plants and animals, tame and wild ; =population
and carrying capacity ; relationship between =predator and prey.
Agriculture and wildlife conservation as =examples of simplified ecosystems or shortened

food chains ; =
how productivity, modern technology and economic development =with a healthy
environment to harmonize .
5. Concept 5 - =Interaction of economy, science (biology, chemistry, physics) and =politics
in environmental issues :
integration of =learning about our world.
6. Concept 6 - Habitat. It refers to the =importance of food, water, shelter, space
personal, human and =animal survival.
The availability of food be taken for =granted : determine the source of each food type.
The =availability of water cannot be taken for granted : determine the =sources of water
supply.
Garbage and sewage form =spontaneously ; check their rate. A healthy beautiful
environment is =
a human resource.
7. Concept 7 - Food webs and food =chains are principles of interdependence ;
effect of =biological spread of contamination (e.g. herbicides).
8. Draft 8 - =Complexity of decision - making in terms of environmental issues =referred the
lack of
precise information and knowledge about =how the world works ;
invisible viability of many of the =things that cause damage (e.g. water pollution) ;
long-term =and / or unintended effects.
9. Draft 9 - Hope : Natural =rehabilitation and regeneration of environmental damage.
The =environment shows resistance but have limitations.
=Individuals can make a difference through success stories.
10. =Draft 10 - Personal commitment to look after the environment and =respect.
Linking, re-use, recycling, re-consider as a way =of life.
 Environmental Ethics in the home and workplace. =
Reduce the use of substances harmful to the environment : =
chemicals, pesticides, insect antidotes, CFCs and so on. =
Respect for all living things.
=_________________________________________________________________________=_
- The nine types of skills that people must have :
1. mental skills
2. physical skills
3. cognitive =skills
4. communication Skills
5. digital rates
6. study =Skills
7. Problem solving skills
8. Personal and social =skills
9. Information and technical skills
=_________________________________________________________________________=__
- Physical skills :
1. It has to do with psychomotor abilities.
2. Environmental =Educators must be able to perform certain motor skills to learning
=managers to
teach, so that they can apply it in =practice.
3. It is clear that learning from experience is important =in environmental education.
=_________________________________________________________________________=_
- Cognitive skills :
1. A scientific leader in the field of cognitive skills, define =thinking as the operational acting
skills
through =intelligence from experience.
2. Puhl come to the important =conclusion that a person who uses cognitive skills to solve
problems =
not just accept the first solution as the correct, but will =spend energy to justify the
choice of that
solution.
=_________________________________________________________________________=_
- Communication skills :
1. Some of the important communication skills that must be mastered =include the transfer
of ideas
and views on the environment =through various media,
2. the presentation of clear and concise =solutions to environmental problems,
3. examining environmental =issues and transfers the results to the relevant stakeholders,
4. =the oral and written presentation of information
=in.______________________________________________________________________=____
- Figure Awareness Skills :
1. Some of the important figure awareness skills that must be =mastered include the
collection of data,
2. and interpretation of
=statistics.______________________________________________________________=____________
- Study skills :
1. Some of the important study skills that must be mastered include =quest of analysis,
interpreta-
tion and evaluation of =information about the environment far different sources,
2. the =planning of a project,
3. and the study of environmental issues =from different
=angles.__________________________________________________________________=________
- Problem - solving skills :
1. Some of the key problem - solving skills you should master, the =identification of the
causes and
consequences of =environmental problems,
2. the formation of considered opinions and =balanced judgments on environmental issues,
3. the development of =different thinking,
4. assessing and predicting the effects of =certain actions related with the environment,
5. the selection, =design and implementation of appropriate actions related with the
=environment,
6. the evaluation, clarification and modification of =values in the light of new information,
7. making =decisions about actions relevant to environmental issues,
8. the =evaluation of actions taken on the basis of how they are achieving and / =or
preservation of a
dynamic balance between quality of life =and quality of impact on the
=environment._____________________________________________________________=_____________
- Personal and social skills :
1. Some of the important personal and social skills mastered include =the ability to work
with others
to improve the =environment.
