3. Environmental education must stimulate dialogue and cooperation among individuals and institutions in order to create new lifestyles which are based on meeting everyone's basic needs, regardless of ethnic, gender, age, religious, class, physical or mental differences. Environmental education promotes good communication and can form a solid foundation for effective communication since it is something that has an effect on every person despite who you are. Example: In order to give learners an opportunity to communicate with every child effectively, I will divide them into different groups and allow them to do a project about the importance of recycling and the dangers of littering. Each child will receive marks based on their individual input as well as how effective they were in the group. 4. Environmental education must integrate knowledge, skills, values, attitudes and actions. It should convert every opportunity into an educational experience for sustainable societies. Environmental education integrates knowledge, skills, values, attitudes and action. Example: - Knowledge: All learners must have a basic understanding of what littering is and the dangers and how recycling works and how it forms part of the solution. - Skills: Learners must be able to recycle any litter properly or use their creativity to transform litter into a useful product. - Values: This can teach learners to have respect for their environment and to look after it.
7 - Attitudes: If learners know the dangers of littering it will make them think twice before littering. - Actions: This can motivate learners to become part of a clean-up project or even start their own. 5. Environmental education values all different forms of knowledge. Knowledge is diverse, cumulative and socially produced and should not be patented or monopolised. Learners must be able to use their own knowledge to contribute to environmental education. Example: Learners can be given a task or project that is based on littering and recycling that will test their own knowledge on the subject. Learners can also give their own examples and input to contribute to the subject. Question 5: 5.1. Principles for environmental learning: According to C.P. Loubser (2014:157) in order to find solutions to environmental issues you need a basic knowledge and understanding of environmental education as well as certain skills. To “ ensure a sustainable society ” (Loubser, 2014:157) specific values and attitudes are required. 5.2. Environmental learning strategies and approaches: Active learning: Learners should be active participants in the learning process. Learners should be given opportunities to be actively involved by being creative, making decisions and thinking of their own solutions. Authentic learning: Work should be based on relevant and actual information that learners can relate to. Example: if a learner grows up close to a place with water, learning about what pollution is very important. This will also make it easier to think of a solution to environmental issues.
8 Problem solving: Learners should be active in solving environmental issues. This will give them a sense of pride in what they do and also motivate them to create awareness among the society.
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