Study Unit 3

Learning objectives
− Define and describe the concept “environment”
− Identify, describe each of the different dimensions of the “environment” and motivate each
dimension’s relation to the complex interaction of the whole and in the in local context
− Discuss how you will include Science, Environment, Society, Culture, and Economy into
environmental learning
− Investigate, identify, analyze and provide your opinion about where the concept “environment”
fits into the topics of the National Curriculum Statement’s (NCS) Curriculum and Assessment
Policy Statements (CAPS) for all subjects
− Explain how you will integrate environmental learning in your subject and phase
− List and describe the techniques and teaching and learning support materials (resources) for
Environmental Education

Introduction to environment
− Before understanding the concept of environment, it is important to relate it to how we
perceive the environment and how we act toward the world
− “There is a believe that the environment is important to us and an important part of who we
are”
− Most often when we talk about the environment, it is mostly connotated to the physical
environment
− N.B The concept of environment at first did not include the built–up surroundings.
− It was later included since both forms aspects of the global environment
− The natural environment refers to places and geographical features such as mountains, valleys,
oceans, environmental conditions such as temperature and rainfall, and flora and fauna.
− The built environment refers to the results of humans alteration of the natural environment
such as homes, cities communities, artificial dams, pollution of water, air and food
− As the term environmental education emerged during the late 1960s and early 1970s various
meanings were attached to the concepts’
✓ Education in the environment, Education about the environment, and Education for the
environment'
− Education for the environment seeks to address weaknesses of other approaches to
environmental education.
− It includes, neglect of controversial environmental issues, and the avoidance of values and
problem solving objectives and a widespread avoidance of environmental politics and the
political economy of resource use
− Thus current generations have to realize that the path to a sustainable environment requires a
balance between economic activities and the conservation of natural resources
So what then make up the physical environment?
− Natural environment
− Built environment (also known as the urban and built up surroundings)

There are three different orientation held by people concerning the environment and nature:
− “People as subjugated to nature, living at the mercy of powerful and uncompromising nature”
− “People as over nature, dominating, exploiting and controlling the environment”
− “People as an inherent part of nature like animals, tress and rivers trying to live in harmony with
the environment”

Definition and standpoint of ED

− was mostly used to refer to nature, or the biophysical elements of our surroundings
− Later the concept include urban and built surroundings
− An even broader view includes dimensions, such as the biophysical, economic and social
environments as defined at the World Summit for Sustainable Development (WSSD) in
Johannesburg in 2002
− The environment is not just nature.
− We live in a human (personal) environment.
− Our surroundings form part of our environment.

Different dimensions of the environment

The Biophysical dimension
− This dimension comprises all components of the so-called natural environment (animals, plants, soil,
climate) and as such it also includes humans.

The Economic dimension

− This dimension represents the acknowledged elements of economics, namely extraction/mining,
production, manufacturing and commerce.

The social dimension

− This dimension embraces the social institutions and patterns that both regulate and improve the
lives of individuals and societies.
 The biophysical dimension The economic dimension The social dimension
− compromises all − represents the − embraces the social
components of the natural acknowledged elements of institutions and patterns
environment (animals, economics, namely that both regulate and
plants, soil and climate) and extraction/ mining call mom improve the lives of
it also includes humans production, manufacturing individuals and societies
− a healthy biophysical and commerce − demographic tendencies,
environment is crucial to − this encompasses the goods education and training,
human survival and health and services provided by the national and international
− the earth support systems biophysical environment conflict, religious
such as water, air and soil that not only makes an institutions, living patterns,
− the earth, including all her economic possible, but also health and recreational
life systems, provides the maintains it institutions, cultural
raw materials as resources − the carrying and generative institutions and traditions
for human activity capacity of the biophysical are important elements of
− unfortunately, the human environment, IE the the social environment
species is the only species on maximum level and with − in terms of their influence on
earth that produces a large natural resources and the environment, each of
component of redundant services can be provided, these societal elements is in
waste, some of which is toxic and the capacity of the continuous interaction with
that cannot be used as either biophysical environment to other environmental
a resource or as food for neutralize economic waste dimensions
other species products, should be
− whatever effects anything in considered and accounted
the biophysical dimension for in all economic activities
will ultimately affect us as − in the network of economic
humans institutions (global village)
− the biophysical environment the global economies,
should not be perceived by multinational corporations,
humans as a competing international trade
interest for interest agreements and
− it represents the playing field international commissions
on which all other interests operate within institutional
intersect frameworks that have
resource sustainability as
one theme amongst a
multiple of others
− consequently, national
governments alone are no
longer able to regulate the
activities of such institutions
to safeguard the interest of
the public
− the quest for sustainable
living requires an
international system that
fosters sustainable patterns
 of production, consumption,
trade and finance
− in such a system, any drive
towards sustainable living
must accommodate,
amongst others,
multinational and global
institutions
Technological change
− Technological changes affect almost every part of our lives.
− Thanks to the advances in communication and computer science, nearly anything you can
imagine is only a few clicks away.
− Making a video call to your friends living overseas, for instance, or watching a movie with a
mobile device even when you are travelling is possible with the technology that we have today.
− Environmental change is usually defined as a change or disturbance of the environment most
often caused by human influences and natural ecological processes.
− Environmental issues - Problems that already exist
− Environmental risks – Problems that are likely to occur

Sustainable living
− Sustainable living is only possible if there is inter-generational equity; that is if there is equity
between current and future generations.
− Current generations have to realize that the path to a sustainable environment requires a
balance between economic activity and the conservation of natural resources.
− To put it in economic terms, for too long humankind has been living on its capital reserves
without giving any thought to the fact that it is rapidly destroying the natural systems that are
our principle source of income.
− Unless humans accept the challenge of ensuring that the benefits of economic endeavors are
channeled back into the environment, there will be no enquiry between their lives and those of
future generations.
− In short life it will not be sustainable.