2. individual or group to take responsibility for the =environment,
3. all the different senses for the study of all kinds =of environments,
4. judgments about the environment to identify, =analyze and make
5. to develop the political characteristics =necessary for active citizenship
6. responsible individual and =collective behaviour towards the local community community,
the
= global community and promote the biophysical environment,
7. to =effect change and
=accept.__________________________________________________________________=________
- Information and technical skills :
1. Some of the important information and technical skills mastered =include the collection
and de-
ployment of data in =databases,
2. and the simulation or duplication of a study which =used info technology.
3. Children these skills in subjects such as =Science, Social Science and mathematics
=learning.________________________________________________________________=__________
- In the formal education system, educators have sure the skills at end =the learners aware
of the
importance of the environment.
=_________________________________________________________________________=_
- Environmental Educators should be able to :
1. material related to the area of curriculum, program, or learning =area select box
2. identify basic environmental problems and to =motivate people to these problems me to
explore
and =solve,
3. individual awareness of the environment to =cultivate,
4. the learners' learning process,
5. to encourage =critical thinking,
6. handling groups in an outdoor environment =situation,
7. different areas / subjects integrate,
8 . =positive attitudes and values cultivating,
9. a =supportive and democratic learning process in the classroom or learning =situation be
work
certainly.
=_________________________________________________________________________=_
- Attitudes are generally accepted that environmental education is meant =to keep people
behaviour
positive towards the
=environment._____________________________________________________________=_____________
- The various definitions of attitudes Swanepoel discussed :
1. Attitudes cognitive (knowledge), taste (the will) and affective =(emotional) component.
2. Attitudes can be general or =specific.
3. Attitudes vary in intensity or depth depending on the =depth or intensity of the person's
beliefs.
4. Attitudes can be =individually or group membership.
5. Attitudes are largely =unconsciously.
6. Attitudes create a state of tension or readiness =to act.
7. Attitudes play a role in a person's thought processes or =ideas.
8. Attitudes developed in part from personal experience and =thoughts and partly from
education
and influence.
=_________________________________________________________________________=_
- General comments on the statement "attitude" :
1. This statement shows the importance of attitudes when one =individual or group must
convince a
case is worth.
2. It =seems that attitudes abstract and as values are difficult =to assess as one cannot see
a value.
3. Knowledge and attitudes =related behaviour. It is important that people in their
environmental =be-
lieve what they feel.
4. In the last statement, =acknowledged Swanepoel attitudes through education be to some
extent =
influence.
=_________________________________________________________________________=_
- There is a positive correlation between attitudes and interests.
=- The relationship between environmental knowledge and positive =attitudes is
=unclear._________________________________________________________________=________
- Decisions affecting environmental education - whether in a formal
=environmental education or a
less formal one - should be taken =at the following levels :
1. Government level : Documents published and laws are =promulgated.
2. Department of Education level: For example, a =decision was taken to include
environmental edu-
cation in the =schools curriculum.
3. Management Level : Decisions in the =private sector, and trade unions and the generals
influence
=public decisions.
=_________________________________________________________________________=_
- The role of human needs in environmental education:
1. physiological needs
2. The need for self - preservation and =security
3. The need for self-respect, pride and praise
4. The =need for material wealth and the aesthetic
5. Need for affection, =love and emotional
6. Need for information
7. The need for =entertainment and adventure
8 . ideological needs
_________________________________________________________________________=_
- The approaches in environmental education has changed in =perception.
- Teachers' behaviour is important because of the =position of role model, they children
should be.
- Frameworks =refers to teachers' behaviour and their methods their environmental
=orientation in
the school may be affected by their own personal
=philosophies.____________________________________________________________=_______________
- The three approaches to environmental education :
1. Behaviour Framework
2. Interpretation Framework
3. =Social critical framework
=_________________________________________________________________________=_
- Two important principles of the behavioural framework is strengthening =and conditioning.
