Browsing by Author "Schreuder, Daniel Rossouw"

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    Determining pupil orientation toward the natural environment and conservation
    (Stellenbosch : Stellenbosch University, 1990-11) Schreuder, Daniel Rossouw; Malan, J. A.; Human, P. G.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH SUMMARY: The urgency of the issues concerning of man's relationship to the natural environment is confirmed by the large-scale publicity given to them by the media. This has resulted in a fairly general public awareness of environmental issues which is at present reflected by numerous efforts to further stimulate positive interest in conservation and the responsible use of natural resources. It is generally accepted that the next generation of decisionmakers should be more thoroughly equipped to face these environmental issues and problems, some of which threaten life's very existence. Over the past 15 years, therefore, several organizations have accepted the responsibility of making school-children much more aware of the environment and of encouraging in them a sense of responsibility towards it. To date, however, these efforts have taken place outside the formal education sector. In fact, there are indications that environmental education has had very little impact on our school programmes. It appears that those school subjects in particular which are supposed to introduce pupils to aspects of the natural environment are still taught as if there were nothing wrong with the environment and as if the environment were just another topic to be studied. Environmental issues are avoided in most current school syllabuses, designed as they are to prepare pupils academically for university or the labour market., However, there are indications that, particularly as a result of increased public pressure, the formal education sector will eventually have to accept responsibility for assimilating the principles of environmental education into school curricula. The White Paper on Environmental Education (April 1989) seems to support this. It is being generally accepted that environmental education will not be regarded as a new school subject, but that it will re-emphasize classic educational principles aimed at encouraging positive pupil attitudes toward the environment. These attitudes can be defined by terms such as responsibility, concern, inclination toward conservation, environmental awareness and respect for creation. It is clear that some basic aspects of attitudes should be investigated in formal education. A cognitive component has long been accepted as a prerequisite for the existence of any particular attitude, while a personal value system is also important. A third is the conative aspect, that is, a tendency to act in a certain way. This implies that the emphasis in formal education will have to shift towards a holistic approach which will acknowledge the importance of these aspects in the learning process. The crucial role of evaluation and assessment in education has long been accepted. Both serve to not only gather information on the pupils' development, but also expose learning needs and lacunae which should enable the teacher to make informed decisions on curriculum materials and methodology. Since it seems that environmental education will widely serve as an important stimulant for educational reform, classroom evaluation practice is one of the areas which should benefit from the introduction of this approach. However, evaluation instruments will have to be developed that will enable teachers to collect information on pupil orientation toward the environment and conservation. This will not only enable teachers to develop curricula suited to the needs of pupils and society- more effectively, but it may also enable them to monitor the development of positive attitudes in pupils on an ongoing basis. There are indications that in a complex society as exists in southern African culture and ethnicity greatly influence orientation and attitudes toward the environment, and this should be considered in the development of curricula. Therefore these evaluation techniques should be effective in the classroom as well as in a variety of social contexts. The main purpose of this research project was to develop an evaluation instrument that could be used to gather information to enable the teacher to formulate relevant and suitable curriculum objectives and to choose suitable curriculum materials and methodologies. This may be instrumental in educating a new generation who will be better equipped to address environmental issues and problems than the present one. This development should be regarded as an attempt to encourage the unforced introduction of environmental education into formal education systems, thereby complying with some of the recommendations in the White Paper.