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Durham e-Theses
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An examination of the mature and role of fieldwork in the environmental education of primary phase pupils in Cleveland County

Walton, John Sinclair (1987) An examination of the mature and role of fieldwork in the environmental education of primary phase pupils in Cleveland County. Masters thesis, Durham University.



This thesis is concerned with two overlapping domains that constitute the main focus of the study, they are; i) the development of Environmental Education in the school curriculum; ii) the growth of fieldwork and its influence on Environmental Education. The study is divided into five main sections. Chapter one briefly explores the definition of Environmental Education, recognising the need to analyse the general stage upon which the specific examination of fieldwork may be presented. Here, organisational influences, from international to local, converge upon bioethical principles. The role of Environmental Education, emerging from this preliminary analysis, leads into chapter two's review of literature that traces its history and development. The third chapter examines the evolution of fieldwork in primary Environmental Education through its field and urban studies traditions. The role of fieldwork in the primary school curriculum at national level precedes consideration of the influence of local initiatives on its character and provision within Cleveland County. In chapter four the selection of an evaluation case-study methodology is defended, and a description presented of the design and administration of four progressively focusing stages of fieldwork. Following a parade of opportunity, generated by the collection of school documents, fieldwork proceeds through the employment of questionnaire, semi-structured interview and participant observation techniques. Analysis of the case-study fieldwork forms chapter five. The presentation of results extend through an examination of emerging patterns into a summary of the total investigation. The nature of environmental fieldwork, in Cleveland's primary-phase schools, is revealed as generally unstructured and heavily dependent upon individual teacher initiative, whilst its varied roles mainly relate to locational and managerial controls.

Item Type:Thesis (Masters)
Award:Master of Arts
Thesis Date:1987
Copyright:Copyright of this thesis is held by the author
Deposited On:08 Feb 2013 13:44

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