- The goal of the behavioural framework principal =the paradigm is to help students
environment
to build =knowledge, skills, duty confident learners be willing to work, =individually and
collectively,
and to their goal achieve a =dynamic balance between the quality of life and the quality of
the =envir-
onment continues to hold.
- The aim within the =behavioural approach is the international acceptance was formulated
at a =confe-
rence in 1977 at Tbilisi in the Soviet Union.
- The =strategies and methods used by teachers of environmental education =within the
paradigm in-
cludes the transformation of information =teachers into childmanagers and reinforcing
positive be-
=haviour.
- The main purpose of the Interpretation Frameworks for =individual to discover certain
things and thus
to achieve =their full potential through.
- The aim of the Interpretation =Frameworks environmental literacy, kind of science - based
learning =
and active involvement in the area's activity facilities and =experiences.
- The role of the learner in Interpretation Frameworks =to passive and being seen as an
empty fibre,
which need to be =filled with knowledge.
- Social critical justice focuses on social =justice to highlight and to give full power to the
masses than
=ideal.
=_________________________________________________________________________=_
- The strategies and methods used by teachers of social critical =teaching :
1. to get clarity on what is the need of the community
2. to =encourage members of the community to the capacity of the community =develop
and to give
them may
3. basic knowledge with =other members
4. cooperative learning to take place with members =and to talk with each other
5. to do with research
6. doing =action research
=_________________________________________________________________________=_
- The benefits of cooperative learning :
1. To encourage learners of all performances to work in a small =group - enough together to
achieve
group goals rather than =participating learners help each other to learn and to achieve
=something.
2. It has a positive effect in studies reached.
3. =It improves learners' relationships with peers.
4. Increase =learners' self - esteem.
5. It contributes positively to the =overall inter - group relations and specifically relationships
to =impro-
ve multi - cultural/multi - ethnic students.
6. =Two heads are usually better than one.
7. It provides a good =experience.
8. It improves interpersonal skills.
9. This gives =a higher motivation to attend school.
10. Improve teacher - student
=relationships.___________________________________________________________=_______________
- In social critical teaching, the teacher as the following :
1. Agent of change
2. mediator
3. leader
4. =Facilitator for participants
5. Provider driven
=_________________________________________________________________________=_
- The teachers socio-constructive curriculum will :
1. guided by learners' questions and they need to know
2. will =notify students and as a reference based on a framework experience
=3. will be sensitive to the values of different cultures, =races and both men and women
4. recognize that there are different =ways that you know and allow different learning styles
and
=expressions
5. focus on the query and communication rather than on =the drill and exercise
6. embody lines for reason to build theories =rather than to focus on the discussions effects
7. give feedback on =the questions and simple answers, but with questions lines developed
on =the
specific questions
8. supports Open - End =activities, active learning and inductive reasons
9. break free =from a textbook and worksheet approach to a hands-on/head-op =experience
10. develop learning experiences rather than current =content
11. entertainment cooperative learning strategies and apply =a collaborative environment
and de-
velop encourage =education dependent
=attitude.________________________________________________________________=__________
- The characteristics of a socio-constructive approach, built on a =curriculum :
1. This will reduce the amount of content information and not =necessarily facts to put as
research-
ers produce new =information -.
2. The focus will be to learn new concepts where new =information can be upgraded.
3. Disciplinary boundaries will be =unclear, because it will be more transdisciplinary.
4. Rather, the =content selected and organized to discipline, now organised around
=themes, current
issues and real-life problems. The curriculum =problem based to be.
