Professional Documents
Culture Documents
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
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
(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
=_____________________________________________________________________=