Acknowledgements
Abstract
List of Abbreviations
Chapter one
introduction
1.1 Focus of Study
1.2 Rationale
1.2.1 Research on integrating art and environmental education
1.2.2 The theme of biodiversity
1.3 Research methodology
1.4 Research question
1.5 Aims and objectives
1.6 Research Data and Analysis
1.7 Conceptual Framework
1.8 Structure of the Dissertation
Chapter two
Discoures, Research and Associated Theories on Integrating Art and enviornmental education
2.1 Introduction
2.2 Discourses on integrating art and environmental education
2.2.1 The identification of discourses
2.2.2 Active learning for environmental change, using an integrated curriculum approach
2.2.2.1 Active learning
2.2.2.2 Integrated curriculum
2.2.2.3 Social responsibility towards ecology in the USA: Theory, practice and assertions
2.2.2.4 Educations for the environmental in South Africa: Integrated curriculum in policy documents and curriculum guides
2.2.3 Creating art as a personal response to the environement
2.2.3.1 The nurturing of pro-enviornmental austudes, sensitivity and un aesthetic apprecation appreciution of nature environmental education
2.2.3.2 Personal responses to a them or topic in an urt medium, achieved through the senses, imagination, metaphor/symbol and reflection
2.2.3.3 Practice and assertions in Finnland, UK, USA and SA
2.4 Conclusion
Chapter three
Methodology for researching children`s learning experiences throught art
3.1 Introduction
3.2 The Case Study
3.2.1 The site and programme
3.2.2 Workshop details
3.3 Research methodolgy
3.3.1 Case study
3.3.2 Qualitative research
3.4 Research Ethics
3.4.1 Ethics form
3.4.2 Consent from the site of research
3.4.3 Consent from children and parents
3.4.4 Ethies in data collection, analysis and reporting
3.5 The Researcher`s Previous Studies
3.5.1 Research projects
3.5.2 Pilot study
3.6 The role of teacher as Resfarcher
3.6.1 Methodologies for teacher-researches
3.6.2 The question of objectivity
3.6.3 The pracital considerations of researching the case as teacher
3.7 Data collection and analysis
3.7.1 Oberview
3.7.2 The observations
3.7.2.1 Data collection
3.7.2.2 Analysing the data
3.7.3 I`be artworks
3.7.3.1 Collecting the data
3.7.3.2 Analysing the data
3.7.4 The interviews
3.7.4.1 Collecting the data
3.7.4.2 Analysing the data
3.7.5 The questions
3.7.5.1 Collecting the data
3.7.5.2 Analysing the data
3.7.6 The written work
3.7.7 Interviews with an enviornmental educationalist about the artworks
3.7.7.1 Collecting the data
3.7.7.2 Analysing the data
3.7.8 The interviews on returning the artworks
3.7.8.1 Collecting the data
3.7.8.2 Analysing the data
3.8 Validity and Rellability
3.8.1 Internal validity
3.8.2 Reliability
3.8.3 Extemal validity
3.9 Application to the data
Chapter four
children`s Artwork and Explanations
4.1 Introduction
4.2 Types of Depiction ( Literal/Metaphoric/Symbolic and Imaginative/Observational)
4.1 Introductions
4.2 Types Depiction ( Liberal/Metaphoric/Symolic and Imaginative/Observational)
4.2.1 Method of identification of types of depiction
4.2.2.2 Metaphorie and symbolic depiction
4.2.3 Imagination and observation in depiction
4.3 Conceptis Depicted
4.3.1 Method of identification of the concepts
Mobil →
↑ https://open.uct.ac.za/bitstream/handle/11427/10894/thesis_hum_2008_nepgen_s.pdf?sequence=1