5. Science is dynamic and challenges =created truths.
6. Scientific inquiry to learn new intentions =constructed. The scientist is someone who is
looking for
=answers to society's
=problems.________________________________________________________________=__________
- Dominant social paradigm versus new environmental orientated =paradigm :
1. DOMINANT SOCIAL PARADIGM
(1.1) Low appreciation of nature
- Using nature to produce goods
- Human domination of nature
=- Economic growth is important, even more important than environmental =protection
(1.2) limited sympathy for the neighbour
- Extension of other species for human needs
- Lack of concern for =others
- Only concern for this generation
(1.3) Risk acceptability to maximize wealth
- Science and technology a big plus for people
- Rapid development =of nuclear power
- Emphasis on hard technology
- Reduced =emphasis on regulation
(1.4) No growth restrictions
- No resource shortage
- No problem with people
- Production =and consumption
(1.5) Current community satisfaction
- No serious damage by nature to people
- Hierarchy and efficiency =
- Emphasis on market
- competition
- Complex and fast =labels
- Emphasis on jobs for economic needs
(1.6) Current politics satisfactory
- Planning by exports of
- Emphasis on market
- Opposition =to direct action : using normal channels
- Left, right : argument =over ownership of production methods
2. ENVIRONMENTALLY ORIENTATED PARADIGM
(2.1) Strong emphasis on nature
- Love of nature worship
- Holistic relationship between people =and nature
- Environmental conservation takes priority over =economic growth
(2.2) Universal passion for
- Other species
- Others
- Other generations
(2.3) Careful planning to avoid risk
- Science and technology is not always good
- Halt further =development of nuclear power
- Development and use of softer =technology
- Government rulings to protect nature and people
(2.4) Growth Restriction
- Resource shortages
- Increasing needs of an exploding population =
- conservation
(2.5) Completely new society needed
- People serious damage to the nature and themselves
- Openness =and participation
- Emphasis on public goods
- cooperation =
- Simple lifestyle
- Emphasis on worker satisfaction
(2.6) New politics needed
- Consultation and participation
- Emphasis on foresight and =planning
- Willingness to use direct action
- New party =structure along new
=_________________________________________________________________________=_
- Ecosentrism refers to the fact that nature is the focal point and =people are equal with all
other life forms.
VS
- =Anthropocentrism refers to human beings as the focal point, the changers =or
owners of nature.
=_________________________________________________________________________=_
- Technocentrism wants to maintain the status quo, but I feel that it =should be regulated
planned political and economic structures. =
VS
- Ecosentrisms focus is on the others and the =distribution of power, decentralization,
and federated economy =; informal economy and social transactions and the pursuit
=participatory justice.
=_________________________________________________________________________=_
- A Pattern of environmental ideologies divided into technocentric =and
ecosentrism.
Technocentric divided into CORNUKOPIES and =accommodating and Ecosentrism
ECOSOCIALISTICS and GAIAANS / =utopian.
(1.1) CORNUKOPIES
* Optimistic about human ability =to improve the human destiny and a road from
being
=scientific, political and technological problems.
* =Believe that all economic growth is good, set goals and formulate policy =in
advance
and development decisions.
= * Believe that all problems can be overcome by the will, insight and =resources far of

economic growth and technological =development.

* Convinced that science and technology =will provide a basis for economic growth
and
public =health, and solve environmental problems.
* Suspicious =of efforts to increase participation in social and environmental
=recognition
and message to promote policy review. =
(1.2) accommodating
* Reform Religion economic growth =and can continue resource exploitation provided
that
=(a) appropriate economic adjustments through taxes, fees, etc.
= (b) right to minimum level of environmental quality legally =regulated
(c) compensation arrangements hit for the =negative environmental and/or social
effects
=experienced.
* Accepting developmental evolutional =techniques and decision - making
arrangements to
=space for wide discussions in a sincere search for consensus among far -
=presenting groups
of interested parties.
= * Provision of effective environmental management agencies at the =national and
local level.
(2.1) ECOSENTRISM
* Do not believe in large - scale =technology and its relationship with elitist can
resistance,
= central government and anti-democratic institutions.
