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Raath, Schalk; Hay, Anette – Journal of Geography, 2019
Education for Sustainable Development (ESD) is a cross-curricular approach that needs to be accommodated in all subjects in the training of students as recommended by UNESCO. This South African case study of preservice geography students is presented for the purpose of understanding how they experienced systems thinking and a cooperative teaching…
Descriptors: Environmental Education, Geography Instruction, Teaching Methods, Sustainable Development
Raath, Schalk; Golightly, Aubrey – Journal of Geography, 2017
This article reports on a problem-based learning (PBL) fieldwork activity carried out by geography education students on the Mooi River in the North West province of South Africa. The value of doing practical fieldwork using a PBL approach in the training of geography teachers was researched by means of an interpretative multimethods approach.…
Descriptors: Student Experience, Geography, Geography Instruction, Problem Based Learning
Golightly, Aubrey; Raath, Schalk – Journal of Geography, 2015
In South Africa, geography education students' approach to deep learning has received little attention. Therefore the purpose of this one-shot experimental case study was to evaluate the extent to which first-year geography education students used deep or surface learning in an embedded problem-based learning (PBL) format. The researchers measured…
Descriptors: Problem Based Learning, Geography Instruction, Teaching Methods, Foreign Countries
Kruger, Darrell P.; Gandy, S. Kay; Bechard, Amber; Brown, Randy; Williams, Diane – Journal of Geography, 2009
The authors share a successful Fulbright Group Projects Abroad grant award. The purpose of the grant was to enhance American educators' experience and knowledge of South Africa, in particular, and sub-Saharan Africa more generally. Toward that end, participants experienced a multifaceted view of South Africa's geographical diversity, both physical…
Descriptors: Curriculum Development, Grants, United States History, International Education
Webb, Nigel L. – Journal of Geography, 2007
Findings related to the background knowledge, writing, and reading of disadvantaged students in a South African university geography department are discussed. The notion "academic discourse community" is used as an analytical framework. Findings indicate that students and instructors alike face several extreme challenges. (Contains 6…
Descriptors: Foreign Countries, Discourse Communities, Geography Instruction, Academic Discourse