Published Research

  • Lotz-Sisitka, H. (2016). Absenting absence: Expanding zones of proximal development in environmental learning processes. In L. Price & H.B. Lotz-Sisitka (Eds), Critical Realism, Environmental Learning and Social-ecological Change, pp. 254-272. London: Routledge.
  • Schudel, I. (2016). Deliberations on a Changing Curriculum Landscape and Emergent Environmental and Sustainability Education Practices in South Africa. In H. Lotz-Sisitka (Ed.), Education for Sustainable Development in Schools: Africa. London: Springer
  • Vogel, C., Schwaibold, U., & Misser, S. (2015). Teaching and learning for climate change: The role of teacher materials and curriculum design in South Africa. Southern African Journal of Environmental Education, 31, pp. not yet finalised.
  • Olvitt, L. (2016). The emergence of environmental ethics discourses in laminated open systems. In L. Price & H.B. Lotz-Sisitka (Eds), Critical Realism, Environmental Learning and Social-ecological Change, pp. 137-158. London: Routledge.
  • O’Donoghue, R. (2016). Working with critical realist perspective and tools at the interface of indigenous and scientific knowledge in a Science curriculum setting. In L. Price & H.B. Lotz-Sisitka (Eds), Critical Realism, Environmental Learning and Social-ecological Change, pp. 159-177. London: Routledge.
  • Schudel, I. (2016). Exploring critical realist insights into transformative environmental learning processes in contexts of social-ecological risk. In L. Price & H.B. Lotz-Sisitka (Eds), Critical Realism, Environmental Learning and Social-ecological Change, pp. 254-272. London: Routledge.
  • O’Donoghue, R. (2016). Education for Sustainable Development learning processes and schooling. In H. Lotz-Sisitka (Ed.), Education for Sustainable Development in Schools: Africa. London: Springer
  • Songqwaru, Z. & Shava, S. (2016). Strengthening teachers’ knowledge and practices through a biodiversity professional development programme. In H. Lotz-Sisitka (Ed.), Education for Sustainable Development in Schools: Africa. London: Springer
  • Tshiningayamwe, S. (2016). Education for Sustainable Development in the biology curriculum in Namibia. In H. Lotz-Sisitka (Ed.), Education for Sustainable Development in Schools: Africa. London: Springer

 

In addition the following three Masters thesis:

  • Chitsiga, C. (2016). An examination of teaching strategies for mediating the construction of environmental content knowledge: A case study
  • Gqoloqa, Z. (2016). Understanding how Grade 11 Life Sciences teachers mediate biodiversity concepts in a second language context: A case study
  • Isaacs, D. (2016). An exploration of what Grade 7 Natural Science teachers know, believe and say about biodiversity and the teaching of biodiversity.