= * Reject materialism ; believe that any economic growth provides for =each basic
needs.
* Believe in the intrinsic importance =of nature to define and main - attitude of man.
* =Emphasize that less beautiful in community identity, work and leisure. =
* Believe in the law of nature and the importance of the =co-evolution of natural life
and
human systems.
= * Believe ecological (and other natural) laws human morality =dictates.
* Underwritten bio-rights and the right of =endangered species and unique natural
areas.
(2.2) GAIAANS / utopian
* Believe in conjunction ability =of communities to independent communities in place
=based on sustainable resource use and appropriate technology.
= * Integration of the concepts of work and leisure through a process =of personal and
commu-
nity development.
= * The importance of participation in community affairs guarantee =minority rights ;
see parti-
cipation as an ongoing =educational and political
=function.________________________________________________________________=__________
- Empirical means to be based on experience ; empiricism means =learning, it is
evaluating learning.
FEATURES:
1. Operate in the field of experience.
2. Accept a positivist =philosophy.
3. People get to know the world through =observation.
4. People should critically evaluate and observe to =classify all age features and discover
general
laws to future =events.
=_________________________________________________________________________=_
- Importance of people in empirical sciences :
1. Empirical sciences allows for technical control and manage people =and society.
2. There is widespread support for empirical sciences, =because they allow notices to
manage
and community
=problems.________________________________________________________________=__________
- Hermeneutic sciences related to the explanation and interpretation. =FEATURES:
1. Focus on individuals in society, their actions and the =implications of that action.
2. People want and what they do =appreciate it.
=_________________________________________________________________________=_
- Importance of people in hermeneutic sciences :
1. Hermeneutic sciences promote mutual understanding and =interpersonal accomadation.
2. These sciences enrich society by =people from each other, the environment and to make
=themselves
=aware.___________________________________________________________________=_______
- Critical sciences among others refer to judgments of scientific and =artistic
views and human
behaviour. FEATURES:
1. It attempts to explain the world in terms of the underlying =structure, mega-activate
mechanisms and events.
2. This =claim not only analysis of the reality and explanation, but also =theoretical far
explanation
of behaviour.
3. Valid =theories of the abstract world and use these theories to reality, events =and
experience
to explain.
=_________________________________________________________________________=_
- Importance for people in critical sciences :
1. The purpose of critical science is to free people from the =constraints imposed on their
lives
placed by ideologies.
=2. Self-determination and development of people's full potential =requires knowledge.
3. The critical science seeks to show people =how and why they socialise in a specific way.
4. This helps them to =fully participate in the change to the type of co-society they want.
=_________________________________________________________________________=_
- See diagram 2 and 3 on page 31 of the study
=guide.___________________________________________________________________=_______
- The EEPI four main policy options for environmental education in =the formal
educational frame-
work, against proposed :
1. Environmental education as local, problem-solving curriculum =actions.
2. Environmental education as intergrated approach to =environmental education.
3. Environmental education a separate =subject.
4. Environmental education as a component within a
=subject._________________________________________________________________=_________
- The "Spiral" model consists of 10 components :
1. contextualization
2. participation
3. Dialogues
4. =reverberation
5. The upgrade of theories and practices
6. =Flexibilities
7. a constructive approach
8 . Development of =sophisticational intention
9. democracy
10. continuous =learning
=_________________________________________________________________________=_
- Rudduck refers to three areas where changes occur :
1. Economic necessities
2. The level of community
3. The =self-concepts of young people
=_________________________________________________________________________=_
- Characteristics of outcome-based education ( OBE ) that =environmental
education is :
1. Learner-centeredness
2. Curricula
3. Role of =teachers
4. learning activities
5. content
6. =assessment
=_________________________________________________________________________=_

- Strategies and methods for environmental education =:

1. questions to ask include tests, examinations and teaching by =peers
2. discussions include group discussions, stories, panel =discussions, guest speakers, on-
teaching
by peers and verbal =reports
3. inquiry and problem solving
4. demonstrations
=5. Cooperative group work
6. the experimental method such as =laboratory activities and
=projects.________________________________________________________________=__________
- The six steps of the lesson plan :
1. Choose a topic
2. How to start in different learning =areas
3. Theme relevant to the learners ' experiences
4. =Select the learning outcomes and design projects to achieve the =outcomes
5. assess
6. Formal presentation of the task
=_________________________________________________________________________=_
- The 3 Principles of environmental learning :
1. Environmental Learning Works is based on knowledge necessary to =study and
environmental
spotting problems and to address the =environmental challenges.
