Improved Attitudes towards Littering through Progressive Action Research Activities in an Environmental Education Context

Autor/inn/en	Matsekoleng, Tsebo Kgoto; Tomé Awshar, Mapotse
Titel	Improved Attitudes towards Littering through Progressive Action Research Activities in an Environmental Education Context
Quelle	In: Asia-Pacific Journal of Teacher Education, 50 (2022) 1, S.51-68 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Matsekoleng, Tsebo Kgoto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2020.1793906
Schlagwörter	Foreign Countries; Environmental Education; Public Schools; Barriers; Consciousness Raising; Action Research; Ecology; Pollution; Secondary School Students; Grade 8; Student Research; Student Behavior; Student Responsibility; Outdoor Education; Gardening; Learning Activities; South Africa + Suchen Sie Ihr Suchwort? Ausland; Umweltbildung; Umwelterziehung; Umweltpädagogik; Public school; Öffentliche Schule; Bewusstseinsbildung; Projektforschung; Ökologie; Schadstoffbelastung; Sekundarschüler; School year 08; 8. Schuljahr; Schuljahr 08; Studentenforschung; Student behaviour; Schülerverhalten; Freiluftunterricht; Gartenarbeit; Lernaktivität; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Smooth implementation of environmental education at public schools in South Africa is hindered by various factors. Consequently, teachers have been unsuccessful or have had only partial success in implementing environmental education in their classrooms to conscientise learners about the environment and the harmful impact of littering. The purpose of this research was to indicate how teachers could mitigate the hindrances to effective environmental education teaching and learning in their respective schools. By employing progressive environmental action research activities through participatory spirals of action research cycles, learners could be conscientised to littering. This research is underpinned by critical theory and an applied cooperative paradigm. Fourteen learners referred to as co-researchers or participants in this research were randomly selected from seven classes. Participants' observations were used as a research instrument to collect data. Thereafter, a coding process and analysis were conducted. The results of the study show that progressive environmental action research activities were successfully implemented in the conscientisation of learners to littering and that these interventions mitigated some of the environmental education barriers experienced by teachers at schools. This led the authors to conclude that if progressive environmental action research activities are conducted through the participatory action research approach, this can empower teachers to mitigate factors hindering environmental education implementation and subsequently raise learners' awareness of littering. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01