The aim of the study was to assess how teachers from selected primary schools in the Vosloorus township, implement Environmental Education. The study was conducted to improve the implementation of EE to combat environmental problems, and was therefore applied in the Vosloorus township where the study was conducted. Data were collected by means of face-to-face interviews, focus group interviews, and observation. Three primary schools in Vosloorus were sampled. One experienced teacher who specialises in Social and Natural Sciences was selected purposively from each school, along with a group of six to eight learners. In the process of analysing the data, predefined themes and categories that emerged from the content analysis, were used. The findings emerging from the study indicated that the methods most frequently employed in teaching the content of Environmental Education, were lecturing and question-and-answer. Due to the demanding curriculum, teachers were unable to mitigate environmental problems outside of the classroom; they had divergent perceptions and understandings of the concept of EE; they met with their learners’ parents once a year to discuss environmental problems and some even conducted annual clean-up campaigns; and most teachers attended workshops related to those Environmental Education components which are incorporated in the Natural and Social sciences.
| Published in | Education Journal (Volume 11, Issue 5) |
| DOI | 10.11648/j.edu.20221105.18 |
| Page(s) | 261-267 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2022. Published by Science Publishing Group |
Environment, Environmental Education, Land Pollution, Sustainability, Sustainable Development
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APA Style
Neo Tsotetsi. (2022). Assessing the Implementation of Environmental Education in Selected Vosloorus Township Schools. Education Journal, 11(5), 261-267. https://doi.org/10.11648/j.edu.20221105.18
ACS Style
Neo Tsotetsi. Assessing the Implementation of Environmental Education in Selected Vosloorus Township Schools. Educ. J. 2022, 11(5), 261-267. doi: 10.11648/j.edu.20221105.18
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Download@article{10.11648/j.edu.20221105.18,
author = {Neo Tsotetsi},
title = {Assessing the Implementation of Environmental Education in Selected Vosloorus Township Schools},
journal = {Education Journal},
volume = {11},
number = {5},
pages = {261-267},
doi = {10.11648/j.edu.20221105.18},
url = {https://doi.org/10.11648/j.edu.20221105.18},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20221105.18},
abstract = {The aim of the study was to assess how teachers from selected primary schools in the Vosloorus township, implement Environmental Education. The study was conducted to improve the implementation of EE to combat environmental problems, and was therefore applied in the Vosloorus township where the study was conducted. Data were collected by means of face-to-face interviews, focus group interviews, and observation. Three primary schools in Vosloorus were sampled. One experienced teacher who specialises in Social and Natural Sciences was selected purposively from each school, along with a group of six to eight learners. In the process of analysing the data, predefined themes and categories that emerged from the content analysis, were used. The findings emerging from the study indicated that the methods most frequently employed in teaching the content of Environmental Education, were lecturing and question-and-answer. Due to the demanding curriculum, teachers were unable to mitigate environmental problems outside of the classroom; they had divergent perceptions and understandings of the concept of EE; they met with their learners’ parents once a year to discuss environmental problems and some even conducted annual clean-up campaigns; and most teachers attended workshops related to those Environmental Education components which are incorporated in the Natural and Social sciences.},
year = {2022}
}
TY - JOUR T1 - Assessing the Implementation of Environmental Education in Selected Vosloorus Township Schools AU - Neo Tsotetsi Y1 - 2022/09/28 PY - 2022 N1 - https://doi.org/10.11648/j.edu.20221105.18 DO - 10.11648/j.edu.20221105.18 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 261 EP - 267 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20221105.18 AB - The aim of the study was to assess how teachers from selected primary schools in the Vosloorus township, implement Environmental Education. The study was conducted to improve the implementation of EE to combat environmental problems, and was therefore applied in the Vosloorus township where the study was conducted. Data were collected by means of face-to-face interviews, focus group interviews, and observation. Three primary schools in Vosloorus were sampled. One experienced teacher who specialises in Social and Natural Sciences was selected purposively from each school, along with a group of six to eight learners. In the process of analysing the data, predefined themes and categories that emerged from the content analysis, were used. The findings emerging from the study indicated that the methods most frequently employed in teaching the content of Environmental Education, were lecturing and question-and-answer. Due to the demanding curriculum, teachers were unable to mitigate environmental problems outside of the classroom; they had divergent perceptions and understandings of the concept of EE; they met with their learners’ parents once a year to discuss environmental problems and some even conducted annual clean-up campaigns; and most teachers attended workshops related to those Environmental Education components which are incorporated in the Natural and Social sciences. VL - 11 IS - 5 ER -
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