2. Environmental Studies Work should =learn the skills needed to develop environmental
problems
and =environmental challenges to be addressed.
3. Environmental =education should include the affective domain, especially the attitudes,
=values
needed to achieve sustainable development in the =community
=assurance._______________________________________________________________=___________
- Howard Gardner identifies eight types of intelligences :
1. visual intelligences
2 . Verbal - linguistic =intelligences
3. Logical - mathematical intelligences
4. =Bodily intelligences
5. Music intelligences
6. Interpersonal =intelligences
7. intrapersonal intelligences
8 . naturalistic =intelligences
=_________________________________________________________________________=_
- To ensure high-quality learning can take place, there are always =certain
conditions to which
you should agree :
1. Learning environment should be functional and should correspond =as closely as possible
applied to situations where =learners.
2. Learning environment should encourage activities and =learners committed in an
interaction us
and a intergrated =way.
3. Learning environment should be like life, or at least =recover to ensure that learners can
experien-
ce can be used =for learning.
4. Learning environment should result from models, =and training must be provided by an
expert
teacher at that =level.
5. Learning environment should create opportunities for =learners themselves in a good
position can
take in order to =organize their own learning process.
6. Learning Environment should =systematically develop awareness of the increased
personality
=skills by giving learners self-assessment tools for individuals =nutritional status index to
increase
jurisdiction.
_________________________________________________________________________=_
- The purpose of assessment in environmental education :
1. to find out what they know about the environment, they understand =and they can do.
2. to find out what learners know about the =environment, they do not understand and what
they
cannot =do
3. provide a basis for feedback
4. motivate students to =learn about the environment and the environment
5. support teaching =and learning in environmental education
6. monitor and control =standards in environmental education
7. uplift education standards =in environmental awareness , understanding it and action
8 . =improve environmental curricula
9. determine whether learning =outcomes in environmental education
10. diagnose environmental =learning difficulties and necessities
11. provides role - players =with information on the environmental learning of learners
12. =predict future environmental attitudes and actions of learners.
=_________________________________________________________________________=_
- Types of assessment :
1. Baseline assessment is used to determine what students know and =can do.
2. Diagnostic assessment refers to barriers is learning to =take place.
3. Formative assessment refers to the progress of =learners to achieve something.
4. Summative assessment to see if =the learner generally succeed.
5. Continuous assessment - this =includes all of the above assessments.
6. Systematic evaluation =refers to the level of education provided.
7. Credible assessment =refers to learners' performance in real-world
=situations.______________________________________________________________=____________
- Continuous assessment :
1. use more criteria references norms references
2. form uses =variety assessments strategies
3. includes self-assessment and peer =assessment
4. it's an integral part of the educational =experience
5. includes formal and informal assessment
6. is =transparent and fair
7. gives value to all learning activities
=_________________________________________________________________________=_
- The following contribute to credible assessment :
1. Observation - watching it refers to learners in what they do, how =they and who their
contribution.
2 . Proceedingstask - it is used =to assess learners' performance set as a pre-task.
3. Product =assessment - this refers to a concrete result or have the skills or =knowledge
appropriately.
4. Portfolio assessment is based on a =meaningful collection of learners'
=work.____________________________________________________________________=______
- Tbilisi principles of environmental education :
1. Consider the environment in its totality - natural and built, =technological and social
(economic,
political, cultural - =histories, moral, aesthetic).