Environmental education and why it should be taught in schools

− Students at these schools are taught about the environment, but why?
− To educate them with the awareness of the environment to reiterate that the environmental
education is an important means of sustainable development.
− Educating learners/student will enable the next generations to be educated with this awareness.
− Environment can be described as all the factors that affect the physical, biological, psychological,
social, economic and cultural life of an individual and society
− It is inevitable to educate the teachers who will give students environmental education
according to these purposes.
− It is therefore crucial that the acquisitions that are given in teacher education should be in
parallel with the acquisitions that will be given to the students at primary education.

Three different approaches about environmental education

− Environmental education encourages the physical and humane systems, and the mutual
interaction that should to be perceived and learned (also known as education for management
and control)
− The education through environment helps students acquire various skills and encourages the
interests and occupations where education is used as a source intended for learning through
 student centred field trips (also known as education for environmental awareness and
interpretation)
− Environmental education has been built on the previous two approaches that help students to
gain environmental ethics encouraging students to be responsible for their own behaviours, and
that include the subjects based on knowledge (known as education for sustainability)

How to include all the component in environmental learning

− Students need to gain direct experience or at least see the real case about environmental.
− This itself will help students to begin to realize the importance of environmental sustainability
− Sustainable development in the education curriculum proposes that interdisciplinary teaching
and learning, as well as systems thinking must be followed by teachers
− When education for the environment is included in the curriculum its objective, is to share new
knowledge that will make humankind aware of environmental problems
− So educators must therefore endeavor to strive to indoctrinate and advocate their views on
learners.
− This is because environmental educators are sometimes perceived as change models
− And within the school milieu, environmental education should be a collective responsibility of
the entire school

Other models in Environmental learning

− Learning models that can aids in EE in schools according to Sukarjita (2015), by using the
MOTORIC Learning Model which stand for Motivation, Observation, Talking, Orientation,
Reinforcement, Implementation and Confirmation
− MOTORIC learning model is applied in the learning environment is based on three learning
approach which is environmentally approach, contextual learning and multimedia learning as
the application of technology in learning.

The MOTORIC learning model has seven components learning namely:

Motivation
− The teachers motivate their students in the learning process activity apperception appropriate
subject matter in the classroom environment will be discussed.
− At this stage the teacher motivates through questions or statements that provoke interest
students to feel interested in following the topic material that will be submitted by teachers.
− Phase motivation is actually very close to the next stage of the observation stage.

Observation
− The students make observations directly or indirectly related to environmental topics to be
discussed.
− Direct observation is the observation by directly observe to the environmental topics that will
discussed (outside the classroom).
− While the indirect observation is the observation can been done through the use of multimedia
that has been prepared in advance by the teacher.
Talking
− The students form groups and discuss appropriate discussion guide has been prepared teachers.
− Teachers act as facilitators for each group discussion.
− The result of the discussion then briefly presented by each group.

Orientation
− The teacher directed that the conclusion of the discussion groups according to subject matter
that is being discussed.
− In the orientation phase, the teacher’s role a bit more dominant than the students, the goal that
the conclusions made in strict accordance with the concept of the material covered during the
learning takes place.

Reinforcement
− Reinforcement is done primarily to provide teachers with the knowledge and the related
strengthening of environmental attitudes of student

Implementation
− The students implement what they have learned at the meeting in attitude in daily life and in
social life.
− This implementation is more geared to fostering positive attitudes of students in maintaining
and preserving the surrounding environment.
− At this stage, students implement the material in the life of the surrounding environment
through Attitude Implementation Guide (AIG) of environmental prepared by the teachers.
− Implementation of a positive attitude towards the environment can be done starting from a
small scope like cleanliness class, school yard to residence students.

Confirmation
− At the end of the activity, the teacher always reminds students to always be positive towards
environmental conservation efforts

So how can environmental learning be integrated in subjects

− Does the MOTORIC model have adaptable techniques in which environmental learning can be
included in the subjects and phase?
− How you can use the following during teaching & learning in ED to include in your subjects also
known as the three R’s
✓ What happens to our waste?
✓ Re-using (things that can be used again)
✓ Recycling (used things that can be made into something new)
✓ Reducing (using less)
✓ What cannot be recycled?
✓ Recycling at home and at school
✓ Making compost out of things that rot
✓ Re-using waste
Teaching and learning resource materials
− A teacher can plan a recycling survey to master the topic.
Learners can be asked to analyze what types of waste they
can find in a schoolyard bin.
− Guide learners to sort waste into organic and inorganic waste.
− Start a worm farm.
− Do an experiment by burying plastic and a toilet roll in a
flowerpot and dig them up after two weeks.
− Science: Learners are taught why some materials are able to decompose and
others not.
− Environment: Learners are taught to recycle today so that we
minimize the pressure on landfills in the future.
− Society and economy: Learners learn that by working together we can
change people’s
behaviour and create jobs for a green economy
− Culture: Learners learn about how different cultures internationally recycle
and reduce waste