Namibian Pre-Service Science Teachers' Perspectives on Environmental Issues

• Autorzy: Choshi Kasanda , Donovan Zealand , Neil Taylor

Warianty tytułu

Perspektywy namibijskich studentów pedagogiki dotyczące kwestii środowiskowych

• Języki publikacji: EN

Abstrakty

EN

As with many countries worldwide, Namibia is, despite its relatively small population and stable government, facing some significant environmental problems. This research sought to determine how a group of potentially influential tertiary-level students perceived the state of the environment in Namibia. To this end, a cohort of 20 preservice science teachers were interviewed to determine their perceptions of the environmental issues facing Namibia. The majority of the cohort identified deforestation as the major such issue. They also associated this concern with other problems such as soil erosion, salinity, and desertification. Some also raised concerns about global warming and associated climate change; several of the preservice teachers believed the country was already experiencing the effects of this. Although the population of Namibia is quite small relative to its area, the future teachers perceived population growth as a problem contributing to both environmental and social problems. All viewed education as key to reducing family size and alleviating social and environmental problems. However, none of the cohort made any connection between increasing patterns of consumption and environmental degradation. (original abstract)

Jak wiele krajów na całym świecie, Namibia, poza względnie niewielką populacją i stabilnym rządem, boryka się z poważnymi problemami środowiskowymi. Artykuł przedstawia wyniki badań ukierunkowanych na określenie, w jaki sposób grupa potencjalnie wpływowych studentów trzeciego stopnia pedagogiki postrzega stan środowiska w Namibii. W tym celu przeprowadzono wywiady z grupą 20 przyszłych nauczycieli, aby zbadać ich postrzeganie wyzwań środowiskowych, przed jakimi stoi Namibia. Większa część respondentów stwierdziła, że głównym problemem jest wylesianie. Kojarzyli oni również zagrożenia środowiskowe z erozją, zasoleniem oraz pustynnieniem. Niektóre osoby wskazywały na globalne ocieplenie i powiązane z nim zmiany klimatyczne, kilku studentów uważało, że kraj już cierpi z powodu tych zjawisk. Pomimo że populacja Namibii jest dość niewielka w porównaniu do jej powierzchni, przyszli nauczyciele uznali wzrost liczby ludności za problem zarówno środowiskowy, jak też społeczny. Wszyscy respondenci postrzegali edukację jako klucz do zmniejszenia wielkości rodzin oraz złagodzenia problemów środowiskowych i społecznych. Jednak żaden z uczestników badania nie powiązał degradacji środowiska z umacniającymi się wzorcami konsumpcyjnymi. (abstrakt oryginalny)

Słowa kluczowe

EN

Natural environment; Forests; Population; Students; Climate change

PL

Środowisko przyrodnicze; Lasy; Ludność; Studenci; Zmiany klimatyczne

• Czasopismo: Economic and Environmental Studies
• Rocznik: 2014
• Numer: nr 1
• Strony: 21--37

