Learning for Change: Integrated Teaching Modules and Situated Learning for Marine Social-Ecological Systems Change

Autor/inn/en	Duggan, Gregory Lawrence; Jarre, Astrid; Murray, Grant
Titel	Learning for Change: Integrated Teaching Modules and Situated Learning for Marine Social-Ecological Systems Change
Quelle	In: Journal of Environmental Education, 52 (2021) 2, S.118-132 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Murray, Grant)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-8964
DOI	10.1080/00958964.2020.1852524
Schlagwörter	Environmental Education; Situated Learning; Units of Study; Middle School Students; Rural Schools; Disadvantaged Schools; Integrated Curriculum; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Lerneinheit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Access to science-based environmental education is critical to improve rural coastal communities' adaptive capacity and resilience. Based on research in two rural, underprivileged schools in South Africa's southern Cape coastal region, we describe the process and lessons learnt in developing and deploying a series of integrated teaching modules for middle school (Gr 7-9) learners. The modules' structure was informed by integrated curriculum design, and lessons were developed to augment the existing syllabus. Social and situated learning paradigms also informed the modules' development, with lessons and practical exercises drawn from the surrounding environment and community, as well as incorporating data from ongoing regional marine science research. In a context of rural isolation, limited resources and a mistrust of outsiders amongst adult community members, the findings suggest that the modules may serve as building blocks of intentional learning to bolster adaptive capacity amongst both learners and the broader local community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01