The promotion of sustainable environmental education by the Zimbabwe Ordinary level science syllabi
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Date
2017
Authors
Tsakeni, Maria
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
Chemical education provides methods and theories that enable
learners to understand some environmental issues in their
communities better. Following the impetus on education for
sustainable development (ESD), green chemistry and the need
for learners to use the local place as a springboard to learn and
understand global environmental issues, this paper describes the
integration of environmental chemistry in an Ordinary level physical
science 5009 syllabus. Using a mixed methods approach in the form
of a case study of a rural school in the Murewa district of Zimbabwe,
data were collected by means of an open-ended questionnaire
applied to two science teachers, lesson observations and a posttest
only control group design. The findings of the study indicate that
the teachers believed that place-based pedagogy involves outdoor
and classroom activities such as laboratory experiments, projects,
investigations and debates. The place-based activities relevant to
the rural school settings were environmental issues around soil and
water degradation, toxic chemicals in the environment and fuels
for domestic use. The post-test demonstrated the place-based
pedagogy was effective for learner achievement, problem-solving
and environmental awareness. A recommendation is made for the
Ordinary science syllabi to emphasise that place-based approaches
to reflect in environmental education for ESD implementation as
well as assessment practices.
Description
Keywords
Education for sustainable development, Green chemistry, Environmental chemistry, Place-based pedagogy
Citation
Tsakeni, M. 2017. The promotion of sustainable environmental education by the Zimbabwe Ordinary level science syllabi. Perspectives in Education, 35(1), 81-97.