C ARACTERIZACIÓN DE LAS POBLACIONES DE ARN T POR MICROARREGLOS

The following section provides an overview of the research process and research findings as a means of reflection and highlights primary dimensions of the study.

This interpretive case study was conducted in three schools in the Rundu circuit, in the Kavango region. The study employed qualitative methods, specifically document analysis, focus group discussion and classroom observations. Ethical issues were taken into consideration by informing participants of the aim of the study and giving them the opportunity to choose whether to participate in the study or not.

This study was designed to answer the following question: How are environmental problems and problem-solving methods presented in the Namibian Grade 10 Geography syllabus and how are these represented and implemented through teacher intentionality and practice? In order to answer this research question, three goals were formulated, namely:

 Goal 1 To describe the presentation and representation of environmental problems in the Geography Grade 10 syllabus, teacher intentionality and teacher practice.

 Goal 2 To describe the presentation and representation of problem solving teaching methods in the Geography Grade 10 syllabus, teacher intentionality and teacher practice.

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 Goal 3 To describe the presentation and representation of problem solving processes in the Geography Grade 10 syllabus, teacher intentionality and teachers in practice.

The findings of the study were validated by pointing to evidence which was presented in Chapter 4 and orientated to key ideas and concepts that informed the study as presented in Chapter 2. These were captured in the form of findings summarised below.

The presentation and representation of environmental problems.

With respect to Goal 1, the study found that the complexity of environmental issues is highlighted in the syllabus and in teachers’ intentionality and practice. However, in the case of teacher practice the potential for developing understanding is not fully realised. The teachers’ understanding of environmental problems and approaches were guided and influenced by the syllabus during the lesson presentations. The teachers emphasised their understanding of the complexity of environmental problems that exists by virtue of their ecological, political, social and economic dimensions. The study revealed s that teachers use this understanding to address the complexity of environmental problems. This is because during the learning processes the teachers not only explained one area of concern, but addressed the complexity of environmental problems as problems between ecological, social, political and economic spheres.

The study found that the syllabus explicitly does encourage society’s voice and experiences in assessing and understanding environmental problems through case studies on local issues which expose learners to examples of real life problems. The study found that this did not happen during the teaching practices.

The study also found that the syllabus encourages Geography teachers to assess environmental problems using scientific knowledge. Teachers cited the challenges they faced when discussing environmental problems which require scientific explanation. The study found that all the cases where scientific rationality was used was not always fully elaborated and at some points incorrect information was given.

The study found that the syllabus encourage teachers to help learners to understand that local environmental issues have global effect. The study found that environmental cases which were

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discussed by some two teachers as cross-border issues during lessons, were not highlighted explicitly as cross-border issues by these teachers.

The presentation and representation of problem solving methods.

With respect to Goal 2 of the study the research showed that limited teaching methods were used in problem solving strategies. The limited use of teaching methods contrasted with the syllabus which suggests that teachers use a wider range of teaching methods when teaching environmental problems in Geography to increase learners’ understanding during the lesson. The study found that one of the limitations of these teaching methods was that simplistic solutions were suggested.

Problem solving in relation to social constructivist learning principles

Further insight into Goal 3 of the study was gave by reviewed problem solving in relation to constructivist learning principles. Four key principles of social constructivism were in Section 2.8 (Slavin, 2012) in relation to problem solving teaching methods. These were: socio-cultural context, 2) the importance of language in learning, 3) the zone of proximal development [ZPD] and 4) role of the teacher during scaffolding.

The study found that teachers centred their lessons on the learners’ socio-cultural context and the lived experiences which required learners to share their social-cultural context during lessons. The study also found that learners’ logical thought was expressed through language when they were suggesting possible solutions to environmental problems during learning processes. Through language the teachers interact with learners to facilitate collaboration in solving environmental concerns. The study found that the teachers worked within the ZPD to guide and collaborate with learners through problem solving activities. The study also found that teachers promoted learners’ thinking by scaffolding learners through asking them leading questions, correcting and asking learners to explain.

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The presentation and representation of Problem-solving models for problem solving.

Insight into Goal 3 of the was achieved through reviewing the way that problem solving process was modelled in the cases. A limited number of problem-solving model steps were used in the process of problem solving. The study found that the Grade 10 Geography syllabus does encourage project reports (Section 5.2.4) which could be used to facilitate the understanding and action taking/problem-solving of environment risks and issues. The study also found that all the teachers involved in the study presented problem-solving as a linear process of cause, effect and solution to address environmental problems.