Learning for change: Integrated teaching modules and situated learning for marine social-ecological systems change
Access to science-based environmental education is critical to improve rural coastal communities’ adaptive capacity and resilience. Based on research in two rural, underprivileged schools in South Africa’s southern Cape coastal region, we describe the process and lessons learnt in developing and deploying a series of integrated teaching modules for middle school (Gr 7-9) learners. The modules’ structure was informed by integrated curriculum design, and lessons were developed to augment the existing syllabus. Social and situated learning paradigms also informed the modules’ development, with lessons and practical exercises drawn from the surrounding environment and community, as well as incorporating data from ongoing regional marine science research. In a context of rural isolation, limited resources and a mistrust of outsiders amongst adult community members, the findings suggest that the modules may serve as building blocks of intentional learning to bolster adaptive capacity amongst both learners and the broader local community.
Duke Scholars
Published In
DOI
EISSN
ISSN
Publication Date
Volume
Issue
Start / End Page
Related Subject Headings
- Education
- 41 Environmental sciences
- 39 Education
- 33 Built environment and design
- 13 Education
- 12 Built Environment and Design
- 05 Environmental Sciences
Citation
Published In
DOI
EISSN
ISSN
Publication Date
Volume
Issue
Start / End Page
Related Subject Headings
- Education
- 41 Environmental sciences
- 39 Education
- 33 Built environment and design
- 13 Education
- 12 Built Environment and Design
- 05 Environmental Sciences