Encountering Paradigmatic Tensions and Shifts in Environmental Education

Autor/inn/en	Mokuku, Tsepo; Jobo, 'Mantoetse E.; Raselimo, Mohaeka; Mathafeng, Tseliso; Stark, Karl
Titel	Encountering Paradigmatic Tensions and Shifts in Environmental Education
Quelle	In: Canadian Journal of Environmental Education, 10 (2005) 1, S.157-172 (16 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1205-5352
Schlagwörter	Learning Theories; Environmental Education; Action Research; Workshops; Foreign Countries; Teaching Methods; Program Evaluation; Curriculum Development; Developing Nations; Educational Development; Participatory Research; Participant Observation; Teacher Attitudes; Professional Development; Interdisciplinary Approach; Cultural Context; Culturally Relevant Education; Educational Assessment; Program Descriptions; Educational Policy; Elementary Secondary Education; Educational Strategies; Educational Principles; Educational Philosophy; Values; Interviews; Environmental Research; National Curriculum; National Programs; Denmark; Lesotho + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Umweltbildung; Umwelterziehung; Umweltpädagogik; Projektforschung; Lernwerkstatt; Schulung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Programme evaluation; Programmevaluation; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Developing country; Developing countries; Entwicklungsland; Bildungsentwicklung; Forschungstätigkeit; Teilnehmende Beobachtung; Lehrerverhalten; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Education; assessment; Bewertungssystem; Politics of education; Bildungspolitik; Lehrstrategie; Bildungsprinzip; Bildungsphilosophie; Erziehungsphilosophie; Wertbegriff; Interviewing; Interviewtechnik; Environmental study; Umweltforschung; nicht übertragen; Dänemark
Abstract	In response to environmental degradation, the Lesotho government, in collaboration with the Danish government, introduced an Environmental Education Support Project in schools in 2001. In order to optimise the achievement of the project goals the, Monitoring and Research Team was established to formatively evaluate the project as it unfolded. The principles of action research were to guide the monitoring process. The paper discusses the findings of the early phase of the monitoring process with reference to the project's epistemological commitment to initiate paradigmatic shift, in the context of conceptualizing environmental education and the associated learning theories and teaching approaches through workshops with relevant stakeholders in the school curricula development. It is illustrated that the workshops initiated cognitive tensions and shifts amongst the participants, and that their occurrence was indicative of the interrogation of the positivist paradigm underpinning the education system in Lesotho. (As Provided).
Anmerkungen	Lakehead University and Canadian Network for Environmental Education and Communication. Lakehead University Faculty of Education, 955 Oliver Road, Thunder Bay, ON P7B 5E1, Canada. Fax: 807-346-7771; e-mail: cjee@lakeheadu.ca; Web site: http://cjee.lakeheadu.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10