- Title
- Presentation and representation of environmental problems and problem-solving methods and processes in the Grade 10 Geography syllabus: a Namibian case study
- Creator
- Zokka, Herman Kankara
- Date Issued
- 2016
- Date
- 2016
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- vital:2074
- Identifier
- http://hdl.handle.net/10962/d1021253
- Description
- Environmental issues in Namibia are considered to be one of the major threats to the lives of the Namibian people (Namibia. Ministry of National Planning Commission [MNPC], 2004). This study explored problem solving as one of the teaching methods used in Grade 10 Geography syllabuses as a response to such environmental issues/risks. Geography provides learners with an understanding of the issues and risks in their world that need to be addressed in order to improve the quality of their lives and health of their environment. This study focused on how environmental problems and problem-solving methods are presented in the Namibian Grade 10 Geography syllabus and how these are represented and implemented through teacher intentionality and practice. The theoretical framework for this study was informed by two theories namely risk society and social constructivism. This study was conducted at three schools in the Rundu circuit in the Kavango region and one teacher was involved in the study at each school. This study was conducted within an interpretive research tradition and was qualitative in nature. The study used document analysis, focus group discussion and classroom observation as data generation methods. The findings of the study reveal that the complexity of environmental issues is highlighted in the syllabus and in teachers’ intentionality and practice. The findings also show that a limited variety of teaching methods were used in problem solving strategies. The study also found that problem solving was influenced by different constructivist learning principles. The study further found that limited numbers of problem-solving steps were used in the process of problem solving. The study concludes by calling for further research into problem solving strategies. This can be done to empower Geography teachers to use more complex problem solving strategies to deepen problem solving and to engage problems in more depth.
- Format
- 183 leaves
- Format
- Publisher
- Rhodes University
- Publisher
- Faculty of Education, Education
- Language
- English
- Rights
- Zokka, Herman Kankara
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