2. It must be a continuous lifelong =process, beginning at the preschool level and continue
through
= all levels of formal and non-formal.
3. Do be inter-disciplinary =in his approach, attention to the specific content of each
discipline in =
order to provide a holistic and balanced perspective in =making.
4. Examine major environmental issues of local, national, =areas and international view
points, so
students insights in =the environmental conditions in other geographical areas can
=receive.
5. Focus on current and potential environmental =situations, while the historical perspective
we
=considered.
6. Market value and / or need for local, national and =international operatives in the
prevention
and solution of =environmental problems.
7. Consider express environmental aspects =in plans for development and growth.
8. Give learners the authority =to take a role to play in planning their learning experiences
and
= provide an opportunity for making decisions and accepting the =consequences.
9. Story environmental sensitivity, knowledge, =problem-solving skills and value clarification
to
every age, =but with a special emphasis on environmental sensitivity communities of
=learners
in the earlier years.
10. Help learners to =discover symptoms, as well as the real effects of environmental
=problems.
11. Emphasize the complexity of environmental problems =and thus the need to critical
thinking
and problem-solving =to develop skills.
12. Diverse learning environments and a broad =compilation of teaching approaches to
nutrition
and the =environment, note the stress on practical activities and honour -hand
=experiences._____________________________________________________________=_____________
Study Unit 2: Environmental Studies in the curriculum
- As an environmental educator, whether you are involved in =formal or private sector, you
will be
expected to communicate =with people.
- There are currently 15 million learners in schools =across South Africa.
- The National Environmental Education Project =(NEEP) came to an End in 2004 the
objectives of
the project was =to investigate the relationship between human rights, social justice,
=inclusivity
and a healthier environment should be emphasized in =all teaching.
- Science emphasizes the importance of biodiversity =in life supporting systems.
- Social Sciences emphasizes the =learners' capabilities to a wide range of notices and
develop-
=ment issues identify and analyze.
- Life Orientation emphasizes =environmental health, and creates links between human
health
=and environmental health risks, e.g. water pollution.
- Economic =and Management Sciences emphasizes sustainable development and growth
=and call
for approaches to reduce waste and protect =resources.
- Arts and culture consider the importance of cultural =and natural heritage.
- Technology highlights the importance of =environmentally friendly designs, and encourages
them
to become =the technological impact on the environment.
- Languages =develop critical literacy skills needed for environmental =issues and analyze
and
 manage risks.
- Mathematics develop =number skills needed to address environmental issues and risks
analyze =
and manage.
=_________________________________________________________________________=_
- Curriculum Support (KO) should be implemented by teachers to make =to
develop the necessary
skills in the following areas :
1. thorough knowledge of curriculum issues and processes
2. =sound knowledge of environmental education
3. greater understanding =of professional development approaches within the context of
curricu- =
lum changing.
4. development of a range of management =skills
5. improved work - related functions
6. reflexive =practice
=_________________________________________________________________________=_
- Method can be described as a planned way to do something and can plan =the procedure
for a
specific goal.
- Teaching method is =any planned procedure that is used in the education and therefore no
=teaching
method as the best on the planet.
- Tools or =teaching media is any person or object used for the purpose of the =transfer of
learning
content in a didactic situation.
- =Skills used at a particular point of emphasizing to an important point =of view.
- Human resources are used in environmental education and =the way they use is important.
Envir-
onmental educator to the =subject matter effectively communicate.
- Actual objects can be =used to communicate content, including aquariums, exhibitions,
diorama, =
sand containers and interest tables.
- Auditory aids =non-personal media information to people's auditory organs through sound
=transfer
e.g. radios, record players and tape recorders.
- =Visual aids are aimed at people 's visual sense and includes a host of =things print media
e.g. books,
periodicals, pamphlets.
- =Audio - visual aids media pre - recorded audio and visual information =learners according
to a fixed
planned program video, TVs and =movies.
