The Attitudes of Nigerian Secondary School Teachers and Students towards Environmental Pollution (Published)
The research was carried out to investigate Nigerian Secondary School Teachers and Students’ attitude towards environmental pollution. It also examined Nigerian teachers and students’ attitude towards environmental pollution, considering their gender and location. The research adopted descriptive research of the survey type. The population was made up of all Nigerian Secondary School Teachers and Students. The sample for the study comprised 720 teachers and 1440 students selected through a multistage sampling procedure. Two self-constructed Questionnaires was used to generate data for the study. One for the Teachers is Questionnaire on Teachers Attitude towards environmental pollution (QTAEP) and Questionnaire on Students Attitude towards environmental pollution (QSAEP). It was made up of two sections – Section A which consist the biodata of teacher and students such as Name, Location and Gender. Section B was made up of items to elicit information about their attitudes toward environmental pollution. The instrument’s validity was ascertained by giving it to experts in Biology Education, who are examiners for the West African Examination Council (WAEC) and National Examination Council (NECO) for face and content validity. Their suggestions and corrections were effected. The reliability of the instrument was determined by using Cronbash Alpha Formula. The reliability coefficient of 0.66 and 0.81 was obtained. The data collected were analysed using descriptive and inferential statistics. It was established from the finding that both teachers and students had a positive attitude towards environmental pollution. It was confirmed from the findings that gender and location had a significant influence on both teachers and students’ attitude toward environmental pollution. Considering the finding from this study, it was recommended that the content of environmental pollution in secondary schools should be more comprehensive. Also, environmental pollution awareness programs should be organised for both teachers and students to enhance their knowledge about environmental pollution and invariably influence their attitude.
Perception of Teachers and Principal on the Extent the Innovations in Science Curriculum is managed to Achieve Sustainable Development Goals among Senior Secondary School in Ikwuano LGA of Abia (Published)
The study examined the perception of teachers and principal on the extent the innovations in science curriculum is managed to achieve sustainable development goals among senior secondary school in Ikwuano LGA of Abia. Two research questions and one hypothesis were raised to guide the study. The design for the study is a descriptive survey design, the area of the study is Ikwuano LGA and the population for the study consists of all principals and teachers in senior secondary school in Ikwuano LGA. The sample for the study consists of 100 teachers and 20 Principals. The instrument for data collection was a researcher structured questionnaire tagged “PTPISCMASDGQ” perception of teachers and principal on the extent innovations in science curriculum is managed to achieve sustainable development goals questionnaire. Content and face validity of the instrument was determined by administering the instrument to two lecturers in the department of Educational Management from the College of Education, Michael Okpara University of Agriculture. The reliability of the instrument was determined using Cronbach Alpha and it yielded a coefficient 0.78. The data were analyzed using Mean and standard deviation while T-test. The results obtained from the study reveals that innovation in schools were no adequate for global competitiveness. It was recommended that process of planning educational change and innovation in science curriculum in Nigeria, should give the issues of training and retraining of teachers’ optimal consideration amongst others.
Education for Sustainable Development and Teaching Biodiversity in the Classroom of the Sciences of The Moroccan School System: A case study based on the Ministry’s grades and school curricula from primary to secondary school and qualifying (Published)
Biodiversity education increases human awareness in order to maintain the services provided by natural ecosystems. Hence, the interest in implementing educational projects targeting biodiversity education. However, it is important to integrate this concept into school curricula. Although it is a seemingly complex concept, biodiversity is now considered an indicator of sustainable development and is of strong educational interest. Education for sustainable development can be provided through science education on the concept of biodiversity. Thus, this chapter is reserved for qualitative and qualitative analyses in which we present the place of education for sustainable development and the concept of biodiversity in our science education curricula.
This paper was conducted to examine the tools, strategies, and problems encountered in assessing student learning by pre-service teachers in science during their on-and-off campus clinical experience. A explanatory sequential mixed method design (Creswell, 2003) was used in this study. Three research-made instruments were used in this study: The Assessment Checklist for Student Teachers in Science, Focus Group Discussion (FGD) Questions, and the In-depth Interview Questions. There were 17 pre-service teachers participated from a teacher education institution. Findings of the study using Kruskal-Wallis One-way Analysis of Variance and Thematical Analysis using Phenomenological Reduction Method revealed the assessment tools used most frequently and least frequently, assessment strategies, and the problems encountered by pre-service teachers in science in assessing student learning. The findings also revealed that there was a significant difference in the use of rubric (p value=0.045) as the least frequently used assessment tool by pre-service teachers in science when grouped according to specialization.