a settled way of thinking or feeling about something Largely subconscious can

A settled way of thinking or feeling about something

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a settled way of thinking or feeling about something Largely subconscious; can be general or specific; vary in intensity. Decision making: the action or process of making important decisions. Environmentally-sensitive people will probably make the best decisions Needs: when something is necessary. Physiological needs: Hunger, thirst, etc. Self-preservation & security: physical security, health, shelter Self-respect, pride & praise: most people need to improve their self-image, -esteem & pride Material wealth & aesthetic: safety & ego, beauty, wealth Affection, love & the emotional: using emotions to appeal to the community Information: transparency, people need to know what is happening Environmental learning strategies: Active learning: Learners should be active participants in the learning situation in EE. Must be given the opportunity to be critical, creative, and to discover things on their own. Projects where learners are given autonomy and a sense of ownership are particularly valuable. Authentic learning: Learning about real environmental issues and threats, and looking for real solutions to these challenges using authentic/real tasks in real-world contexts. Also implies active, hands-on learning. Problem solving: and decision making are critical to ensure meaningful learning experiences. Involves investigating environmental issues with a focus on specific problems in the community, providing learners with a variety of tools to effect change, and guidance and support.
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Critical thinking: comprises content knowledge, procedural knowledge, the ability to use and control thinking skills, and a positive attitude towards using these knowledge and thinking skills. It develops logical reasoning, creative thinking and problem-solving skills. Learning styles: Visual learners learn best through seeing a lesson. Auditory learners retain the most information of a lesson through hearing. And, kinaesthetic learners prefer to learn by moving, feeling and doing activities. The educator should create lessons that encompass and accommodate all of these learning strategies. Multiple intelligences: Howard Gardner identifies eight different types of intelligence; namely visual, verbal, logical, bodily, musical, interpersonal, intrapersonal, and naturalistic intelligence. Educators need to be aware of these multiple intelligences and should ensure that their environmental education lessons accommodate all intelligences. Preferred assessment methods in environmental education: which include group assessment, self- assessment, performance assessment, observation, peer assessment, conferencing, interviews, questioning, self-reporting, and recognition of prior learning. These strategies should be used to ensure that learners have ample opportunities to convey the knowledge, skills and attitudes that they have learned. Pre-1994 developments in South Africa: Conservation was largely found in SA prior to 1994 which was quite basic and just focused on ecology. Slowly it became what is now known as environmental education which is holistic and encompasses many aspects, including social, political, cultural, economic and urban environments.
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