Twórcy

autor

Choshi Kasanda

• University of Namibia, Namibia

autor

Donovan Zealand

• University of Namibia, Namibia

autor

Neil Taylor

• University of New England, Australia

Bibliografia

• Boyes, E.; Chambers, W.; Stanisstreet, M. (1995). Trainee Primary Teachers' Ideas about the Ozone Layer. Environmental Education Research 1: 133-145.
• Central Intelligence Agency (CIA) (2013). Namibia. The World Factbook. Available at: https://www.cia.gov/library/publications/the-world-factbook/fields/2119.html. Accessed 6 November 2013.
• Coll, R.K.; Chapman, R. (2000). Choices of Methodology for Cooperative Education Researchers. Asia-Pacific Journal of Cooperative Education 1(1): 1-8.
• Commonwealth.ednet (2013). Namibia: Not Only a Desert. Available at: http://commonwealth.ednet. ns.ca/africa/Namibia/land/veg-soil/soil.htm. Accessed 15 April 2013.
• Cutter-Mackenzie, A.; Smith, R. (2003). Ecological Literacy: The 'Missing Paradigm' in Environmental Education (Part One). Environmental Education Research 9(4): 497-524.
• Fien, J. (2000). Listening to the Voice of Youth: Implications for Educational Reform. In: Yencken, D.; Fien, J.; Sykes, H. (eds.). Environment, Education and Society in the Asia-Pacific: Local Traditions and Global Discourse: 251-275. London: Routledge.
• Fleer, M. (2002). Curriculum Compartmentalisation? A Futures Perspective on Environmental Education. Environmental Education Research 8(2): 137-154.
• Guba, E.G.; Lincoln, Y.S. (1989). Fourth Generation Evaluation. Newbury Park, CA: Sage.
• Guba, E.G.; Lincoln, Y.S. (1994). Competing Paradigms in Qualitative Research. In: Denzin, N.K.; Lincoln, Y.S. (eds.). Handbook of Qualitative Research: 105-117. Thousand Oaks, CA: Sage.
• McGann, J. (2004). The Current Status of UNFCCC Article 6 Work Program Implementation in Namibia. Paper presented at the African Workshop on Article 6 of the UNFCCC. Banjul, Gambia, January 28-30, 2004.
• Office of the President. (2004). Vision 2030: Policy Framework for Long-Term National Development. Windhoek: Author.
• Patton, M.Q. (1990). Qualitative Evaluation and Research Methods. Newbury Park, CA: Sage.
• Payne, P. (1995). Ontology and Critical Discourse of Environmental Education. Australian Journal of Environmental Education 11: 83-105.
• Republic of Namibia. (2002). The Constitution of Namibia. Windhoek: Namibian Institute for Democracy.
• Republic of Namibia. (n. d.). Education for Sustainable Development 2009-2014. Paris: UNESCO.
• Robertson, C.; Krugly-Smolska, E. (1997). Gaps between Advocated Practices and Teaching Realities in Environmental Education. Environmental Education Research 3(3): 311-327.
• Said, A.M.; Ahmadun, F.; Paim, L.H; Masud, J. (2003). Environmental Concerns, Knowledge and Practices Gap among Malaysian Teachers. International Journal of Sustainability in Higher Education 4: 305-313.
• Shah, A. (2006). Behind Consumption and Consumerism. Global Issues [website]. Available at http://www.globalissues.org/TradeRelated/Consumption.asp. Accessed 20 November 2006.
• Skamp, K. (1999). Environmental Concepts: Important and Neglected? Paper presented at the annual conference of the Australian Association of Environmental Education, January 14-18, Sydney.
• Strong, C. (1998). The Impact of Environmental Education on Children's Knowledge and Awareness of Environmental Concerns. Marketing Intelligence and Planning 16(6): 349-355.
• Summers, M.; Kruger, C.; Childs, A. (2000). Teaching Sustainable Development in Primary Schools: An Empirical Study. Environmental Education Research 6(4): 293-312.
• Summers, M.; Kruger, C.; Childs, A.; Mant, J. (2001). Teaching Sustainable Development in Primary Schools: An Empirical Study. International Journal of Science Education 23(1): 33-53.
• Trading Economics. (2013). Population Growth (Annual %) in Namibia. Available at: http:// www. tradingeconomics.com/namibia/population-growth-annual-percent-wb-data.html. Accessed 15 April 2013.
• UNESCO-UNEP. (1978). Intergovernmental Conference on Environmental Education, Tbilisi, USSR, 14-26 October 1977: Final Report. Paris, France: Author. Available at: http://unesdoc.unesco. org/images/0003/000327/032763eo.pdf. Accessed 6 November 2013.
• Walker, K.; Loughland, T.; Brady, L. (2002). A Benchmark Survey of the Environmental Knowledge, Values and Attitudes of NSW School Students: 2000. Sydney: University of Technology Sydney.