How primary school learners conceptualize the environment and environmental education

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dc.contributor.advisor Jita, Loyiso C. en
dc.contributor.postgraduate Sethusha, Mantsose Jane en
dc.date.accessioned 2013-09-07T13:21:33Z
dc.date.available 2007-11-13 en
dc.date.available 2013-09-07T13:21:33Z
dc.date.created 2007-02-13 en
dc.date.issued 2007-11-13 en
dc.date.submitted 2007-10-02 en
dc.description Dissertation (MEd (Environmental Education))--University of Pretoria, 2007. en
dc.description.abstract Several researchers have noted that the knowledge and awareness of children with regard to environmental concepts and issues are at a low level. The major aim of this study was to investigate the knowledge and understanding of primary school children about selected environmental concepts and issues such as conservation, recycling, pollution and environmental protection. This study also aimed at understanding how the children’s conceptions are developed and how the knowledge of these critical concepts shape their environmental awareness and practices outside the classroom. This information will assist those who have responsibilities for Environmental Education within schools and for those who develop support programmes for the protection, restoration and enhancement of the quality of the environment. The study was conducted at three primary schools and four children were selected from each school. This study involved the use of semi-structured interviews to ascertain details of children’s knowledge and conceptions about environmental issues. The study has established that the majority of children that took part in this study understand the environment only from a physical and biophysical perspective. This is characterised by a limited conception of the environment where the environment is thought to be a place, a place with living things and a place with living things and people. The research findings in the study also indicated that the majority of children that took part in investigation utilized by this study recognised basic facts concerning environmental problems; however most of them could not apply their knowledge to comprehend the consequences or suggest potential solutions to the environmental problems. This study will help towards the establishment of a sound basis for Environmental education in schools. en
dc.description.availability unrestricted en
dc.description.department Curriculum Studies en
dc.identifier.citation aE614/g en
dc.identifier.other PretoriaE614/gm en
dc.identifier.upetdurl http://upetd.up.ac.za/thesis/available/etd-10022007-134249/ en
dc.identifier.uri http://hdl.handle.net/2263/28350
dc.language.iso en
dc.publisher University of Pretoria en_ZA
dc.rights © University of PretoriaE614/ en
dc.subject Conservation en
dc.subject Environmental education en
dc.subject Environmental learning en
dc.subject Recycling en
dc.subject Sustainability en
dc.subject Environmental action en
dc.subject Environmental protection en
dc.subject Environmental responsibility en
dc.subject Environmental sensitivity en
dc.subject Environmental awareness en
dc.subject Environmental knowledge en
dc.subject Environment en
dc.subject Pollution en
dc.subject UCTD en_US
dc.title How primary school learners conceptualize the environment and environmental education en
dc.type Dissertation en


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