Environmental education practice in natural and social sciences in primary schools in Okahandja, Namibia

Abstract

In the twenty-first century, learning and teaching at school must prepare young people to engage in a complex and dynamic world influenced by human activities and natural phenomenon. This research is based on a study carried out in selected senior primary, Grades 4-7 schools in Okahandja, Namibia. The research sought to explore the extent to which schools implement environmental education (EE) by focusing on teachers’ and learners’ knowledge of environmental issues, teaching and learning strategies, skills and attitudes needed to contribute to health of the environment; learning support materials/resources, extra-mural activities and the role of stakeholders. Wickenburg (2000) affirms that for substantial learning to take place, stakeholders should be actively engaged and establish local supportive structures for EE in schools. The research design was qualitative in approach. The methodology involved data collection methods such as interviews with teachers, focus group discussions with learners and interviews with local Environmental Health Practitioner (EHP). The research, among others, concluded that teachers and learners had knowledge of factual information about environmental learning topics such as ecosystem, pollution, deforestation, etc. in Natural Science and Health Education (NSHE), and Social Studies, Grades 4-7. However, teachers had sufficient knowledge of skills and attitudes needed to contribute to the health of the environment. Teachers indicated that they used class discussion and experiential teaching methodologies to teach EE. The research also disclosed a good parental and stakeholder involvement in school activities. Teachers were confident that environmental learning in natural and social sciences contributed to change in learners’ lifestyles. The role of the local Municipal Town Council in school environmental learning was also, found to be inadequate.