1.

Define the following terms:

EDA 3046
EXAM PREP

Environment:
Is everything around us including the interaction & influence of political, social and economic
dimensions of life.
Environmental education:
Is the holistic study of the total environment cultivating positive attitudes, values and decision
making skills.
Ecology:
The interaction between living organisms and their environment, as well as the interrelationship
between living organisms.
Health hazards:
Anything which is harmful or life threatening having a negative impact on the environment. Eg:
aids.
Biodiversity:
The variety among living organisms and the ecological communities they live in.
Overpopulation:
The population of living organisms is beyond the environments carrying capacity.
Urbanization:
The migration of people from rural areas to urban areas because of unemployment, health care etc.
Desertification:
The depletion of our natural vegetation resulting in an increase of infertile soil, because of natural
and human factors.
Deforestation:
The permanent destruction of indigenous forests and woodlands taking place all over the world, due
to overpopulation.
Pollution:
The poisoning of the environment with anything that reduces its ability to support life.
Environmental literacy:
The ability to observe and interpret the relative healthiness of the environment systems and to take
appropriate action to maintain these systems.
2. A fellow unisa student asks you about the concept environment. Explain what you should say in
your explanation.
The environment is everything around us including the interaction and influence of political, social,
economical and biophysical dimensions of life.
Everything around us is part of the environment which is shaped by our attitudes , values and
decisions towards it.
3. *read an adventure walk activity*
Which values and skills will you try to instill in the learner?
I will try to instill positive personal values and attitudes and cultivate individual and group
awareness of the environment through self-discovery. The following skills will be utilized:

Physical skills: learner is actively involved in the learning process.

Communication skills: using this medium learners are able to appreciate the environment around
them.
Problem solving skills: learning can be fun and cooperative with a different approach.
Personal and social skills: learners use sense organs to study the environment and cooperate
with learners in group activities.
Study skills: learners learn to do research and planning while studying the environment
Cognitive skills: learners look at a range of solutions to a problem.
Numeracy skills: learners learn to interpret statistics and collect, analyze and classify data.

4. Name and describe five human needs which relates to this activity in the environment.

The need for entertainment- learners curiosities are satisfied.

The need for material wealth and the aesthetic- learners appreciate the beauty of
nature.
The need for information- learners want to know what is happening around them.
The need for self-preservation and security- learners learn about the habitats and the
consequence if humans destroy them.
Physiological needs- learners learn about how the demand on our natural resources and
farming practices destroys the natural environment.
Ideological needs- consider and respect differences in opinions.
5. There was a conference held in Durban in December 2011. Name the conference and explain what
was discussed at this conference.
The Durban UN climate change conference to establish a new treaty to limit carbon emissions and
pollution.
6. Explain what is meant by education for sustainability.
Education for sustainability equips people with the knowledge, skills, attitudes, values and
understanding necessary to make decisions based upon their full environment, social and economic
implications.
It requires participatory teaching and learning methods that motivate and empower learners to
change their behavior and take action for sustainable development through promoting
competencies like critical thinking and reflection, visioning and decision making skills, all necessary
to shape a sustainable future.
7. Name two ecological indicators.

Food comes primarily from local or bioregional sources, is organic, free of contaminants and
provides nutritional balance.

A clean renewable water supply is available. The community is aware of its water sourcerespecting, protecting and conserving it.

8. Name two social indicators.

The talents, skills and other resources of the community are shared freely within the
community, and offered outside the community, to serve the greater good.

Personal growth, learning and creativity are valued and nurtured; opportunities for teaching
and learning are available to all age groups through a variety of educational forms.

9. Name two spiritual indicators.

Cultural vitality is sustained through artistic and other cultural activities and celebrations.

There is a capacity for flexibility and successful responsiveness to difficulties that arise.

10. Give a short description of the history and development of Environmental Education under the
following headings:
International environmental education in the 20th century:
World war two was the reason for the spark for the need to improve the natural; resources on our
planet. In 1948 the IUCN was then formed by scientists who were looking at ways of sustaining our
planet. In 1961 the WWE was formed and founded to protect our wildlife.
The body that affected the teachers the most was UNESCO. They formed in 1946 to educate the
masses on sustainability.
There was a meeting at Stockholm, for both the rich and poor countries; to discuss environmental
sustainability in the developing countries was a milestone. The discussion led to the establishment
of the UNEP. They then held a conference in Tbilisi principles of environmental education.
Environmental education in the international arena 1990-2002:
At the Earth summit in 1992, there was an emphasis placed on the need of wide spread education
on environmental issues and sustainable development. A treaty came up among international
NGOs, which then resulted in the NGO forum principle.
Pre- 1994 developments in South Africa:
Education had a very slow start in SA. The political parties stunted the teaching of environmental
sustainability. The first conference took place at Treveton College, Mooi River, in 1982. It saw the
formation of the EEASA.
The Umgeni Valley project started in Natal in 1975.
The University of Bophuthatswana was the first to offer a three year course in Environmental
studies.
Post- 1994 developments in South Africa:
The white paper on environmental management was released on the 28 th of July 1997. It sets out
the overacting policy framework for environmental management in SA. It outlines the
governments vision for the environmental policy. It also identifies at set of policy principles, which
will underline future environmental management activities.
The white paper is a result of a comprehensive process, which is known as the Consultative
National Environmental Policy Process ( CONNEPP ) . This process was initiated in May 1995 by the
deputy minister of environmental affairs and tourism.
11. Environmental learning is best done using specific learning strategies best suited to it. Name and
describe four learning strategies appropriate for environmental learning.
1. Active learning- learners are actively involved in the learning content through self-discovery.
2. Authentic learning- learners learn about real environmental threats and problems looking for
real solutions.
3. Problem solving- problem solving and decision making are critical to ensure meaningful learning
experiences in environmental education. Learners investigating environmental issues with a
focus on specific problems in a local community is a good example of active, Authentic and
problem solving learning.

4. Critical thinking- through active, authentic and problem solving learning, learners are provided
with real problems and issues to critically examine and reflect on.