- Programmable devices are advanced technological tools =such as computers programs can
use that
problems such as the =depletion of the ozone layer and simulate the greenhouse
=effect.__________________________________________________________________=________
Study Unit 3: Introduction to basic ecological principles and some =environmental themes
and gambling - basic ecological principles =
- Ecology is the interaction between living organisms and their =environment, as well as the
on -
mutual relationship between =living organisms.
- Ecology see table on page 45 of the study =guide.
- Food chain consists U IR primary (grass) level, the =secondary (goat) and tertiary (lion)
level.
- Animals that eat =plants are called herbivores.
- Animals that eat other animals are =called carnivores.
- See example of food on page 47 of the study =guide.
- See example of carbon and nitrogen cycle on page 50 of the =study
=guide.___________________________________________________________________=_______
The factors affect the life of a population :
1. carrying capacity
2. births
3. deaths
4. age =structure
5. migrations
6. competition
=_________________________________________________________________________=_
- Biodiversity is the term used to describe the wealth and rapid range =describe forms of life
on earth.
It also describes the variety =of life - we in the area, including the different number of
species, the =
genetic health within each species, the inter - relationship =between them, and the natural
areas
where they occur.
- =Litter, litter and recycling solid waste of any product that does no =longer can be used
and which
can be used by natural processes =and income can be earned by good recovery.
- The greenhouse effect =and global warming refers to the natural warming.
- FEK certain =gases in the temperature of the earth 's atmosphere under normal
=circumstances.
Sunlight passes through the atmosphere and =reaches the ground.
- Ozone destroyment refers to the ozone level =is in the stratosphere, between 20km and
50km above
the Earth's =surface. The ozone produced in the stratosphere with the ultra-violet =rays of
the sun,
and the oxygen is still in the air.
- =Herbicides that kill huge unknown things, an enormous amount of produce =toxic
chemicals. They
are thrown into the ecosystem with little =consideration throughout the ecological
consequences.
- =Overcrowding creates environmental stress because the terms refers to =the fact that our
population
too many people in the country and =that natural may become resources.
- Urbanization refers to the =mass number of people from poor communities go to town,
usually for =
better job opportunities that will lead to higher incomes.
=- Depletion of natural resources. South Africa is a rich country with =many natural
resources such as
water, oil, minerals, etc., but =much of the aid resources are at risk because they over-use.
- =Health risks fully in South Africa with malaria and cholera and it takes =its toll year
quarterly, but
alls overshadowed through =the AIDS pandemic in recent years.
- Desertification has occurred =as a goal of land reduction, where the logical potential
of the =soil and destroy its ability to support populations.
- =Deforestation can be defined as the permanent destruction of indigenous =forests. That
term does
not include the removal of industrial =forests such as plantations.
- Pollution refers to the unwelcome =concentration of gases outside the environments
capacity to handle.
= Pollution can also be seen as the poisoning of the environment and =anything that
reduces the ability
to provide life.
- =Poverty can be seen as the inability to produce a minimal standard of =living hold, in
terms of the basic
necessities needed because =the income is not enough for the person.
_____________________________________________________________________=ar- Multiple choice
questions awnsers ==3D Oktober / November 2012 (Quest. 2), May / June
2012 (Quest. =2), Oktober / November 2011 (Quest. 1), January / February 2011
(Quest. =
1), Oktober / November 2010 (Quest. 1) en January / February =2010 (Quest. 1)
se vrae is
almal presies dieselfde. Hier volg =die antwoorde:

(1) 2 ; (2) 1 ; (3) 2 ; (4) 3 ; (5) 2 =; (6) 1 ; (7) 3 ; (8) 2 ; (9) 2 ; (10) 5
=_____________________________________________________________________=e
- Most of the essay question will occur in the summaries. If not, =it will be in the
textbook.
I am revering to the exampapers =questions
=_____________________________________________________________________=