EED2601 Assignment 3 (ANSWERS) 2024 - DISTINCTION GUARANTEED

Well-structured EED2601 Assignment 3 (ANSWERS) 2024 - DISTINCTION GUARANTEED. (DETAILED ANSWERS - DISTINCTION GUARANTEED!)..... ACTIVITY 1 Learners should not only learn about the environment but should also be active participants in the learning situations in environmental education processes. Your answer should reflect the process of active learning process by Rosenberg et al. (2013). In your discussion, clearly indicate the programs that you can initiate to promote problem solving and critical thinking and how you keep learners engaged in the whole process of teaching and learning. 1.1 Explain your role in promoting the following: a. Problem solving (5) b. Critical thinking (5) [Total: 10 Marks] ACTIVITY 2 Mention any five environmental education methods and discuss how you will apply them in teaching an environmental education topic of your choice. Taking into consideration the following aspects: The grade, subject and the environmental education topic as per Curriculum Assessment Policy Statement (CAPS) document. Attach 1 page or the picture of the chosen topic from CAPS document as evidence. Use the table below to present your answer: Grade: (1) Subject: (1) Environmental education topic: (1) Term: (1) Environmental education methods: Application of environmental education method in the chosen topic: 2.1 (1) (2) 2.2 (1) (2) 4 2.3 (1) (2) 2.4 (1) (2) 2.5 (1) (2) 2.6 Evidence of the chosen topic from CAPS document as evidence. [Total: 20 Marks] ACTIVITY 3 Using the environmental education methods that you have mentioned on Activity 2 from 2.1 to 2.5, briefly analyze their advantages and disadvantages in teaching and learning process. Use the table below to present your answer: Environmental education methods Advantages Disadvantages 3.1 (2) (2) 3.2 (2) (2) 3.3 (2) (2) 3.4 (2) (2) 3.5 (2) (2) [Total: 20 Marks] ACTIVITY 4 4.1. In the context of multicultural environments and the dissolution of racial segregation, Environmental Education (EE) becomes a platform for collaborative meaning-making and the sharing of diverse knowledge and practices. 4.1.1. How can the sharing of histories and cultures contribute to a decolonised learning environment. (3) 4.1.2. What role does environmental education play in fostering inter-cultural dialogue and valuing different knowledge, practices, and experiences? (3) 4.1.3. Examine the importance of affirming African cultural values in the face of globalisation. (3) 4.1.4. How can environmental education play a role in promoting a positive African identity. (3) 4.1.5. What practical measures have been applied to develop services provided by indigenous knowledge holders and practitioners in areas such as agriculture, traditional medicine, indigenous languages, and folklore? (3) EED2601/101 5 4.2. There is a clear need for the recognition and protection of indigenous knowledge systems in South Africa for cultural reasons. 4.2.1 Discuss how does the intersection of Indigenous Knowledge and modern environmental education contribute to innovation, particularly in sectors related to environmental education, agriculture, and traditional medicine? Provide one example each of collaborative initiatives that leverage both traditional and modern knowledge systems. (6) 4.2.2. How can this collaboration contribute to the economy and sustainable development? (4) [Total: 25 Marks] ACTIVITY 5 As we navigate the complexities of the 21st century, the importance of sustainability competencies is increasingly recognised in education. 5.1 Explore the interconnected nature of any four sustainability competencies outlined in Table 5.1. 5.1.1. How do these competencies overlap and support each other? (8) 5.1.2. Provide one example of each, of how the development of one competency can contribute to the enhancement of another, creating a holistic approach to sustainability. (4) 5.2. Select an environmental topic that you will teach your learners and align the four identified 21st-century competencies in 5.1. with the four pillars of education: learning to know, learning to do, learning to be, and learning to live together. How does each competency contribute to these pillars, and why is a balanced approach across these dimensions crucial for preparing learners for the challenges and opportunities of the 21st century?