期刊
JOURNAL OF ENVIRONMENTAL EDUCATION
卷 52, 期 2, 页码 118-132出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/00958964.2020.1852524
关键词
environmental education; integrated curriculum; middle schools; situated learning; social learning
资金
- South African Research Chairs Initiative (SARChI) of the Department of Science and Innovation
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.
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