A model for an environmentally directed teaching approach

The purpose of this study was to develop and test a model which could be used to interpret and assist teaching in an environmentally directed way. Its principal aim was to establish the extent to which elements from a variety of paradigms and teaching methods could be used simultaneously when teaching in an environmentally directed way, depending on the topic and the context within which is taught. An in-depth literature review on theoretical perspectives on environmental education, paradigms relating to environmental education and teaching methods appropriate for environmental education indicated that these partially addressed the problem of the study, namely to determine how elements from a variety of paradigms and teaching methods could be used simultaneously to teach in an environmentally directed way.The theory developed from the literature review facilitated the development of the model mentioned above. An amoeba was used as a metaphor to develop a model which can help facilitate the process of teaching in an environmentally directed way. In developing the model, some examples of influential paradigms and teaching methods were used. None of the examples used for the study converged. Each contributed to the research in its own way. Some teaching methods showed common features of conversion and also addressed the problem of the study in their own ways. The amoeba model was developed from this theory. Qualitative research was further conducted to test the amoeba model. People who are knowledgeable in environmental education were selected to participate in the research. It emerged, from the findings of the research, that the amoeba model concurs positively with the hypothesis that no specific paradigm and teaching method(s) could be regarded as exclusively ideal for teaching in an environmentally directed way. Elements from a variety of paradigms and teaching methods could be used simultaneously for teaching in an environmentally directed way, depending on the topic and the context within which a topic is taught. The amoeba model thus serves as a solution to the problem of the study. Respondents further suggested that the amoeba model should be adopted for use in the South African education system. That is, the thesis should be put in the form of a workbook and teachers should be trained to teach in an environmentally directed way by using this model.Educational StudiesD.Ed.(Didactics

Experiences of Former Markers of Undergraduate Assignments and Examinations at A University: A Case Study

Purpose The present study explored experiences of former markers of undergraduate assignments and examinations at the University of South Africa (Unisa). Methodology Qualitative method of research was used to gather data. Colaizzi’s method (1978) was used to analyze and interpret data. The article’s frame of reference was informed by Mezirow’s transformative learning theory which is aligned to critical theory (Mezirow 2009). Findings Findings were based on the following: Demographic information, markers’ experiences in marking assignments and exam books, content knowledge, markers’ meetings, duration of marking assignments and examination books as well as students support, and suggestions are the themes that emerged from the data that was gathered. Originality It is recommended that the university must develop a policy for external markers for marking assignments and examinations of undergraduate program. All E-tutors must be trained to support students after the official closure of registration and before examinations are set. All markers must be trained - through a markers’ guide - to mark assignments and examination books.Teacher Educatio

The influence of Calvinism on South Africa's education system prior to 1994

Peer reviewedIn South Africa, Calvinism has exercised a profound influence on theology and this influence extended to education. Indeed, Calvinism played a major role in shaping a local education system which was adopted as a result of a specific political ideology. In this article, we intend to show how Calvinism was used to justify the superiority of one group of people over another through the education system. This article will look at the ideals of Calvin in South Africa in the context of formal education during the apartheid era, and offer a critique of formal education before 1994. It will be argued that, in his theology, Calvin himself emphasised healthy values such as accountability, communication, obedience, orderliness, lack of oppression, responsibility and the rule of law. However, these values were either ignored in the local version of Calvinist education, or applied from a racist perspective.Research Institute for Theology and Religio

The Manyano movement within the Methodist Church of Southern Africa : an expression of freedom of worship (1844-1944)

Peer reviewedThe arrival of the Methodist/Wesleyan mission and missionaries in Africa heralded a religious stringency that did not afford the indigenous people religious freedom. In response, a number of movements were formed from within the church by indigenous people. Many of these emerged as Manyano movements. The various forms that these movements took were intended to address a range of Christian understandings of what may be termed a rite of passage with regard to age, gender, race and non-affiliation. The history of these churches in Africa, and South Africa in particular, has revealed the schism that later led to the formation of the African Independent Churches. These movements introduced a new trend in these traditionally European churches involving the expression of religious freedom and worship from within rather than imposed from without.Research Institute for Theology and Religio